Cone Essay Example | Topics and Well Written Essays - 2000 words - 1

Cone - Essay Example Although conclusive comparison data was not obtained, it was discovered that the blue carpet samples produced the maximum damage. Fire hazards are a stark reality in the modern world due to the use of multifarious natural and synthetic construction materials. Evaluation of such materials is therefore of utmost importance to design a fire safety protocol for a prospective new construction as well as for the evaluation of preexisting buildings and materials. The flammability of a material depends upon its chemical composition and the availability of oxygen. Post-fire investigations also need some analytical tool for the forensic investigation to evaluate the extent as well as the cause of damage due to fire. Cone calorimeter is presently considered the best technological tool available for the evaluation and assessment of any material’s reaction to fire. In any physical or chemical reaction if the elements being used up and the products obtained if measured can yield pertinent data about the properties of the substance under study. Cone calorimetry similarly employs the principle of oxygen consumption to determine the net heat of combustion of any organic material. In this experiment, a Cone calorimeter was used to determine the net heat of combustion of three experimental materials – ‘Blue Carpet, Green Carpet and Underlay2’ Based upon the above principle, three materials, a piece of Blue carpet, Green carpet and an Underlay were selected for evaluation of various parameters like the heat of combustion, ignition time and the amounts of carbon dioxide, carbon monoxide and smoke produced. The heat released during combustion of a measured weight piece of any of the above three materials was determined by measuring the amount of oxygen consumed in burning the product in a specified period of time. The Cone Calorimeter is a specialized apparatus which consists of a radiant heater in the shape of a cone. The specimen to be tested is set on

Suicide among adolescents and young adults Essay Example for Free

Suicide among adolescents and young adults Essay The cause of suicide has long been the focus of many psychological research studies. Suicide is generally the result of people’s beliefs and reactions to particular situations and experiences. Most people commit suicide out of depression and hopelessness that a person cannot handle anymore. The members of the society who have the highest rate of suicide and suicide attempts are the adolescents and young adults. Suicide has become the second or third leading cause of death among adolescents 13 to 18 years old (Bondora Goodwin, 2005, p. 6). Suicide is also among the top three causes of death among adults 18 to 24 years old (Malone et al, 2000, p. 1084). Suicide among these particular groups has been the â€Å"driving force behind increases in the overall suicide rate, and rates are rising fast† (Bloch, 1999, p. 26). A study of Gould et al (2003) shows that about five to eight percent of adolescents, or approximately one million teenagers, attempt suicide. Out of these one million, only about 700,000 receive medical attention. Due to these alarming statistics, the objective of this research study is to find out the causes behind suicide cases and suicide attempts among young people under the age of 25 using an interdisciplinary approach. Identifying potential causes helps determine the appropriate solutions or medical remedy for a particular cause. The research also helps to evaluate the possible ways on how to prevent suicides among adolescents and young adults, helping decrease the morbidity rate among this population. Lastly, the research is important for the purpose of understanding what specific aspects of society can be shown to trigger adolescents and young adults to commit suicide. For many reasons, knowledge must be utilized from multiple viewpoints as determined by various disciplines in order to fully understand these stressful experiences (Repko, 2005). Moreover, suicide is a complex issue that can no longer be confined in the domains of mental and medical health. According to Goldsmith (2002), â€Å"suicide is a consequence of complex interactions among biological, psychological, cultural and sociological factors†. Thus an interdisciplinary approach is necessary to achieve the objective of this study. For this particular research study, the perspectives of psychology, sociology and religion disciplines are investigated and analyzed in relation to suicide. Psychology helps determine the relationship between suicide and the state and characteristics of the human mind and behavior. The field of psychology helps understand why certain groups like adolescents and young adults have high suicide potential and tendency of having suicidal behavior. Sociology, on the other hand, assists in the understanding of several sociological factors of committing and attempting suicide. Psychological pains are commonly caused by sociological factors such as exposure to suicide or suicide attempts, relationships, and interactions among the member of the society and may increase the potential of having suicidal behaviors. In view of that, psychology and sociology are interrelated disciplines when it comes to determining the causes of suicide. Sociology encompasses several issues such as culture, media, peer, family, demographics, ethnicity, and socioeconomics that may influence the behavior and thinking of adolescents and young adults. Investigation of the religion perspective discipline shows how moral values, religious beliefs and practices influence the behavior and thinking of most people including the young adults. In the United States alone where ninety-five percent of Americans believe in God, more than fifty percent of them pray daily, forty percent attend church weekly, and almost seventy-five percent of Americans say their approach to life is grounded on their religious faith (Matthews et al, 1998, p. 118). Religion is considered as a significant part of people’s way of living, resulting to various beliefs about issues. It is perceived that the more a person is religiously committed, more likely he or she is to avoid suicide for suicide is considered to be a mortal sin for most religions. To accomplish the objective of the study, various secondary sources such as peer-reviewed journals, earlier research studies and books pertaining to the disciplines involved are reviewed and serve as the basis for any claim this paper will make. These sources also include interdisciplinary research studies that have already simultaneously discussed suicide in the disciplinary perspective of psychology, religion or sociology. The behavior of adolescents can be studied through the discipline of psychology. Adolescence is considered as a crucial stage because it is the time a person experiences a lot of changes and challenges including: biological and sexual maturation, development of personal identity, development of intimate relationships with an appropriate peer, and establishment of independence and autonomy in the context of the socio-cultural environment (Christie Viner, 2005, p. 301). It is also the stage when abstract thinking, law of morality, and ideology are developed (p. 301), thus adolescents have the tendency to reject or accept ideas, react, and resist to situations during this stage. Adolescents, since they are searching for identity, are easily influenced. According to Resnick et al (1997, p. 823) â€Å"adolescent well-being is largely the product of interactions among multiple contexts in which adolescents are embedded†. Media exposure, peers and family are all included in these multiple contexts that have psychological effects on adolescents. They are also easily influenced because of their idealism that has made adolescents vulnerable to sad and disappointing situations that may result in depression and consequently, suicide. According to Bennet (1994), adolescents and young adults with history of depression, a previous suicide attempt, a family history of psychiatric disorders, family disruption, and certain chronic or debilitating physical disorders or psychiatric illness are at higher risk of committing or attempting suicide. Among these factors, depression was found out to be the most common clinical syndrome of suicidal behavior (Petrie Chamberlain, 1983) and approximately 66 percent of those who attempted suicide have depressive symptoms (Rich et al, 1990). There are also life stressors that some young adults cannot handle yet like parental separation, parental alcoholism, parental abuse and related family problems, death of a loved one or close friend, and personal injury or physical illness (Finch Poznanski, 1971; Marcus, 1996; Pfeffer, 1986). For those who have the potential to have suicidal attempts or commit suicide, the most common reactions to these stressors are revenge, anger, hurting one’s self, smoking, drug use, alcohol abuse and suicide (Hepfler, 1998). Sociology is essentially about the society and the interactions of its members. Adolescents are part of the society and the interactions occurring in it. One of these interactions is friendship. Friends and peers are parts of the social network and is one of the central contexts for adolescents (Bearman Moody, 2004, p. 89). Adolescents who are still at the stage of finding their identity needed strong association and belonging and that isolation from peers leads to lower estimations of self-worth and self confidence (Tani et al, 2001). Media, on the other hand, is a strong influence on adolescents and young adults. Young people are very much exposed to popular media such as television, radio, movies, Internet, and reading materials. Rustad et al (2003, p. 121) found out that viewing films, listening to music, and other forms of media usage can have negative psychological impact on adolescents including: emotional arousal; activation of aggressive thoughts, emotions, expectations, and memories; weakening inhibitions against aggressive behavior; desensitizing reactions to violence; reducing empathy toward victims; and providing model of specific techniques. Curran (1987, p. 108) and Patros (1988, p.43) find that television, movies, books and some reading materials often portray suicide as a positive act, resulting to adolescents showing more acceptance to death including their own death. Some of the ways in which media have portrayed suicide to adolescents include: â€Å"a peaceful sleep that will make everything better; a means of punishing someone; a way of forcing someone to express their love for them; a way of being reunited with a deceased other; a way of expressing great love; and an escape from feelings of helplessness and hopelessness† (Bondora Goodwin, 2005, p. 9). Demographics were also found out to have significance on young people’s tendency of having suicidal thoughts or committing suicides. Gay youths, for instance, are more likely to commit suicide; the stigma, verbal and physical abuse they experienced leads to lower self-esteem, making them a high-risk population (Romero, 1999, p. 117). The same study was conducted by Russell and Joyner (2001) who found out that sexual minority youth are more likely to have suicide ideation and attempt, reflecting that sexual orientation can be a cause or a determinant of the causes of suicide among young people. In a study conducted by Molina Duarte (2006), it was found out that female adolescents are more likely to attempt suicide compared to their male counterparts. On the same study, ethnic minorities like American Indians or Alaskan Native adolescents are more probable to attempting suicide. Such study strongly suggests that demographic characteristics such as race and sex are determinants of risk factors. Religion is by far the discipline that has been the topic of many research studies about suicide. There are few literatures suggesting the relationship between religion and suicide like that of Kendler et al (2003) which concluded that some dimensions of religiosity are related to reduced risk of particular psychiatric disorders. In relation to suicide, this study suggests that religious beliefs can affect the thinking of people, reducing suicide ideation. The study conducted by Malone et al (2000) also suggests that religion can provide ‘reasons for living’, allowing people experiencing depressive episodes to be more optimistic about life, reducing the feeling of hopelessness and thus reducing the risk of committing suicide. This study is supported by the study conducted by Dervic et al (2004) which suggests that religious affiliation is associated with less suicidal behavior in depressed patients and that religiously affiliated subjects may function as protective factors against suicide attempts (p. 2303). Moreover, religious commitment was reported to promote social and family ties and reduces alienation, a social network provided by religion provide emotional support, nurturance and a sense of belonging (Koenig et al, 2001; Walls Zaritt, 1991). Religiosity is also associated with behaviors such as lower hostility, less anger, and less aggressiveness, behaviors opposite to suicidal behavior reflecting that religious people are less likely to commit suicide (Storch Storch, 2002). The purpose of this research then is to identify the causes of suicide and suicidal attempts among the adolescents by describing suicidal behaviors and the underlying causes behind such behaviors which are commonly due to stressors and sociological factors. Religious affiliations and commitment also serve as determinants on the possibility of committing suicide. Religious and moral beliefs commonly shape the behavior of a person, thus less commitment or more commitment and affiliation to religion may also be a cause of suicidal behavior. That is, it is expected to determine, through this study, if the people who are more committed with their respective religion are less likely to commit or attempt suicide.

Peter Osbornes Analysis of Modernity

Peter Osbornes Analysis of Modernity Give an account of the specific characteristics of ‘modern time’ as outlined by Peter Osborne. The term modernity has become deeply contested in the last quarter of a century. The emergence of deconstruction as a hermeneutic tool of analysis inclined sociologists, historians and philosophers to prefer the concept of post-modernity as a designation of the present. Peter Osborne believes that there is little evidence that could plausibly justify this shift in terminology. He sets out to inquire into the philosophical dimensions of the term modernity and maintains that, once modernity is understood in its theoretical and conceptual complexity, the post-modern fails to display the necessary differentiating criteria that would make it a notion in its own right. At the heart of his investigation thus lies to reveal the inconsistencies in other thinker’s philosophical interpretation of modernity. The first chapter focuses on two interpretations in particular: Marshall Berman’s account of modernity and Perry Anderson’s critique of it.[1] Three aspect takes centre stage in Osborne’s analysis of modernity: modernity as a category of historical periodisation (1), modernity as a quality of social experience (2), and modernity as a project (3).[2] His thesis is that neither Marxism, as it animates Berman’s account of modernity, nor Anderson’s critique captures the peculiar characteristics of modernity as a concept of temporality. The essay will briefly recapitulate Osborne’s rendering of Anderson and Berman’s interpretation and then outline the semantic shifts that led to the conceptual ambiguity of the idea of modernity. Osborne notes first of all the more mundane characteristics of modernity. Philosophers and ordinary people alike would identify the notion of modernity with a ‘distinct span of time’ that is ‘identifiable’ and suggests a particular form of periodisation.[3] This specific type of periodisation however already gives rise to some unsettling conceptual questions, amongst others what modernity in essence actually represents: a concept for understanding the present, or a form of social experience. He notes that modernity is suffused with different forms of time-consciousness and that the temporality of periodisation lies at the heart of the sociological discipline insofar it allows sociologists to engage in cross-temporal comparisons. In fact it is sociology that benefited most from the transformations in the notion of temporality which are somehow reflected in the notion of modernity. Osborne captures the basic dilemma of how to comprehend change in society throu gh the lens of temporal structures: ‘†¦The problematic character of these assumptions (on the nature of the present) comes into view as soon as the issue of change within the present is raised otherwise than as an extrapolation of developmental tendencies built into the relationship between pre-given structural social types†¦Ã¢â‚¬â„¢[4] This problem marks the potential and limitations of sociological inquiry. Modernity is constant change within the present, but we can only understand it through the emergence and transformation of social structures. This may permit us to compare societies across the times but it feeds upon an obscure notion of modernity as an unproblematic form of temporality. What we loose through this sociological kaleidoscope of analysis is the certainty that the historical process is radically open. Osborne contends that Marxism as well as Postmodernism attempt to rectify this problem and that both fail to succeed. Let us now turn to his critique of Marxism first. Osborne credits Marxism with a novel view of historical time. In a way, Marxism reconciles plausibly the concepts of change and temporality while preserving a notion of modernity as something distinctively different to all previous ages. At the core of Marxian analysis lies the modes of production, a starting point that is reminiscent of the sociological view. Osborne points however to the crucial difference between the two by noting that Marxism achieves the visionary fusion of constant change and modern times only at the expense of a historical determinism that undermines any sensible concept of history as an open and uncertain path. In this sense, Marxism fails even more than the sociological view of modernity to attune to the philosophical consequences of the dual characteristics of temporality in modernity: that is denotes a form of time-consciousness and at the same time functions as a periodising category that has inscribed in itself various types of temporality. Berman’s answer to this problem that pervades Marxism as a historical analysis of societal change is, according to Osborne, to replace the historical project of communism with the notion of a radically open future. Osborne remarks caustically that such an act of simple replacement lacks any justification.[5] Anderson’s critique of Berman then provides Osborne with a valuable counter-perspective. The crux of Anderson’s argument is that Berman’s account of modernity fails to acknowledge the differentiated forms of temporal experience that are implicit in modernism as a series of movements.[6] Osborne immediately points to the problem that such a critique would necessarily involve two different usages of modernity. On one hand, Anderson would argue from the perspective of modernity as a designation of a historical phenomenon, whereas on the other hand, he would need to use modernity as a category for the analysis of historical processes. This conceptual discrepancy however invalidates, so Osborne thinks, the potency of his critical remarks.[7] What neither Berman nor Anderson consider is the dual nature of modernity as historical reality and as a concept capable of creating a ‘coherent whole’ through its periodising thrust.[8] He concludes that philosophers must recognise the nature of the ‘reflexivity of the historical experience’. He writes: ‘For there is something decidedly new about modernity as a category of historical periodisation: namely, that unlike other forms of epochal periodisation †¦, it is defined solely in terms of temporal determinants†¦Ã¢â‚¬â„¢.[9] The key to reconciling these different aspects of modernity is what Kosselleck would term a Begriffsgeschichte, a history of the concept. Mapping the semantic change that the concept of modernity undergoes can provide us with clues as to its complex philosophical conditions. So while neither Anderson nor Berman consider the ‘logic of modernity as a category of historical periodisation’ they fail to comprehend that modernity is not a chronological category (Adorno).[10] Kosselleck’s interpretation of the emergence of the term Neue Zeit (new time) hints, so Osborne believes, at the structure of temporality that characterises modernity in contradistinction to other forms of temporality in pre-modern times. The critical intervention occurred with the claim of the Enlightenment that the new times were marked by recognition of autonomous reason. Modernity thus acquired a sense of something qualitatively new. It provided for the first time in history a ‘conceptual space for abstract temporality of qualitative newness’.[11] While modernity could now be understood as a form of social experience, it also was seen as something that happened and continues to happen. While the latter was hinted at already in the process of the accumulation of capital as conceptualised in Marx’s critique of capitalism, the former aspect of modernity now unfolded into two dimensions: firstly, the experience of contemporaneity, and secondly, the experience of ‘register[ing] this contemporaneity in terms of a qualitatively new, self-transcending temporality.’[12] Osborne notes that this ‘†¦is achieved through the abstraction of the logical structure of the process of change from its concrete historical determinants – an abstraction which parallels that at work in the development of money as a store of value.’[13] This would now complete Osborne’s alternative interpretation of the relationship between temporality and modernity. As he summarily remarks: ‘Modernity is permanent transition. Modernity has no fixed, objective referent.’[14] In a critical addendum he analyses Habermas and Foucault’s notion of modernity and concludes that both fail to distance themselves from the project of constructing improbable ‘universal histories with cosmopolitan intent’.[15] Modernity as Osborne outlines it in his critical review of various thinkers is inexorably tied in with the notion of progress that falsely allows the ‘projection of people’s present as other people’s future.’[16] He thus closes the circle in returning to the fallacy of the sociological account of modernity, one that has exaggerates universalising discourses of progress. Consequently, the idea of decline has no purchasing power in these philosophically erroneous notions of modernity. Bibliography Peter Osborne. The Politics of Time. Modernity and Avant-Garde. London and New York: Verso 1995 Perry Anderson. Modernity and Revolution, in A Zone of Engagement, London and New York: Verso 1992 ____. The Notion of Bourgeois Revolution, in English Questions, London and New York: Verso 1992 Marshall Berman. All that is Solid melts into Air: The Experience of Modernity. London and New York, 1983 1 Footnotes [1] Marshall Berman. All that is Solid melts into Air: The Experience of Modernity. London and New York, 1983; Perry Anderson. Modernity and Revolution, in A Zone of Engagement, London and New York: Verso 1992; Perry Anderson. The Notion of Bourgeois Revolution, in English Questions, London and New York: Verso 1992; Peter Osborne. The Politics of Time. Modernity and Avant-Garde. London and New York: Verso 1995 [2] Osborne, Politics, p.5. [3] Osborne, Politics, p.1. [4] Osborne, Politics, p.2. [5] Osborne, Politics, p5. [6] Osborne, Politics, p.7. [7] Osborne, Politics, p.7. [8] Osborne, Politics, p.6 and passim. [9] Osborne, Politics, p.8. [10] Osborne, Politics, p.8. [11] Osborne, Politics, p.11. [12] Osborne, Politics, p.14. [13] Osborne, Politics, p.14. [14] Osborne, Politics, p.14. [15] Osborne, Politics, p.16. [16] Osborne, Politics, p.17.

Parthenogenesis Essay -- Asexual Reproduction, Honeybees

Parthenogenesis is a natural form of asexual reproduction found most commonly in lower organisms and plants. Sometimes known as virgin birth, parthenogenesis, involves the growth of an individual without fertilization. Discovered in the 18th century by naturalist and philosopher, Charles Bonnet, parthenogenesis is a progressive evolutionary strategy that some organisms have employed to maintain a colony. Just as there are benefits to organisms that utilize parthenogenesis, like reproduction without the need of male gametes, there are costs, such as a decrease in genetic variation. In the intricate eusocial organization of honeybees, there are three social classes –queen bee, worker bees and drone bees. The queen bee, as the name entails, holds the superior position in the colony. The queen bee lays all the eggs in the colony, being the only bee with a set of completely developed ovaries and having life-long fertility (Back Yard Beekeepers Association n.d.). After only one mating flight were the queen mates with a couple male drone bees, she stores the sperm to later fertilizes some of the eggs. The eggs that get fertilized develop into female worker bees and the eggs that develop without fertilization produce male drone bees. Due to the high maintenance of both the colony and its products, i.e. honey, most of the bees in a hive are female worker bees. These worker bees carry on a magnitude of different tasks, not including reproduction, which is reserved only for the queen. The male drone bees are reserved for mating with the queen bee. Following copula tion, the drone dies because of their barbed sex organ (Back Yard Beekeepers Association n.d.). Scientists have been puzzled at how this multifaceted organization is maintained bu... ...nd genetic factors play a part in sex-determination (Slobodchikoff and Daly 1971). However in some other hymenopterans, parthenogenesis occurs via thelytoky parthenogenesis. There is a subspecies of honeybee, the Cape bee (Apis mellifera capensis), which is known to exhibit thelytoky, the production of diploid females from unfertilized eggs, eliminating the paternal genome (Heimpel and de Boer 2008). In the case of the Cape bee, the queen bee determines whether the eggs are haploid or diploid (Oldroyd et al. 2008). By thelytoky parthenogenesis, the Cape queen be can produce clones of herself (Oldroyd et al. 2008). Undergoing a different form of parthenogenesis gives Cape bees the advantage of creating males that could mate with other queens (Oldroyd et al. 2008), involving one individual for reproduction, and a decrease in gene loss (Slobodchikoff and Daly 1971).

Supernatural Aspects of the Characters and Settings in Macbeth Essays

Supernatural Aspects of the Characters and Settings in Macbeth      Ã‚  Ã‚     Ã‚  Ã‚  The supernatural has always intrigued mankind. People gather around to hear ghost stories and see enchanted medallions. Shakespeare realized people's fascination with the supernatural and used it in many of his tragedies. Macbeth is one of William Shakespeare's tragedies about a man, Macbeth, who wishes to become king of Scotland after being told, by three witches, that his destiny is to rule Scotland. Macbeth's ambition overtakes him so much that he goes on a killing spree. Macbeth ends up killing the king, Duncan; his friend, Banquo; and rival, Macduff; in his pursuit of procuring the crown and keeping it. In the end, richesousness does triumph over evil, but not without interactions between the characters and the supernatural. Most of the characters are somehow connected to the supernatural, either by choice or by fate. In Macbeth, Shakespeare uses an underlying motif of the supernatural to control the characters and add a new dimension to the play.    The motif of light versus dark is the most prominent theme throughout Macbeth. The opening scene is dark and desolate with "Thunder and lightning" and "An open place" in the stage directions. The thunder and lightning conveys a sense of darkness with an approaching storm. The "open place" shows that the witches prefer to meet in a place free from society where no one can eaves drop on them. The light of day before Macbeth's final battle is the major factor that predicts its outcome (Watson 144). Siward states, "The day almost itself professes yours, / And little is to do" (V. vii. 27-28). Because the battle is fought on a fair day, Macduff's powers are strengthened by the light, and Macbeth's pow... ...tson, Robert. "Thriftless Ambition: Foolish Wishes, and the Tragedy of Macbeth." Modern Critical Interpretations: Macbeth. Ed. Harold Bloom. New York. Chelsea House Publishers, 1987. 133-168.    Supernatural Aspects of the Characters and Settings in Macbeth Thesis: In Macbeth, Shakespeare uses an underlying motif of the supernatural to control the characters and add a new dimension to the play. I. Light vs. Dark A. Scenes 1. Opening 2. Closing B. Lady Macbeth 1. Starts as dark 2. Ends as light II. Sleeplessness A. Sleeplessness is sign of doom 1. Macbeth 2. The sailor B. Witches control sleep 1. The sailor 2. Lady Macbeth III. Heaven vs. Hell A. Inverness is hell 1. Devil 2. Duncan's murder B. Duncan and Macduff are related to heaven 1. God's servant 2. No faults      

Increasing Student Achievement through Preventing School Violence Essay

Increasing Student Achievement through Preventing School Violence Introduction School violence is any type of violence, whether it is a simple threat on another student or a school shooting, that happens in the school environment. Student achievement is the efforts made by the student to work hard in the classroom. The purpose of this research paper is to examine how school violence impacts student achievement. It would seem that school violence would have a negative impact on student achievement. If this is the case then we need to do what we can to prevent violence in schools. Technology can be used to help control school violence. Information on School Violence Violence in our schools has become an increasing problem. Within the United States alone, there have been approximately twenty-two school shootings since 1978 (Cruz, 2002, p. 53-54). Eighteen of the twenty-two occurred during the 1990’s. It has been approximated that â€Å"a school crime occurs every six seconds† (Day, 1996, p. 9). We must ask ourselves why school violence has flourished. When we try to answer this question, we tend to blame society. Violence in the media seems to be the number one cause for violence in the school. However, society and media are not the only things to blame. There are so many reasons for why school violence has become increasingly more popular, but there is one thing that can be said for sure is that our students need to be able to learn and work in a safe environment. The need to create â€Å"a school environment that is free of violence and drugs has become a public priority† (Flannery, 2000). People need to pull together as a community and help in the fight against school violence. We need to give students... ...zine/vault/A2857.cfm 24. The site describes how we can use technology to help prevent school violence. The article discusses some of the technologies being used to prevent violence in the school system. Also, the site gives a list of ways to assess the technologies being used as a solution to prevent violence. 25. Thompson, R. (2000). Promoting Academic Achievement and Safe Schools. Retrieved April 24, 2004 from http://www.nationalcenter.org/P21NVThompsonViolence600.html 26. The author discusses ways of trying to promote academic achievement and safer schools. 27. The author also realizes that the only way to make sure that students succeed is to make sure that their schools are safe. 28. U.S. Department of Health and Human Services (2002). School Violence Prevention. Retrieved April 25, 2004 from http://www.mentalhealth.samhsa.gov/schoolviolence/

Case Study question

The task that Eileen and Jack are doing on a separate level has set up what seems to be a personal relationship with each other. Jack uses Eileen more like an assistant or peer than one of the regular employees. Although Eileen is t the same level as the other workers she does different tasks as them. The interaction between Eileen and Jack is what is causing the rest of the team to have a negative sentiment towards Jacks leadership. They do not see Jack's behavior as appropriate or worthy Of their trust.If the two Of them continue to separate themselves from the rest of the team, it will cause the other workers to lower their work performance since they will feel unappreciated and that their work is not being noticed. Another problem that could arise is that they could report Jack to Human resources and accuse him of unfair retirement since Eileen is getting time off and preferential treatment. Applying Path-Goal and Attainment-Schmidt Continuum of leader behavior Jack needs underst and he is causing the resentment towards Eileen.He needs to develop every team member with the style that is best for them. Jack seems to be using an Achievement-oriented leadership style with Eileen, and wants the others to just be more like her. Believe Jack needs to be supportive in finding out why the other resent Eileen, by doing this he will discover that they feel he is giving preferential treatment to Eileen. Then he will be able to identify where his team is and change his leadership behavior according to the individual member.According to Attainment and Schmidt, Jack should be more democratic in his decisions. If he wants the group to work like a team then he should be less authoritarian and more democratic. This could limit the preferential treatment given to any employee in the group. Jack will be able to clarify the goals that need to be achieved and explain that Eileen is the best to stay late, or the team will be in agreement another team member would be better for th e task.