Supply Chain Risk Management - 6330 Words

IBM Global Business Services White Paper Supply Chain Risk Management: A Delicate Balancing Act A multi-faceted view on managing risk in a globally integrated enterprise Risk Management IBM Global Business Services Page  Table of Contents Risk and Consequence: Tales from the Industry Supply Chain Risk Categories Disruptive Events, Uncertainty and Impact Models and Methods for Supply Chain Risk Management Example of Risk Management for IBM’s Product Supply Chains An Approach for Measuring the Impact of Identified Supply Chain Risks Key Lessons from IBM’s Supply Chain Risk Management Approach The Landscape: Supply Chain Risk Management Supply Chain Risk Management: Getting Started In Summary Authors Footnotes 4 6 7 9†¦show more content†¦Volume risk would be particularly high during product launches and phase-outs. Although during product launches inventory cost can IBM Global Business Services Page  be remedied, during the phase-outs, manufacturers face significant component obsolescence risks. The dilemma is that high customer service targets might require prohibitively high levels of safety stock during these periods. Figure 2: Profit Loss due to Supply Disruptions 23% 22% 21% 20% 19% 18% 17% 16% 15% 14% 13% 12% 11% 10% 9% 8% 7% 6% 5% 4% 3% 2% 1% 0% 0 1 2 3 4 5 6 7 Safety Stock (days of supply) Fixed Cost = 25% Fixed Cost = 50% Fixed Cost = 75% Profit Loss 8 9 10 Next, consider a manufacturer that keeps safety stock for a product it makes. In many commodity products, profit margins are low. Suppose profit margin is 10%. The chart above shows the impact of a 10 day supply disruption on profits. Since safety stock can cover for some of the supply disruption, the higher the safety stock the lower the profit loss. For instance, if safety stock is 8 days, only 2 days of revenue is lost and hence the profit loss is for 2 days of sales only. The corresponding profit loss varies from 2% to 4% depending on how high the fixed costs are. Figure 2 (above) shows that a manufacturer with 75% fixed costs (in some manufacturing industries such as semiconductors, fixed costs can be very high) can lose more than twice as much as a manufacturer withShow MoreRelatedThe Risks Of Supply Chain Management1354 Words   |  6 PagesIntroduction When it comes to supply chain management all business must be aware of the risk and best practices to prevent problems with their product. Neither the seller or buyer is immune to the risks of bad supply chain management. When it comes to cybersecurity, companies must be sure that their products do not have vulnerabilities that they are unaware of. This can lead to reduced sales, damaged reputation, and cost a significant amount of money in remediation. Supply Chain Risks As with all other industriesRead MoreSupply Chain Risk Management3278 Words   |  14 PagesMGT 650 Term Paper Risks Associated with Supply Chain Management I. Introduction Companies face a myriad of risks throughout their supply chain. To properly manage these risks, companies must be able to clearly identify them in order to accurately manage and mitigate their impact. Broadly defined, risks can be divided into two general categories: general risks, which are faced by most companies regardless of the nature of the industry in which they operate or the nature of the goods orRead MoreSupply Chain Risk Management Analysis1521 Words   |  7 Pages Uta Jà ¼ttner, (2005),Supply chain risk management, The International Journal of Logistics Management, Vol. 16 Iss 1 pp. 120 - 141. Supply chain risk management is an intersection of supply chain management and risk management. For this we need to understand the benefits and as well as the limitations of both the concepts. Supply chain risk is about any threat of interruption in the order of workings of the supply chain. This Risk is generated as result of risk ‘drivers’ that are internal or externalRead MoreSupply Chain Risk Management Performance1422 Words   |  6 PagesDemand management performance, referring to the extent to which a firm is capable to fulfill its customer’s orders efficiently and effectively, has become one important indicator of a firm’s overall performance (Cachon and Fisher 2000; Heikkila 2002; Xu et al.2003). The demand management process is concerned with balancing the customer’s requirements with the capabilities of the supply chain. This includes forecasting demand and synchronizing it with production, procurement, and distribution capabilitiesRead M oreSupply Chain Risk Management Plan1299 Words   |  6 Pages(2005),Supply chain risk management, The International Journal of Logistics Management, Vol. 16 Iss 1 pp. 120 - 141. â€Å"Supply chain risk management is the process of identifying, assessing and controlling threats to an organization s capital and earnings that are caused by the organization s Supply Chain.  Companies with supply chain risk management plans in place typically place a chief risk office(CRO) in charge of overseeing the effectiveness of the organization s supply chain management strategyRead MoreSupply Chain Risk Management Analysis Essay3068 Words   |  13 Pages SUPPLY CHAIN RISK MANAGEMENT Intro: It is too difficult to give one and distinctive definition of Supply Chain Risk management (SCRM). Indeed, Sodhi, Son, and Tang (2012) begins their findings with the similar fact that ‘there is no clear consensus on the definition of SCRM (because some restrict the scope of SCRM to rare but large impact events while other authors believe that SCRM is about demand-supply uncertainties. 1/3rd of their analysis did not just show that respondents took a probabilisticRead MoreRisk Management : A Global Supply Chain1796 Words   |  8 Pages Research Paper: Risk Management in a Global Supply Chain Week 7 Research Paper/TLMT441 D001 Sum 14 Jerry King/Student ID: 4074738 Professor Little â€Æ' Abstract Risk management is a critical component to the success of any supply chain, yet this is still an area that sees little forward movement. In many organizations, risk management is viewed more as a reactive department, only becoming operational when a significant disruption arises in contrast to being an active and continual departmentRead MoreThe Risk And Benefits Of Outsourcing Supply Chain And Risk Management Essay961 Words   |  4 Pages The Risk and Benefits of Outsourcing Supply Chain and Risk Management. How Boeing 787 Supply Chain Issues Affected Other Industries? Debates between business professionals regarding risk and benefits of outsourcing is becoming increasingly heated with particular focus on risks as unanticipated costs, potential for setbacks, integration difficulties, quality or benefits as minimize overall cost, focus on other business area, meet customer demand and flexibility. However, being prepared, doneRead MoreAn Empirical Analysis Of Supply Chain Risk Management1692 Words   |  7 PagesHoenig in the paper titled â€Å"An empirical analysis of supply chain risk management in the German automotive industry† applied the practices of supply chain risk management by surveying sixty-seven manufacturing plants in German automotive industry. The need of real empirical research in supply chain risk management to help analyzing supply chain risk and test the previous research proposed instruments that can be applied for supply chain risk management was the motivation of this work. In this paper, theRead MoreRisk Management of Mass Customization in Supply Chain Management4280 Words   |  18 PagesRisk management of Mass customization in Supply Chain Management Ching-Hua Huang, Cai Wei, Lam Shan Kong, Ching-Hsin Lee, Po-Chun Chen, Faculty of Business, Economics amp; Law, University of Queensland, Australia Key words: Risk management, Supply chain, Mass customization Abstract Companies nowadays have faced critical issues on managing the supply chain system and how to make it work smoothly is the main goal that is willing to pursue. This article is going to identify the risks

Genetically Modified Organism ( Gmo ) - 1389 Words

According to Brock Biology of Microorganisms, a genetically modified organism (GMO) is an organism whose genome have been altered using genetic engineering (Madigan, Martinko, Bender, Buckley, and Stahl, 2014). GM products include crops and animals, such as soy, cottonseed, alfalfa, papaya, canola, and sugar beets. Throughout the years there has been arguments about the safety of consuming GM products. Some countries believe that GMOs are not safe to consume while other countries believe that they are safe to consume. More than 60 countries around the world, including Australia, Japan, and all of the countries in the European Union, have restriction or bans the production and sale of GM products. However, in the U.S. GM products have been†¦show more content†¦The nine high-risk GM products are alfalfa, canola, corn, cotton, papaya, soy, sugar beets, zucchini, and yellow summer squash. On the other hand, there is monitored risk of production, which means that there is a suspe cted or known contamination of GMOs being added to the crops. The eight monitored risk crops are beta vulgaris (chard, table beets), brassica napa (rutabaga, Siberian kale), brassica rapa (bok choy, mizuna, Chinese cabbage, turnip, rapini, tatsoi), cucurbita (acorn squash, delicata squash, patty pan), flax, rice, wheat, potatoes. Nonetheless, crops aren’t the only organisms that have GMOs. GMOs are also being added into animals, however, these modifications were unsuccessful and terminated. The first example was GMOs being added to salmon. On November 19, 2015 the FDA had approved to genetically modify AquAdvantage salmon. The salmon was safe for human consumption, but two months after the approval the FDA banned the production of the fish due to the Congress forbidding the sale of GM salmon. Another example of GMOs being added are to pigs. Enviropig was a genetically engineered pig that was developed by scientists at the University of Guelph. In 2009, the government approved the production of the pigs, however, in 2012 the University announced the termination of the Enviropig program, therefore euthanizing the pigs that had already been

Disruptive Behaviors Free Essays

Research/Literature Review Disruptive and Violent Behaviors in the Classroom: Where do we begin to solve the problem? According to Random House Dictionary (1992), discipline is defined as â€Å"behavior in accord with rules of conduct. † It is an essential part of classroom management. Discipline in the classroom enables a teacher to focus on the task at hand, which is education our children. We will write a custom essay sample on Disruptive Behaviors or any similar topic only for you Order Now It also keeps a classroom or school in order and created a safer environment in which to learn. Disruptive behaviors in the classroom affect not only the student involved but also the teacher and other students. For example, if a student exhibits disruptive behavior as a means of gaining attention by throwing paper or talking during class, he or she takes the teacher off task to address his or her behavior. This also causes the other students to become off task. The disruptive student becomes satisfied because the attention rewards his/her negative behavior. These kinds of minor incidents, if rewarded, could lead to other forms of disruptions, which, if not controlled, could become aggressive and or violent situations. Take for instance the six-year old boy who shot and killed another six-year old classmate after a playground dispute in Mount Morris Township, MI on February 9, 2000 (Bonilla, 2000). If elementary school educators think the problem of crime, violence and aggression in youth will not affect them, then they must reconsider. This example has proven that the perpetrator is likely to be of any age, even as young as six-years old. As a teacher, one of my concerns is classroom management. In particular, I want to be well informed on the disruptive behavior of children, recognizing its causes and implementing a form of discipline that will not only stop the disruption and keep the students on task but also prevent it from occurring regularly. I believe being knowledgeable of the causes will enable us as educators to develop strategies to control and prevent these behaviors from occurring in the future, thus, keeping our students on task, as well as, making our schools a safer place to learn. This paper is organized in a three-fold manner, including research on the following focus areas: (1) overview of aggressive and disruptive behaviors and violence in schools; (2) possible causes and consequences for aggressive and disruptive behaviors; (3) strategies for assessment, intervention and prevention. Definitions/Overview of Concepts How do we begin to derive a solution to the problem of violence in our schools? It only seems appropriate to first define aggression and violence. Jan Jewett (1992), the author of Aggression and Cooperation: Helping Young Children Develop Constructive Strategies, defines aggression as â€Å"any intentional behavior that results in physical or mental injury to any person or animal, or in damage to or destruction of property. According to researcher Lorraine Wallach (1996), violence and aggression are often confused and are used interchangeably to mean the same thing. In fact, she states that aggression is inborn while violence is learned. Aggression provides the force that can cause violent behavior to erupt if it is not handled properly. Wallach’s definition of violence is very similar to Jewett’s definition of aggression. Wallach (1996) states, â€Å"violence means using force to hurt, violate or abuse persons or destroy property. † In their study, Kamps, Kravits, Stolze and Swaggart (1999) define aggression as, â€Å"purposeful physical contact intended to harm a peer or that could be harmful with force†¦Ã¢â‚¬  Basically this definition is synonymous with that of Jewett and Wallach. For the purpose of this paper, aggression is defined by using a variation of the above mentioned definitions as the force that causes disruptive and sometimes violent behaviors to flare. Violent behaviors are defined as intentional behaviors meant to hurt, violate or cause damage to any person or property as a result of aggression. Violence in Schools Rossman and Morley (1996) found that violence and crime in schools have been around for decades but the nature of the behaviors has changed. They found that forty years ago teachers were reporting the most common classroom problems to be tardiness, talkative students and gum chewing. The present-day grievances have changed dramatically. They include the presence of drugs, gangs, weapons, as well as concerns about verbal assaults, bullying, physical attack, robbery and rape (Rossman Morley, 1996). In their synthesis of research, Rossman Morley (1996) presented a 1993 Nationwide school-based survey by the Centers for Disease Control which reported the following results: 1. 4. 4% of 9th 12th graders missed at least one day of school because they felt unsafe on school grounds 2. 11. 8% reported carrying a weapon to school 3. 7. 3% of these students reported having been threatened or injured with a weapon on school property 4. 6. 2% reported having been involved in at least one physical fight at school 5. 32. 7% reported having property deliberately damaged or stolen while at school Much of the research presented in Rossman Morley’s article was conducted on adolescents and teenagers. Elementary educators should be aware of this research because they encounter these children before they become â€Å"problem chi ldren†. Elementary teachers have a great impact on the behavior of their students, especially as they become adolescents. For this reason, it is important for teachers to monitor the current research in order to prevent possible violent outbreaks among these children. A survey on the opinions of teachers, reported by the National Center for Education Statistics, revealed that teacher’s opinions on the safety of public schools are not good. This survey, conducted from 1987-88 to 1993-94, noted that elementary school teachers are reporting â€Å"physical conflicts as a moderate to serious problems† (Rossi Daugherty, 1996). Possible Causes and Consequences of Disruptive/Aggressive Behaviors According to child and adolescent psychiatrist Dr. Baer Max Ackerman (1998), there is no single pre-determining factor that causes aggressive behavior in children. Nature and Nurture interact to make up a child’s personality. This section of this paper will focus on both, internal and external factors that may cause aggressive and violent behaviors in children. Internal Factors Rossman and Morley (1996) give several internal and external causes for crime and violence in children. The biological factors or stressors include fetal alcohol syndrome, or crack babies. The factors impair the individuals’ abilities to exercise cognitive controls or engage in stable social relationships. This idea is also supported by Lorraine Wallach (1996), she states, â€Å"†¦brain research links early deprivation and abuse with physiological changes†¦which can be neurological or chemical may make the afflicted individuals susceptible to violent and addictive behavior†. Other research (Massey, 1998) indicates the consequences of violence in the early years include shaken baby syndrome which can cause, â€Å"†¦brain damage, blindness, cerebral palsy, hearing loss, spinal cord injury, seizures, learning disabilities and even death† (Massey, 1998). External Factors A study conducted by Stormshak and Bierman (2000) was designed to determine whether five distinct parenting practices could be related to various profiles of disruptive behavior problems in their children. The study included 631 kindergartners and their parents; they were from four areas of the United States, Durham, NC; Nashville, TN; Seattle, WA; and Central PA. The researchers (Stormshak and Bierman, 2000) collected their data through parenting interviews on reports of child behavior problems. A factor analysis was then conducted. The results of this study indicated that there is an association between parental physical aggression and aggressive child behavior. This finding suggests that spanking, physical aggression and violent forms of parenting are related to â€Å"active, aggressive, externalizing behaviors† (Stormshak Bierman, 2000). A limitation in research, according to the researchers, was their reliance solely on parent reports for the child’s behavior problems, as well as of parenting practices. The responses of the parents may have reflected what they believed to be acceptable parenting styles. Other researchers Nelson, Martella Galand, (1998) have found that parents that are unskilled in their use of punishment for their children’s disruptive behavior, and this only make things worse. Research (Aidman, 2000) done over the past forty years concludes that violence on television programs has negative effects on young viewers. Children learn to use the aggressive behavior they witness to benefit themselves. The learning of aggressive behavior has been forecasted to increase when the violence witnessed is justified, graphic, extensive or realistic, when the perpetrator is attractive, conventional weapons are present and when the violence is rewarded or presented in a humorous fashion. Aidman (2000) also suggests in her article that when children are repeatedly exposed to aggressive acts and violence, they become desensitized to its harmful and realistic consequences. The long-term effects of desensitization of violence have been of special concern for parents and educators of young children. Consequences of violence on children who witness violence include low self-esteem, withdrawal, nightmares, self-blame and aggression/violence towards peers and family members (Massey, 1998). Bullock, Fitzsimons, and Gable (1996) note, Factors that contribute to an increased likelihood of aggressive behavior include not only the child’s temperament and parent’s child-rearing and discipline practices, but also exposure to medial and real life violence- such as, spousal abuse/victimization, severe parental depression, chronic economic hardship, unemployment and family criminality. The external factors associated with crime and violence in children offered by Rossman and Morley (1996) are as follow: 1. Unsatisfactory family environment/relationships: poor parenting skills and child rearing conditions, insufficient nurturing and pro-social bonding, lack of parental supervision, ineffective or harsh discipline or repeated abuse 2. Limited opportunity routes attributed to social inequalities: these minimize youths’ exposure to pro-social role models and diminish youths’ ability to envision productive, secure futures 3. School factors that are conducive to disorder, crime and violence: –Overcrowding -High student/teacher ratio –Insufficient curricular/course relevance –Low student academic achievement and apathy Another study suggest the aggression in children emerges from being rejected by peers (Mounts, 1997). It is important for young children to have good peer relationships. Friendships and good peer relationships provide the following, according to Dr. Mounts: (1) companionship and support in stressful times such as divorce; (2) a source of fun and recreational activities; (3) loyal allies during tough interactions; (4) confidants and holders of secrets. This may allow a child to release tension and aggressive energy by talking to someone his or her own age. Peer relationships provide critical opportunities and outlets for children to learn to manage conflicts in their lives. According to research by Dr. Mounts (1997), children of single-parent homes, or homes where both parents work spend greater amounts of time in the company of peers. The following characteristics of peer-rejected children were cited in her research: (1) display high levels of verbally and physically aggressive behavior towards peers; (2) are disruptive; (3) frequently are off task in the classroom. These characteristics represent children who cause disruption and are a source of discipline problems in the classroom. Dr. Mounts (1997) found that 1/3 of all peer-rejected children were seen as highly aggressive. Forty-eight percent of rejected 6th graders were interested in receiving help in improving their peer relationships. Other research presented by Kamps, Kravits, Stolze and Swaggart (1999) supports this relationship; they report that early trends of antisocial behavior are later predicted to result in aggressive behavior. A study by Edmondson and Bullock (1998) was conducted using the method of focus group. It involved five elementary-school-aged boys, 3 Hispanic, 1 Asian American and 1 African-American students from grades 4 and 5 of an inner-city elementary alternative center. The study focus was on determining these students’ thoughts, feelings and perceptions on the topic of aggression and violence in schools. The researchers believed that students from this kind of setting could, â€Å"†¦provide educators with valuable information regarding youth who display aggressive and violent behavior† (p. 35). Results of this study (Edmondson Bullock, 1998) suggest that the behavior and thought patterns of young people are affected by their social skills. These subjects appeared hopeful about resolving aggressive and violent behaviors in schools (Edmondson and Bullock, 1998). This article identifies possible causes of aggression in youth to be linked to societal influences. Violence and aggression can also have adverse effects on learning, according to Massey (1998). She states, â€Å"academic achievement enhances the development of positive self-esteem and self-efficacy†¦which are necessary for children to experience emotional well-being and to achieve success† (p. 3). Strategies for Assessment, Intervention Prevention There is a wealth of information regarding intervention and prevention of aggression and violence in students. While conducting the research for this topic, I came across several articles and studies. Unfortunately, only a fraction of what is available to educators, parents and the interested public will be presented in this paper. Assessment Strategies Three elementary-aged boys in regular education classrooms, identified with extremely disruptive in-school behavior were included in a study by Ellis and Magee (1999) to assess activities of the Behavioral Assessment and Technology Support Systems (BATSS). The BATSS conducts functional analysis of very disruptive behavior in children labeled severely emotionally and behaviorally disordered. The subjects included a 10 year-old with ADHD, another 10 year-old with Pervasive Developmental Disorder and a 6 year-old with mild autism from two suburban school districts. The researchers (Ellis and Magee, 1999) gathered data from observation conducted by the observation team for 10 days during regular classrooms, special area classes, recess and lunch. According to Ellis and Magee (1999), †¦The goal of functional analysis is not to find the one true approach but to find the most appropriate strategy that will provide the most information and that will ultimately result in an effective intervention that can be implemented by the relevant personnel in a particular setting. (p. 6). Functional analysis assessment was used in the beginning on maladaptive behaviors, such as STB (self-injurious behavior), occurring with persons living in housing for those with developmental disabilities (Ellis and Magee, 1999). When this method of assessment was moved into natural settings, research was primarily conducted on persons with mental retardation. Functional analysis were rarely conducted in school settings. â€Å"Replicating the functional analysis in regular education class after analyzing the behavior†¦helps explain how the circumstances of a classroom routines modulate the effects of a procedure†¦Ã¢â‚¬  (p. 93). In this replication of a BATSS study, †¦results suggest that validating each functional analysis outcome in the student’s classroom, with the teacher conducting the analysis, provides direct opportunity for the classroom teacher to observe the effects of directly applied behavioral contingencies on the students targeted behavior. (p. 1 8) This study provides evidence that when the results of a functional analysis produces changes in disruptive or inappropriate behavior, functional analysis can become institutionalized (Ellis and Magee, 1999). Another study by Scott, DeSimone, Fowler and Webb (2000) consisted of three male elementary-aged students whose behavior interfered with the quantity and quality of their classroom instruction. The researchers evaluated functional behavior assessment to develop interventions for disruptive behaviors. They state that in the past, teachers relied upon disapproval, punishment and exclusion as a means of eliminating disruptive classroom behavior. According to research (Scott et al. , 2000), these types of interventions are ineffective. Functional behavior assessment can be applied as a validated procedure for intervention with disruptive students. This involves â€Å"†¦identifying the purpose or function of student behavior followed by teaching and reinforcing more desirable replacement behaviors that are selected to serve the same function for the student. † Information obtained from the assessment can be used to define appropriate replacement behaviors, as well as, develop intervention strategies. Findings from this study show the importance of having a pre-planned intervention (Scott et al. , 2000). Prevention/Intervention Strategies Kamps, Kravits, Stolze and Swaggart (1999) cited several studies in which the researchers found that without intervention, antisocial behaviors beginning at an early age are predicted to develop into learning difficulties. Kamps et al. (1999) conducted a study on a total of 52 (28-target group and 24-control group) elementary and middle school students at risk for EBD (emotional and behavioral disorders) from urban schools. The researchers’ goal in this study was to investigate a â€Å"universal intervention† prevention program. The intervention consisted of behavioral management programs, social skills instruction and peer tutoring in reading. The researchers (Kamps et al. , 1999) found that student performance across several key behaviors in the target group improved the prevention program. This group also showed a decrease in aggression. They state, â€Å"†¦early interventions, such as programs for elementary-age students, may prevent further deterioration of behaviors and stop a negative trajectory toward academic and social failure. Overall, this study contributed to support the use of preventative programs for at-risk students and students with EBD in elementary schools (Kamp et al. , 1999). The results from this study may be applied to all students. Lorraine Wallach (1996) offers alternative suggestions to preventing aggression and violence among children. Her ideas are formed around the schools and centers that educate and care for young children. These include: 1. Schools should provide teache rs who exhibit warmth and kindness and are willing to make an investment in the children they educate 2. Teachers must show respect to children and their efforts to be independent 3. Schools should provide for young children an environment that is easily managed and orderly 4. Programs that are interesting, challenging and fun should be provided by the schools; these types of programs â€Å"provide an outlet for the aggressive energy†¦Ã¢â‚¬  as well as build self-confidence and self-esteem 5. Schools should offer many opportunities for self-expression; this gives children a chance to reveal their feelings, How to cite Disruptive Behaviors, Papers

On Becoming a Cell Phone Junkie

Table of Contents Introduction Body Conclusion Works Cited Introduction The new millennium has brought about vast changes in lifestyles due to the evolution of information, communication and technology. Innovations in technology have made it possible for more and more people to have access to gadgets which are more affordable and user-friendly. Almost everyone owns a cellular phone. This gadget makes them accessible to anyone no matter where they are. Advertising We will write a custom essay sample on On Becoming a Cell Phone Junkie specifically for you for only $16.05 $11/page Learn More Cell phone function is not limited to making phone calls or texting messages. Now, it has become an indispensable instrument to link people to other people and to available information. Everything becomes accessible at the tip of one’s fingers. Since cell phones offer so many services to consumers, many people have become addicted to the device, often springi ng it out of their pocket several times in an hour. Uses of the device include texting, making calls, browsing the internet, being online at social networking sites such as Facebook or Twitter, and using numerous applications installed in the unit. It has become so useful in multi-tasking that people become dependent on it for the slightest need – from dispelling boredom by listening to music or playing games to keeping friends and family updated with one’s whereabouts, activities or thoughts, to researching for pertinent information online. Body It is because of this utility that some people regard their cell phones as essential to their existence. Personally, I feel the same way towards my cell phone. I cannot give up using it for all sorts of things because it has become an important part of my lifestyle. However, I do not consider myself a cell phone addict because I am aware of my limits. I get to enjoy activities other than just being engaged in cell phone use such as having lunch with my friends or going to the theater. Cell phone addicts do not care for other activities as long as they are using their phones. Sometimes, they even miss their meals or dates with important people because of their cell phone addiction (Mokey, 2010). I may sometimes over spend on my cell phone bill, and even forego some necessities because I need to pay it, but I know I could not go over $75.00. Excessive cell phone users may pay as much as $500.00 to $5,000.00 on their cell phone bill alone (Nauert, 2007: para 17). For me, that is the height of cell phone addiction.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Cell phone addicts allow their devices to consume them. They become obsessed with it and emotionally attached to it reasoning it holds a big part of their lives due to the contact list and important data it stores. If it gets damaged or lost, they become inconsolab le, as if they have lost a friend (Mokey, 2010). I can be sad and regret its loss in the event that I do lose my unit, but I can easily bounce back to my normal moods. I am not one of those who read all about their cell phones or incessantly talk to fellow users of the unit. I am aware that there are more important things to learn and talk about. Conclusion Although I must admit that cell phones have earned their merits as essential tools of existence in the new millennium, I do not subscribe to the idea that my life should depend on it. With the way technology is making cell phones more powerful tools by adding to its utility, I am wary of becoming a victim of cell phone addiction myself. Anyway, what’s a better way to reach out to someone than having that person with you physically and bond over a cup of coffee or a special activity you get to do together offline? Works Cited Mokey, Nick. â€Å"The Top Ten Signs of Cell Phone Addiction†, Digital Trends. 25 January 2 010. Web.. Nauert, Rick. â€Å"Cell Phone Addiction?†, PsychCentral. 08 June 2007 Web. This essay on On Becoming a Cell Phone Junkie was written and submitted by user Danny Garrett to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Sex Now And Then Essays - Prevention Of HIVAIDS, Midwifery

Sex Now And Then Essays - Prevention Of HIVAIDS, Midwifery Sex Now And Then Sex Now and Then Sex is one of the most heated issues in our society today. Obviously sex has always been here, but in the past people were at least a little more discreet and respectful, and it was much more common for sex to be honored in marriages only. Now, sex education is taught to junior high school students, teachers are giving out condoms, and sex is so far from being sacred that its sad. Slowly it has been revealed to in layer, in such a way that we are no longer surprised that America is one of the leading countries for sex - related problems. How did it go from sex representing a bond of love between man and wife, to multiple sex partners, sexually transmitted diseases, and pregnancies that are usually unwanted? Who or what is to blame for the obvious decline in our values? Before fingers are pointed, take a look at a few problems we are having today. There is a lack of communication between parents and children, the media is infested with sex, broadcasting it on television and theatres, and even on radios to audiences of all ages, and the thought of any principles being displayed in anyones daily life seems ancient. Everyday new commercials are aired desperately encouraging parents to discuss with their children what is going on in their lives. Most teens faced with the overwhelming decision of sex are unaware of all the consequences it can bring. Perhaps the teachers skim over the ugly part of sex, which usually includes the physical diseases and pregnancies, but parents need to re - emphasize these problems and warn their children of the emotional pain that can come with having sex before total commitment, love and trust is in the relationship. Some parents would argue that they do know what is going on their kids lives and that can learn for themselves about sex. I disagree. Too many times parents assume that their children are doing well without their help, and never even ask about how things are going. Sex is openly discussed just about everywhere, except for the one place it needs to be in the home for helpful answers to problems, and to be cherished in marriages. A parent should be the first place a child can come to just to talk about anything in their lives. Another reason sex is so popular these days is because it is publicized everywhere. I see it on television and theatres, hear it in the music, and eventually end up excited about the idea just like everyone else. There is nothing wrong about being excited, but sex is shamelessly overrated, and as it is, its sending out confusing messages to children who should not even have to deal with such decisions so early in life. Our society portrays sex carelessly, implying that because it is everywhere, than its acceptable and then they expect everyone to think for him or herself. Thats impossible when some of these kids are young, and still depend on their parents for lunch money and rides to school. Another good myth is that if it feels good then its okay to go ahead and have sex. The truth is usually it does feel good, but that doesnt make it okay all the time and it does not omit anyone from the harmful consequences it can bring such as gross diseases, early pregnancies, and guilt and pain for the rest of your life. Unless things change, a lot of children, teens, and adults will be fooled by the way our media views sex, and the result will be more clueless people messing up their lives in a way that can never be changed. The last and perhaps most relevant reason for so much sex outside of marriages is the decline of Americas morals and values. Its not uncommon at all for a person to have had sex with four or five people before getting married. Their spouse usually being one of those few, they have already slept with. Nor, does it shock anyone these days to hear about young girls having abortions because they wanted to have sex, but didnt want to

How to Study for the SAT

How to Study for the SAT SAT / ACT Prep Online Guides and Tips The SAT is an extremely important test for those planning to attend college. It's definitely not one to neglect or ignore until the last minute. Preparing for the exam is the only way to make sure you're doing your best on test day. Well, that's all well and good, but how exactlydo you study? It's easy to feel overwhelmed by the prospect, or else overloaded by information from a number of different sources all claiming to have the answer to every one of your testing woes. Read on for myvery best suggestions on how to study for the SAT, based on my extensive experience as a tutor.I'llcover eachstep you need totaketo improve your score, from finding the best SAT practice tests to setting a goal to fine-tuning your section strategies. After reading this article, you'll know exactly how to prepare for the SAT. The 3 Guiding Principlesof SATPrep While we've gotplenty of specific advice on how to studyfor the SAT, there are also some more general concepts that underlieall aspects of theprocess. #1: Personalize Your Program It's crucial that you individualize any plan to fityour needs. We might be the experts on the SAT, but you're the expert onyou.All the suggestions in this guide should be looked at with the understanding that you can tweak them to fit what you, individually, need. If, for example, you need to study three times a day for a shorter period of time rather than knocking it all out in one chunk in the evening, that's fine. If the opposite is true for you, that's fine, too. Do what will work best for you. #2: Leave Plenty of Time to Study If you're looking for an improvement of 100 points or thereabouts, three months is a good amount of time. If you need something significantly more substantial, though, you might want to stretch that timeline out to six months.This means you should have a good idea of your goal at least six months before the SAT. This ensures you'll have time to takeappropriate action, even if that action is letting it rest for three months. Get that test date on your mental calendar. #3: Do What You Can With What You Have It's always better to do something than it is to do nothing. For instance, if you don't have the aforementioned three tosix months, use what you do have to your best advantage.If you simply can't take a practice exam in one sitting without getting interrupted, take it in several sittings. Not having ideal circumstances is not an excuse to sit on your hands and do nothing. SAT Study Plan: 10-Step Process Now that we've established the basic ideas you need to keep in mind, let's coverthe actual steps of how to study for the SAT. Step 1: Read Up on the SAT Find out any information you're not sure about. What is the SAT? How is it scored? What score do you need to maximize your chances of getting into your dream school? Find the answers to all these questions (and more) on our extensive SAT blog.In short, spend time learning what to expect from the test so that you'll be prepared for what it looks like and how to approach each section and question type on test day. Step 2:Take Your First Practice Test This first attempt should definitely be anofficial practice exam.This is the closest you can get to an actual SAT without taking it. Published by the College Board, official practice SAT tests are extremely representative of the SAT. Do your best on this first run-through;itwill serve as your baseline, indicating how well you are currently able to perform on the SAT. In the same vein, it's important totake this test under actual exam conditions. Sit in a quiet, well-lit room and time yourself using official time constraints. This will help your practice score be as accurateas possible. Step 3:Score Your Practice Exam Spend some time reflecting on your results. Review every question you got wrong,determining why it was wrong and why the correct answer was right. If there are any questions you got right by guessing, try to nail those down, too.Most official practice tests includeanswer explanations, which area great tool you can use to aid your studying. You can also try plugging the right answer back into the problem and working through it with the end in sight. Does it make any more sense this way? Don't ignore outside resources,such as your teachers, tutors, or parents.Ask someone when you need help figuring something out. Once you've got a grip on your answers, use this information to determine your strongest and weakest areas of the test. The SAT includes subscores, which will help you zero in specific types of problems, so don't forget to pay attention to those results, too.The areas in which you struggle more consistently are the areas you're going to focus on in the coming weeks. Your results might not look like this the first time through. Step 4:Set a Goal Score You know what the SAT is like, and you know how you perform on it. Now, take time to consider what a reasonable goal score might be for you. This goal should be achievable: don't expect a 600-point increase over your practice score. It's fine to set a goal that's a stretch,though. Don't give up on your dream school just because one practice exam didn't come back in the full glory you'd hoped for. To set a specific SAT goal score, you'll need to know the average scores of admitted applicants to the schools you're applying to. Your goal score must be higher than these averages to give you the best chance of admission. For more info, take a look atour step-by-step guide on how to set an SAT goal score. Step 5:Decide What Tools You'll Need to Use Consider how far you have to go to reach your goal score as well as what resources are available to you. The more of a gain you need to make, the more intensive your methods will need to be. Consider whether it's reasonable to think you can afford individual tutoring, a group class, or an online prep program. The SAT is important, no doubt, but there's no use in overstepping the bounds of your means for it. Do what you can with what you have. As you gather resources, be savvy about evaluating them. Are they official (endorsed by the College Board) or unofficial? Official resources are best becausethey mimic the test as closely as possible. If you're looking at an online program or tutor, what kind of credentials do they boast? Have students who've used them seen a lot of improvement? These are the sorts of questions it's important to ask yourself. Now, you can always work solo.There are plenty of resourcesyou can use to correct any issues that come up, including SAT books, prep websites, apps, and the SAT's partner siteKhan Academy. These resources can be very helpful, and many of them are free. Realize, though, that working entirely on your own with resources like these might not be enough. Think about what other resources you can access if possible. You can also work with an online prep program. These are great because they personalize their recommendations based on your performance, provide plenty of personal attention to tracking trends in your work, and are generally more affordable than in-person options. Unfortunately, you're missing that in-person contact that can be sovaluable. Another option is to work in a group class. These courses are a great way to get the support of both peers and an instructor. You can ask questions and review the content that's most important to you. Classes are also more affordable, in most cases, than individual tutoring. The degree of personalization, however, suffers because of the group format. Finally, you can work with an individual tutor, eitheronline or in-person. This option maximizes the individual and purely custom attention you get;you get an expert walking you, personally, through every step of the way. That being said, prices are frequently prohibitive,and your time with your tutor will probably be limited week by week. Whatever tools you're using, make sure they help you learn. Step 6:Set a Pattern of Practicing Generally, if you've given yourself plenty of time, you should be looking at somewhere between30 minutes and three hours a sitting- closer to 30 minutes if you're practicing daily, and closer to three hours if you're only practicing a couple times a week. YourSAT study plan is something to personalize.Small, manageable, regular chunks of time are ideal, but listen to your own needs. Don't cheat yourself out of study time in the name of personalization! Plan to use a combination of books and videos,as well as any class or tutor available to you (the College Board has a free Question of the Day app to look into, too). Set these resources into your regular schedule;don't plan to study for three hoursthe same day as your three-hour SAT class. Step 7:Take Another Practice Exam Ideally, this should take place about a month after you start studying. Otherwise, take it when you can, even if that's two weeks after you start or two months after you start. Just don't take it within a few days before the actual test. Frying your brain completely isn't going to help you reach your goal score on test day. Once again, score your practice test carefully,checking the explanation forevery question you got wrong. See where you've grown, where you've stagnated, and where you've backslidden. Figure out where you need to redouble your efforts and where you can ease off a little. Step 8:Adjust Your Study Plan Based on Your Progress Don't forget to stillstudy areas of consistent strength- just brush them off periodically,though, rather than dwelling in your comfort zone. With areas of persistent weakness, make sure to studythese areas using a variety of angles,and drill the problems you've already worked through until they become second nature to you. If you're backsliding, increase your attention to that topic.If you're growing, stay on course. Continue to make use of the resources that are working well for you. Step 9:Repeat Steps7 and 8 In the early stages of a more leisurely plan, take a practice test every month or so.In the later stages, bump it up to every week or so. If your study plan is more compressed, you might need to start straight away with a test every week or every other week. Try to maximize the number of practice tests you take without totally burning yourself out.Four or five practice tests is a great number to shoot for, roughly. Don't forget to adjust your study plan after each practice test based on your results. Hopefully the cycle of studying will be more stimulating than this fellow's treadmill. Step 10:Maintain Self-Care The week before the SAT, start putting the brakes on studying by slowingdown your pace. A day or two before the test, stop studying altogether.Your know what you're going to know, so there's no use stressing at this late point in time. Instead, make sure you're resting up and putting things in order for test day. Get a solid amount of sleep for at least three nights before the test.Gather your supplies prior to the morning of. Plan to eat a healthy breakfast on test day, lay out your outfit the night before, and know what time you need to leave so you'll arrive in time for the test. Reminders for Your SAT Studying When you take your practice tests, use them as an opportunity to get familiar with the format and instructions. Pay solid attention to these aspects of the exam so you don't waste valuable time on test day rereading them. In your studying, don't forget the worthof simple, active reading.It's invaluable. Try to read challenging literature across genres, and actively engage with what you're reading. This will help you do even better on the SAT Reading and Writing sections. Set minor goals as a way to achieve your major goals. For example, if your goal score is pretty far from your baseline score, aim for smaller increases in-between practice tests and try to hit those instead. Most importantly, acknowledge the progress you're making. Lastly, find a buddy- a friend, parent, guidance counselor, etc.- who can encourage you, make suggestions in your process, and hold you accountable to your goals. Conclusion: How to Study for the SAT Studying for the SAT can be daunting, but it's less daunting if you head into it with a plan. Remember to leave yourself plenty of time,assess your strengths and weaknesses, and consider all the resources available to you. Allot plenty of time for studying and doing practice tests so that you can get used to the SAT format and learn what to expect on test day. Finally,remember to breathe and take care of yourself.The SAT is a tool to get you into the college you want to attend- it's not anything that should own you. What's Next? Not sure when to start studying for the SAT?We've got a detailed discussion of the benefits of starting early. Be sure to also check out our complete SAT study planfor more tips on when to start prepping. Want to learn how to build an SAT study plan? Look no further. We've gotfour sample SAT study plans you can use as well as a four-step guide onhow to study for the SAT in a month. Are you aiming for a perfect SAT score? Read aboutthe steps you can take to get there, written by our resident full scorer. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Trends of violence in juvenile crimes Research Paper

Trends of violence in juvenile crimes - Research Paper Example This paper investigates the current trends in violent juvenile crimes and its reasons. Criminal and violent activities among children are increasing day by day because of the changing life styles among children. Lack of parental care, drug and alcohol addiction, influence of print media, television and internet upon children were some of the main reasons for the childish offenses. Adult crime and juvenile crime are dealt separately by the court. For example, shooting and killing of another person by an adult and a juvenile will be considered differently by the court. â€Å"There are somewhere between 250,000 and 300,000 cases of child sexual abuse each year in the U.S.† (Understanding Juvenile Sex Offenders) â€Å"Juveniles account for about one-quarter of the sex offenses in the U.S.† (JONES, p.1) Most of the juveniles who suffered sexual abuse will hide it from the public view because of shame. Compared to adults, juvenile offenders are more dangerous since in most cases, their abusive behaviour will continue throughout their life span. Some of the juvenile crimes may not be much harmful to the society whereas some other crimes may be violent also. Gun usage is not controlled much in the American society and the juveniles are using it just like a toy in their hands. Even simple juvenile clashes result in shooting incidents which kill or injure lot of innocent people because of the immaturity. The accused terrorist, Mohammad Kazab, who has been caught alive from the recent Mumbai terrorist attack, has argued that he was not an adult, in the court where the trial of the Mumbai attack is going on. Whether it is right or wrong it is a proven fact that juveniles are currently engaged in more dangerous violent activities than before. AK 47 or Missile launchers are not a surprising thing for at least some of them. Reports from Sri Lanka have showed that the Liberation tigers of Tamil Elam (LTTE) have