Bahasa Indonesia Essay Example for Free

Bahasa Indonesia Essay My Educational background, academic and extra curricular and work experience are as follows. I am currently pursuing an international Baccalaureate education in Sekolah Pelita Harapan in Tangerang Indonesia that is equivalent to a 2 year diploma. The courses I have undertaken include business management (Higher Level / HL), English A2 (HL), Theatre Arts (HL), Bahasa Indonesia A1 (SL), Mathematics (SL), and Environmental Systems (SL). I hope to score a distinction on my final exam. I have been involved in extra curricular activities since primary level these include theater arts where I have participated in plays like the Sandbox by Edward Albee, Shakespearean Monologues and the Importance of Being Earnest by Oscar Wilde. My key role has been in charge of costume design, setting and construction. I have been involved in painting and drawing, participated in music especially playing the piano as well as learnt Japanese language. I have participated in many sporting events during my school time and received awards such as fitness where I was awarded with gold equivalent to the international standard, hockey as goal keeper, ice-skating and become first runners-up and basketball. I also participated in the athletics where I become third winner. Apart from sports, during my leisure time I get engaged in charity work such as volunteer as English teacher in local orphanages and organize special events like in Christmas 2007. I have participated and coordinated the Indonesia’s 2007 charity walk where we raised money to help flood victims for purchase of medicine and personal effects. In addition am involved in Sunday school teaching. During my summer holidays I work in the family businesses dealing in supplying of merchandise to companies in Indonesia and in the printing firm contracted by large companies. I have learnt a lot of business skills from my family members especially dad and grand father. They have introduced me to the business world which makes me consider expanding my knowledge and skills that will make me better and productive. I am applying for consideration for admission to FIDM in the following majors’ i. e merchandise marketing, visual communication and business management. I am aware that FIDM offers all these majors. I believe I will be able to undertake these courses so that I can sharpen my skills. For instance in Merchandise marketing I would like to get knowledge and skills about planning, purchasing, promotion of merchandise, technology application, human resource development and critical thinking among others. In Visual communications am much interested in acquiring skills in visual presentation, exhibition and trade show design, retail display, store keeping, event planning, trend analysis and computer graphics. While in business management am quite excited if I get these chance to broaden my knowledge on entrepreneurship, financial management, human resource management and organization, global influence, involvement and management. I have considered this field of profession since my childhood. I have thought about it over and over again for a long time. Given the fact that I was born in business environment, my interest for really integrating fashion and business tickles me. Am persuaded this is the area of my interest and career fulfillment. The reasons for me to chose this college among all your other choices is that Fashion Institute of Design Merchandising (FIDM) is an institute that is reputed internationally in the fashion industry. It has experience of over 35 years in teaching with a unique nature by which the college delivers its curriculum such as being industry driven and practically oriented to the present development. The institute has a diverse community of students and staff from different backgrounds which gives opportunity for broader understanding of global issues. It has well equipped academic materials. This exposure will enhance my understanding of global issues and help me appreciate diversity. The other support services provided such as international student support classes, work experience, transfer offers, student resources and career development services and opportunities such as networking, graduate alumni and career placement after college are other important reasons I would like to attend FIDM than other colleges. I consider this college as a place where I can gain knowledge and skills to help me in my career goals and future plans. After I have completed my college studies I would like to pursue a career in fashion industry especially costume design, creativity and business management. I like watching fashion modeling events with a keen eye on creative design. I have intention of creating my own designs that I would like to be involved in and become one of the world fashion designers. The exposure I have gained from family businesses I have worked and knowledge I expect to gain from attending FIDM will surely enhance my entrepreneurship skills and ambition to own a fashion store business with wide collection of world fashion designs. I would like also to pursue my education to an advanced level so that I can train and nature talents in my country. I am convinced that this is where I want to go and make an impact in the fashion industry. REFERENCES Fashion Institute of Design and Management. (2008). Curriculum. Retrieved April 17, 2008 from http://www. fidm. edu/academics/majors/business-management/curriculum. html Bahasa Indonesia. (2016, Nov 16).

Organisation and Management of Research Paper Example | Topics and Well Written Essays - 2500 words - 1

Organisation and Management of - Research Paper Example Planning comes in many different forms and this process involves setting the scope of the project as well as the necessary tools needed to conduct a successful research project. Tools planning might be measured in electronic database availability, resource literature compilation, availability of a non-disruptive environment for thought and secondary research, and also the planning of specific objectives related to the goal of project completion. After the planning stage, the student must be motivated to complete all tasks on time and remain focused on fulfilling all of their planned objectives. Because a project as large-scale as a dissertation involves multi-tasking in all stages of development, motivation is a primary factor to ensure that the project meets its proposed timeline without interruption to attaining a quality end result. There are generally two types of motivation, intrinsic and extrinsic. Intrinsic motivations come from within and are linked specifically to the task itself. For example, this motivation might be developed from having a personal association with the research project in a way that provides value to the researcher. Therefore, the student should be able to come up with a suitable topic that is directly associated with something in their career field that is personally rewarding or they feel would bring value to the reader. By identifying personally with the research topic, the student will probably have more incentive and enthusiasm for conducting all stages of the project successfully.

Political ideologies Essay Example | Topics and Well Written Essays - 750 words

Political ideologies - Essay Example The diverse ideologies include liberalism, conservatism and absolutism. Other ideologies include socialism and anarchism. I will look at the political ideologies in more detail. I will also give a detailed explanation on the ideology that I believe in. In many cases, a person who believes in one of the ideologies will not believe in another political ideology as the same time. The different ideologies have led to remarkable changes in people over the years leading to historic changes that improved life. A liberal is a person who believes in individualism. This means that personal interests and individual rights take center stage over other people in the society. Apart from this, liberals also believe that no person is above another (Eccleshall, 2000). Everyone is equal regardless of their political, social or economic status. They also believe that people have rational and are thus able to come up with solutions in times of troubles. They are also very open to new ideas. Environmenta lism on the other hand, is a type of ideology where people believe in keeping the environment free from pollution. They believe that there should be a balance between the human activities in the environment and the other organism, however, small. Anarchism is a type of ideology where people believe that the government can never be perfect. ... Socialists believe in societal activity compared to individualism thus the society and not individuals own property. In absolutism, people believe that the society should be organized well to ensure order. The people who believe in absolutism consider the king, emperor or leader to be the person who is above other people and capable of making all the right decisions. Ordinarily, I do not like disorganization of any form. This is because it makes me quite uncomfortable and I normally end up organizing whatever it is. I also believe that confusion and disorder is very dangerous and can cause adverse, negative effects to a country. When a nation has clear governing structure, common problems of disorder and confusion are extremely rare. Some people who are born to lead other people. They are people who are talented in heading people and ensuring everything is in order. They also make good choices and ensure that the nation grows economically. Again, other forms of leadership that entail s many people in charge of the nation leads to initiation of very many new ideas in the society. This is very dangerous because many times than not, it always leads to the chaos. This brings about loss of lives and property in wars. Consequently, it is always better retaining old ideologies, as they are safer because have been in use for a long time. This has made me believe that the ideology that best describes my beliefs is the absolutism ideology. Absolutism leadership is the most effective type of government, and it guarantees that the leader does not favor some people in the society. This is unlike the governments led by many individuals. This is because each leader wants to, please a majority of people in the society so that he secures

A Mythical Analysis Of A Yaqui Way Of Knowledge :: essays research papers fc

A Mythical Analysis of A Yaqui Way of Knowledge In the summer of 1960 a UCLA anthropology student traveled to the southwest to do research on medicinal plants. While at a bus station, he met an extraordinary man. His name was don Juan Mateus, but I will refer to him as don Juan. Don Juan, a Yaqui "brujo" or shaman, decides to teach Carlos the "Yaqui way of knowledge." It is not known if these stories are fiction or non- fiction and many critics still debate over his writings. I interpret his books as modern mythological stories for several reasons. The "Heroic Journey Archetype" and shamanistic ideologies, and also the general moral, explainative, and philosophical content of his writings indicate that these stories can be viewed as "modern myth". Throughout Casteneda's stories you can see the "Heroic Journey Archetype". Carlos goes through a restless stage and breaks ties with his studies and professors at school. He moves forward with the help of don Juan, whose shamanic wisdom enlightens and guides Carlos along his spiritual path. He also faces death many times in his quest to become a warrior. Finally, after many years, he "passes through". This mythological archetype is one of the main reasons I believe his stories are mythical in nature. There are also many shamanistic idealogies that run throughout his stories. Views of the natural world including plant life, animal life, and elements are all personified. Everything is embodied with spirit. Concepts of reality are altered through drug induced states. Mushrooms and peyote are mainly used in rituals that don Juan uses to teach Carlos his way of knowledge: Mescalito, the "spirit" of the peyote plant, indicated to don Juan that Carlos was the "chosen" one, the person to whom don Juan should pass on his knowledge(CLC,87). Don Juan speaks of many different spirits and separate realities. His teaching's gave an explanation to man's view of existence and his ignorance resulting from attachment to the material world. Mythological proof is also found in don Juan's teachings, which compare Indian folklore, mysticism, and philosophy. Don Juan explains that there are many different planes of reality and that a warrior must detach himself with the aid of an ally. Carlos's ally is "Mescalito" or the spirit of the peyote plant. Don Juan's ally is "the little smoke"; a mixture made from hallucinogenic mushrooms. He explains that all life is made up of controlled folly and attachment to the material world causes ignorance and blindness. A warrior must learn to "see" and an ally helps achieve these states of non-ordinary "seeing." Don Juan's teachings are closely related to Buddhist philosophy.

Parental Involvement And Its Relationship To Discipline In Elementary Schools Essay

There is a plethora of research on books, journal articles, and stand-alone reports on the subject of parental involvement and its relationship to discipline in schools. These writings include research reports, expert opinions, theory papers, program descriptions, and guidelines for how to address this issue. Many of these reports are informative and useful, and because parental involvement and its link to discipline have been greatly emphasized in the past few years, there is considerable current information. An important influence on the way parents raise their children are the experiences they have in their family of origin (Hops, Davis, Leve, & Sheeber, 2003). The way a person is raised influences the rest of their life. Socioeconomic status can have a very significant effect on a family and how parents behave with their children. This effect continues into the school environment and could be directly related to how students behave in schools (Hops et al. ). The extra stress that families from a lower Socio Economic Status (SES) household experience can cause parents to use more punitive parenting practices. Some students have shown that, along with the economic hardships families from low SES groups experience, minority ethnic groups also have to deal with the added stress of racism (Pinderhuges, Dodge, Bates, Pettit, & Zelli, 2000). These factors all have an influence on parental involvement and its relationship to discipline in schools. Discipline concerns in schools are not new. MacDonald (2002) stated that student behaviors that require discipline have always existed in schools. However, it is the seriousness and widespread nature of discipline concerns that is disturbing. School campuses, once islands of safety, are now faced with violence daily (MacDonald). School discipline problems are impacting every demographic segment of society. O’Donoghue (2005) stated that in the 1990s, discipline concerns were viewed widely as an inner city phenomenon, but since then, discipline concerns have been distributed across the entire spectrum of schools in the United States of America. At a time when our nation’s children need adult guidance the most, some parents retreat from involvement in their child’s schools. Johnson (1999) stated that our nation’s youths are making desperately poor choices oftentimes guided by equally confused peers. All children, youths, adolescents, and teenagers alike need the advocacy and support of parents. Parental involvement is vital to the behavior and achievement of students. Unfortunately, many parents are doing much less than they should be doing. According to the U. S. Department of Education (2005), American mothers, on the average, spend less than half an hour a day talking, explaining, or reading with their children, and fathers spend less than 15 minutes interacting with their children. As vital as parental involvement is to discipline in schools, many parents do much less than they should and many schools engage in practices which serve to limit the extent of parental involvement. Literature Review Several researchers have attempted to categorize parental involvement according to the nature or type of activity in which parents are involved. Epstein and Salinas (2004) suggested that parents may be involved as tutors, volunteers, advisory committee members, school board members, or room mothers or room fathers. They grouped these types into three basic groups: advocates, decision-making partners, and co-production partners. They defined advocacy as politically active parental involvement; decision-making refers to parental involvement as committee members; and co-production refers to parental involvement in those areas or activities that contribute to school efforts for developing and planning and instructing students toward improved behavior and achievement (Epstein & Salinas). Data from the 2005 Children’s Defense Fund indicated that every day in American, 13,076 students are suspended from school, 6,042 students are arrested, 3,356 high school students drop out of school, and 3,087 students are corporally punished. Additionally, more than 3 million acts of violence and theft were reported in American public schools (Walker, Colvin, & Ramsey, 2005). A factor in improving discipline in American schools is to empower school personnel to be proactive rather than reactive. This means that teachers must become skilled in behavior management strategies that would enable them to create school environments that motivate students to act according to school and classroom rules as well as foster positive interpersonal interactions with peers and authority figures (Lewis & Sugai, 1999). In contrast to zero tolerance policies that emphasize punishing instead of positive consequences, it is critical to stress positive incentives that will motivate all students to behave (Lewis & Sugai). When schools develop disciplinary action plans, parents should be included at every stage of the process to obtain their input and to give them a sense of shared responsibility. According to the National Parent Teacher Association (2004), the following three types of parental involvement are critical to a child’s education: (a) parents as first educators in the home; (b) parents as partners with the school; and (c) parents as advocates for children in society. The full involvement of parents is vital to the success of these efforts. Barton, Coley, and Wenglinsky (1998) identified four basic components of parental involvement: the basic obligation of parents, school to home communications which include monitoring students’ discipline, parental involvement at school, and parental involvement in learning activities at home. Children growing up in society today need parental involvement and adult attention more than ever before (Comer, 2006). Parents belong at the center of a child’s education. The single best way to improve students’ behavior is by strengthening parents’ role in it, by both reinforcing parents’ relationships with the school and by helping and encouraging parents in their critical job of teaching the young. Not all teachers are parents, but all parents are teachers (Comer). The most basic statement that can be made about parent and family involvement is that when it is effective, everyone benefits. Research has shown us conclusively that effective parental involvement in education benefits parents, teachers, and students, whether the involvement is at the pre-school, elementary, middle, or high school level (State Department of Iowa, 1999). Purpose of the Study The purpose of this study was to examine issues surrounding parental involvement in schools. The experiences of parents were examined with the goal of giving parents an opportunity to express themselves in parent surveys. The study brought new insights to the body of research concerning parental involvement and its relationship to discipline in schools. Research Questions 1. What is the relationship between the level of parental involvement and the number of student discipline referrals? 2. What is the relationship between socio economic status and the level of parental involvement? 3. What is the relationship between the level of parental involvement and student academic success? Limitations/Delimitations Limitations 1. This study was limited to two elementary schools in a Trenton, North Carolina school district. 2. One limitation would be the honesty of parents’ responses. 3. Another limitation would be the sample size of the respondents; therefore, the findings should be viewed with caution. Delimitations 1. Duplication of the study may or may not produce the same results. 2. The study analyzed one school year of discipline records for students. Definition of Terms Parental Involvement – Parents’ level of active involvement in their child’s education (Epstein & Salinas, 2004). Parenting Styles – What strategies parents use to as it relates to disciplining their children at home (Coolahan, McWayn, Fantuzzo, & Grim, 2002). Socioeconomic Status – A person’s social and economic status (Bradley & Corwyn, 2002). Student Academic Success – measured by students’ mathematics and reading scores obtained from the Georgia Criterion-Referenced Competency Tests (GCRCT). Student Discipline – Control or order exercised over students. The system of rules used to maintain this control (Barton, Coley, & Wenglinsky, 1998). Student Referrals – Discipline referrals students receive for disciplinary problems in school (Gosche, 2005). Importance of the Study It has become increasingly evident that parental involvement in education contributes to students’ success in school. Research also suggests that when parents are involved in their children’s learning at school and at home, discipline referrals decrease at school and academic progress increases (Comer, 2006). This study is important because it investigated the relationship between the level of parental involvement and student academic success. It also investigated the relationship between the level of parental involvement and the number of student discipline referrals and the relationship between socio economic status and the level of parental involvement. It is essential for this data to be examined because the results will assist school boards, statewide evaluators, and school personnel in restructuring the learning environment to address and include parental involvement and its relationship to discipline in schools. Chapter Two will provide a review of the literature findings on parental involvement and discipline. CHAPTER TWO: REVIEW OF THE LITERATURE Introduction Not all parents are involved in their children’s school although there is a dire need for parental involvement and guidance in schools (Kornbluth, 1997). All children, regardless of age, need the unwavering support of their parents to further guide their academic growth. According to the U. S. Department of Education (2005), â€Å"American mothers, on the average, spend less than half an hour a day talking, explaining, or reading with their children, and fathers spend less than 15 minutes daily interacting with their children† (p. 2). The U. S. Department of Education further stated that positive results such as increased student performance, better communication between parents and teachers, and better socialization skills occurred when parents play an active role in their children’s education. According to Barton, Coley, and Wenglinsky (1998), chaos in the schoolhouse requires disciplinary measures. An exemplary discipline program is truly vital to the success of schools, thus making good discipline an educational requirement. Research has shown that when schools have discipline problems, academic achievement is negatively affected. As a result, a distinct relationship exists between how students achieve academically and their behavior in school (Barton, et al. ). A dire need exists for parents to partner and communicate with school staff so that problems with discipline could be reduced. Johnson (1999) stated that poor choices are often made by children and adolescents in the United States, and these choices are oftentimes aided by their bemused peers. Research by Kornbluth (2006) has noted that many schools do not put forth enough effort to enlist parents’ support and involvement in schools. On the other hand, Waggoner and Griffith’s (2001) research revealed that students with involved parents performed at higher levels on standardized tests than students with uninvolved parents. In a similar vein, Kornbluth’s study found that students not only performed better in school but also improved in discipline when their parents were actively involved in their education. It has become increasingly evident that parental involvement in education is a major contributing factor to reduced disciplinary concerns and a need for disciplinary action in schools. An article by the San Diego County Office of Education (2000) entitled, What Does Research Tell us About the Influence of Parental Involvement on Student Achievement, includes research on the benefits of parents nurturing their children at home and the importance of parents setting academic goals and expectations for their children. It also stresses the importance of parents’ involvement in their children’s education as it relates to their academic success. According to Parlardy (2005), parental involvement produces a decline in classroom disruptions and the need for disciplinary action while improving school climate, teacher and student morale, and student achievement. Cotton’s (2001) study revealed the importance of effective schoolwide and classroom discipline strategies and lists various ways to improve discipline in schools such as staff commitment to achievement, parental involvement, high expectations for students and faculty, clearly defined rules, and good school climate. Additionally, Wright, Wright, and Heath (2004) provided research on how the No child Left Behind act affects parents, teachers, administrators, and students as it relates to discipline and parental involvement. Waggoner and Griffith’s (2001) research supported parental involvement since it strengthens teacher/parent/student relationships and reinforces teachers’ expectations in the home environment. Homework is another area where parental involvement is critical. When parents are aware of what the curriculum entails and what teachers expect, they are better equipped to help their children with homework so that increased learning could occur. Kornbluth (2006) provided data to support the importance of parental involvement in schools. The results of their study revealed that students with involved parents performed better on tests than students with uninvolved parents. Hand in hand with parental involvement is involving the community in the school. Epstein and Salinas (2004) noted the benefits of partnering with the community. These benefits included having businesses become partners in education and serving on school councils along with parents. The benefit that is derived from this is that the community is involved in the decision-making process of the school and; therefore, has a pulse for the school’s goals and missions. As a result, one of the goals will also be to decrease disciplinary infractions and improve student learning. What is Parental Involvement? There are numerous books, journal articles, and stand-alone reports on the subject of parents’ involvement in their children’s education. Parental involvement is a term that frequently has different meanings to people. Nevertheless, it is safe to say that parental involvement covers a multitude of interactions between parents, students, and the school (Swap, 1998). Swap further postulated that parental involvement may be as simple as a parent attending a Parent Teacher Association (PTA) meeting or a conference with the teacher or as complex as representing other parents in decision-making situations or other aspects of school governance. In general, parents may take an active role, passive role, or non-involvement role regarding their participation in the school their child attends. A review of literature indicates that there are several strategies and activities available to parents, teachers, and administrators to obtain optimum parental involvement at different levels of commitment. For example, parents may volunteer to read to a class, become a book buddy for a student, or work with their child on take-home learning materials (Gordon, 1998). The research overwhelmingly demonstrates that parental involvement is a component that is positively related to improving students’ discipline and achievement in schools. When defining parental involvement, it is very important to consider Brandt’s (1979) four basic assumptions about parental involvement. The first assumption is that the family’s capabilities for providing a learning environment that accentuates the positive elements of cognitive and emotional factors can be improved (parent impact model). The second assumption is that the child’s health, nutrition, social, and psychological development influences academic learning (comprehensive services model). The third assumption is that when schools are made more responsive to parents, this responsiveness will lead to better discipline and achievement by the child (school impact model). The fourth assumption for parental involvement is that everything relates to everything else (community impact model). Swap (1998) asserted that various models have different assumptions and goals that must be clear to all participants. Swap’s premise of parental involvement described four models and their goals: The protective model’s goal is to reduce conflict between parents and educators, primarily through the separation of parents’ and educators’ functions and to protect the school from interference by parents. The second model’s goal (school to home transmission) is to enlist parents in supporting the objectives of the school. The third model’s goal (curriculum enrichment) is to expand and extent the school’s curriculum by incorporating the contributions of families. Finally, the fourth model’s goal (partnership) is for parents and educators to work together to accomplish a common mission – success for all children. Barriers to Effective Parental Involvement According to Hampton, Mumford, and Bond (1998), many students come from home environments described as America’s worst problems such as drug abuse, neglect, alcoholism, and domestic violence. On the other hand, Kornbluth (1997) maintained that not all students are in trouble because their parents are irresponsible, lazy, or uninvolved. Many students come from good homes, and they have parents who are doing their best to care for them. Often parents face different circumstances that affect how well they believe they can make contributions to their children’s education. Issues such as language barriers, work schedules, transportation, and access to childcare, for example, affect the frequency and conditions under which parents believe they can realistically spend time in schools (Kornbluth). Seeley (1999) noted that another complicating factor facing parental involvement is the idea that some well-meaning school staff members feel that they have been delegated as the educators of children and the sole responsibility for education is in their hands. Seely proposed that this idea of delegation has been subconsciously signaled to the parents so that they do not need to be involved in their children’s educational experiences. In brief, Seeley’s study concluded that one must convince all involved in the child’s education that parental involvement is essential to the education process. This study further implied that once parents and teachers understand the importance of parental involvement, they will be willing to commit do doing all that is necessary to achieve the identified goals. Davies (1998a) revealed that the growing number and variety of students’ ethnic, economic, and social backgrounds make reaching out to families increasingly complex. Educators who think only in terms of traditional families are likely to have a particularly hard time dealing with today’s great variety of family types. Davies suggested that educators must face their own misperceptions about parents. However, a child born to parents who are mature, educated, employed, and married is statistically more likely to do well rather than a child who lacks that family support, even if the child is exposed to a host of government intervention programs. Parenting Styles and Ethnicity According to Coolahan, McWayn, Fantuzzo, and Grim (2002), parenting styles differ based on ethnicity and are also determined by parents’ characteristics. Parents from different cultures may have different characteristics and may, therefore, use different parenting styles when raising their children. For example, ethnic differences have been found in the acceptance of spanking. Thus, there may also be ethnic differences in parenting (Pinderhughes, Dodge, Bates, Pettit, & Zelli, 2000). Research has found the authoritarian parenting style to be more common among African-American families than European-American families (Clark & Gross, 2003). Families from the same SES group but from different ethnic groups have been found to have differing levels of stress. For example, African-American families with low SES report higher levels of stress than European-American families with the same SES. This could be due to the fact that African-American families are also vulnerable to additional race-related stressors (Pinderhughes et al. , 2000). The Asian-American culture differs from European and Mexican-American cultures. Studies have shown that the styles of parenting used among Asian-American families may differ significantly in some areas. For example, Liu (2003) found two main types of parenting styles among Asian-American families. They are care and overprotection. When parents use the care styles of parenting, they are affectionate, emotionally warm, empathic, and close to their children. However, many Asian-American families use a style of parenting that closely resembles an authoritarian style called overprotection in which parents strictly enforce rules and discourage independent behavior. The overprotection style of parenting is comprised of parental control, overprotection, intrusion, excessive contact, and prevention of independent behavior. Other studies have found that the families who use the care style of parenting are closer and more functional with each other (Kee, Sim, Tech, Tian, & Ng, 2003). They also found the families who use the overprotection style of parenting to be more dysfunctional on the average. Other studies on parenting styles and ethnicity have found African-American families from low SES groups to have a more punitive attitude towards their children because of the higher levels of stress they experience (Pinderhughes, et al. , 2000). This attitude would lead to a more authoritarian style of parenting. Authoritative parenting predicts good psychosocial outcomes and problem behaviors in all ethnic groups and is associated with increased academic performance (Steinberg, Darling, & Fletcher, 2005). Parenting Styles and Their Relationship to Discipline Parenting styles begin determining, to a significant degree, how a child will develop at a very early age. For example, with infants, sensitive, responsive maternal behavior is associated with healthy and secure mother-infant relationships (Isabella, Belsky, & von Eye, 1999). According to Schaefer (2000), parenting style is the single most important factor associated with conduct disorders. Behavioral instability and non-optimal parenting across four generations was examined by Gosche (2005), and it was reported that non-optimal parenting is reproduced in subsequent generations due to the development of unstable behavioral styles in children exposed to poor parenting. Children who are exposed to more hostility from their parents are more likely to display aggressive behavioral styles as adolescents and adults which, in part, cause their aggressive and hostile behavior toward their children (Gosche).

Essay on E-Commerce - Week 7 - 626 Words

Course: BUSN320 Assignment: Week 7 Assignment As the owner of an online surfing gear business, you periodically study the customer paths on your site. This week youve noticed a high percentage of customers abandoning their orders at checkout. Outline the possible reasons as well as how you would correct the problem. Have you ever gone online to checkout a website? And as you browsed through, you add things to your shopping cart as you go along. At the end you decide to go to your shopping cart and go through the process as if you were going to check out, you look at your total and decide to come back later. And that’s if you decide to purchase those items. I know for sure that I am guilt of that. When an online store sees†¦show more content†¦But there are ways that online stores can minimize shopping cart abandonment. They must ensure that their store is user friendly. During the shopping process always allow your customer to review the steps they have taking as well as the product at anytime (Tuttle, B., Sep 27, 2012). Using an online comparison tool is always a great thing. Ensure that your online shopping process is clear and easy to follow. You must keep a clear count of what you have in stock. This will allow the customer to purchase more than one item. Using ic ons of the product in the shopping cart is also a great way to let the customer see what they are purchasing when they are viewing their carts. Be clear on your return policy. You can also send reminders to your customer to let them know that they have items in their shopping cart. It is also a good idea not to empty the carts too soon. You want to try and keep them active for at least 60 days (Tuttle, B., Sep 27, 2012). References * Bustos, L. (Aug 10, 2012). Shopping Carts Abandonment Stats. http://www.getelastic.com/shopping-cart-abandonment-stats-infographic/ * Roggio, A. (Apr 24, 2012). 3 Tips for Managing Shopping Cart Abandonment. http://www.practicalecommerce.com/articles/3497-3-Tips-for-Managing-Shopping-Cart-Abandonment * Tuttle, B. (Sep 27, 2012). The Passive-Aggressive Way to Haggle Online: Abandon Your Shopping Cart.Show MoreRelatedDiscuss the Global Impact of E-Commerce on Society. Essay1207 Words   |  5 PagesP 2.2 Discuss the global impact of e-Commerce on society. 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Global Warming The Signs And The Science - 1086 Words

1. Global Warming: The signs and the science †¢ The change in earth’s climate have been driven by forces of nature for the past million years. †¢ The past century earths average temp has been rising faster than any time in the past 10,000 years and much of that change is due to humans †¢ There has been a rise in average temperature by 1 degrees Fahrenheit over the last 100 years. This rise to due to the human effect on the Earth. †¢ There is an estimated 700 parts per million of co2 in the Earth’s atmosphere. †¢ The rise in temperature is altering the climates most basic elements: rainfall, evaporation, and days of sunshine and nighttime temperature. †¢ These changes are damaging the environment causing droughts, rising sea levels, tropical diseases threating wildlife, agricultural production and extinction of some animals as well as putting our health and life style at rick. †¢ Earths polar region has been showing us signs that something is wrong. In the Artic regions the average temperature climbed 4 to 7 degrees. †¢ The temperature rise has caused ice to form later and break up earlier as well as the melting of icecaps. †¢ The seasons that we know have become unsettled. †¢ The natural gases that are trapped in the atmosphere that warms the earth and keeps earth climate livable is commonly known as the Greenhouse effect. †¢ The earth’s atmosphere consist of four main gases H20, Co2, CH4 and O2. †¢ The green house is getting too warm due excessive use of carbon. †¢ The sourcesShow MoreRelatedGlobal Warming: Fact or Fiction1089 Words   |  5 PagesGlobal Warming: Fact or Fiction Lower Capstone – Unit 3 Independent Project Rozlynn Mundy American InterContinental University Online July 4, 2010 Title: Global Warming: Fact or Fiction Abstract Introduction I. Overview of Global Warming A. Signs of global warming a. Support b. Skepticism II. Effects of Global Warming A. Contributors to global a. Manmade b. Natural Summary Abstract The information found in this paper is designed to raiseRead MoreThe Humanoid Effect877 Words   |  4 Pagesmight be why? Hasn’t global warming always existed? Yes. It has always been a menacing epidemic but there have been obvious changes to the environment. With the drastic weather changes, it is suspected that all of the polar ice sheets should be melted by 2100. Many scientists have studied what could be the cause of this epidemic. The fact of the matter is that the scientists have established what exactly is causing it, which are high levels of carbon dioxide. Global warming is life threatening andRead MoreAssignment 2: Global Warming: Cause and Mitigation1137 Words   |  5 PagesAssignment 2: Global Warming: Cause and Mitigation Introduction to Physical Science xxxxxxxxxxxx December 6, 2015 Strayer University Professor xxxx xxxx One of the most all time debated and controversial topics to date in science is global warming. 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In Europe, global warming was acknowledgedRead MoreGlobal Warming, Causes and Solutions771 Words   |  4 PagesThe main causes of global warming are due to increase in greenhouse gases, carbon dioxide and methane primarily, in the upper atmosphere directly, caused by human burning fossils fuel, industrial farming and deforestation activities. Resulting in increase in earth temperature, sea- level, shrinking ice sheets, glacier retreat so on. The evidence that support the human cause is plentiful and powerful, but few can support for the issue that global warming is a natural part of the Earth’s