Reading Skills Essay

Introduction Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers integrate the words they have read into their existing framework of knowledge or schema. Reading is a process very much determined by what the reader’s brain and emotions and beliefs bring to the reading; the knowledge/information (or misinformation) strategies for processing text, moods, fears and joys—all of it. The strategies one uses  vary according to one’s purpose, including whether one is reading for oneself only (still the purposes vary) or for somebody else, such as reading to answer comprehension questions, reading to perform for listeners (including the teacher and classmates), and much more. Of course these social factors may generate confidence, fear, anger, defiance, and/or other emotions—it just depends. In sum, reading is both a psycholinguistic process (involving the mind actively processing the text) and a sociolinguistic one (with multiple social factors that can affect how one reads, how much one gleans from the reading, and more). Even word identification itself can be affected by these factors, because reading is as much or more a brain-to-text process as a text-to-brain process. For strong readers, the reading process may take only milliseconds. For beginning readers the process may be slower, yet rewarding, and over time will become automatic. For readers who are challenged, this process can be tiresome and frustrating. 2 Importance of Reading Process It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs. They are more creative and do better in school and college. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. Fluent reading: During the reading process, there is interplay between the reader’s preexisting knowledge and the written content. Fluent reading is an active process in which the reader calls on experience, language, and prior knowledge to anticipate and understand the author’s written language. Thus, readers both bring meaning to print and take meaning from print. The nature of the reading process alters as person matures in reading. In the early stages of reading, word identification requires a reader’s concentration. Eventually, however, readers are able to use their reading ability (ability to interpret written language) for pleasure, appreciation, knowledge acquisition, and functional purposes. Thus, reading competence has many faces. Proficient, fluent readers locate materials and ideas that enable them to fulfill particular purposes, which may be to follow directions, to complete job applications, or to appreciate Shakespearean plays. In addition, fluent readers adjust their reading style as they move from narrative to expository content. 3 Three Stages of Reading: In order to achieve your goals regarding flexible and fluent reading, you must learn certain reading behaviors and then practice them until they become automatic. We call this practicing to the point of automaticity. In this way you will learn to increase your reading rate, maintain your focus and concentration, and enhance your comprehension. Reading process organizes itself most naturally into an examination of three phases: * Pre-reading. * Active reading . * Post-reading. * Pre-reading: It involves following functions: * Get the big picture – overview skimming * Identify the main idea/thesis. * Read headings and sub-headings * Read captions accompanying pictures/graphics * Active Reading: * Think as one reads; read for ideas and concepts. * Visualize patterns. * Actively construct meaning. * Anticipate upcoming information. * Verify the main idea and identify significant details. * Consciously add to or modify schema integrating old and new knowledge. * Self-monitor; assess one’s understanding. * Evaluate comprehension. * Employ fix-up strategies as appropriate. * Post Reading: * Evaluate understanding/ comprehension * Evaluate one’s reading processing. * Did one choose an appropriate mode? * What changes do one needs to make in his/her reading? * What did one do well that he/she wants to repeat in future reading? 4 Types of Reading Following are the types of reading: * Scanning type of reading * Skimming type of reading * Light type of reading * Word by word type reading * Reading to study type of reading * Sub-vocalization †¢ Scanning Type of Reading: This type of reading involves running the eyes over quickly, to get the gist. For example, scanning a telephone book: * You are looking for it quickly. * You know what you are searching for (key words and names). * You ‘see’ every item on the page, but you don’t necessarily read the pages – you ignore anything you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page †¢ Skimming Type of Reading: When you read quickly to gain a general impression as to whether the text is of use to you. You are not necessarily searching for a specific item and key words. Skimming provides an ‘overview’ of the text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs. Looking over the text quickly to get a general idea of the content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. The purpose of skimming: * To check relevance of text. * Sets the scene for the more concentrated effort that is to follow, if the text is useful. †¢ Light Type of Reading: Reading for leisure tends to be ‘light’. For example: * Read at a pace which feels comfortable. * Read with understand. * Skim the boring, irrelevant passages. 5 An average light reading speed is 100-200 words per minute. This form of reading does not generally require detailed concentration. This is reading fairly quickly without concentrating too hard or worrying about every single word. We often use it when reading an enjoyable novel. †¢ Word by word Type of Reading: This type of reading is time consuming and demands a high level of concentration. Some material is not readily understood and so requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an hour just to read a few lines of text. †¢ Reading to Study Type of Reading: A method of reading for with the aim to understand the material in some depth. The method involves five simple steps; Survey, Question, Read, Recall and Review. Study reading involves thinking about what is being read so that it is understood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasized, arguments followed and evaluated, the whole summarized. * Survey: skim through to gain an overview and not key points. * Question: devise questions you hope the text will answer. * Read: slowly and carefully. * Recall: from memory, write down the main points made by the chapter. * Review: revisit your questions – compare these to your recall and establish how well the text has answered them; fill in any gaps by further reading and note-taking. †¢ Sub-vocalization: This is reading very slowly and methodically, either saying the words out loud or at least with a ‘voice’ in your head. It is painstaking but very slow. We tend to use it when trying out a recipe for the first time, or carrying out instructions as to how to assemble something we’ve bought. 6. Reading Skills Reading involves a combination of skills used simultaneously. Children begin with basic phonics but soon learn fluency and comprehension skills to make their reading experiences meaningful. The main goal of reading understands. If students can pronounce words but do not understand what they are reading, they are merely reciting word. Some of the important reading skills are: * Decoding * Fluency * Comprehension * Critical reading skills †¢ Decoding Skills: Decoding (also known as Word attack skills) is an early reading skill students learn in kindergarten and first grade. Decoding (sounding out) words are the foundation of reading instruction. Phonics is the method teachers use to instruct students. Letter-naming and recognition is taught along with initial sounds. Children must understand that each letter is represented by a corresponding sound before they can read text. Once children know sounds, they learn to blend them into words. This skill, phoneme segmentation, should be practiced daily along with alphabet and sound fluency until decoding becomes an automatic procedure. †¢ Fluency Skills: Fluency is the ability to read accurately and expressively while maintaining a rate of speed that facilitates comprehension. Students learn fluency in a variety of ways. Teachers model fluent reading in the classroom, and students listen to books on CD. Students receive direct instruction in fluency through guided practice using methods like choral and repeated readings. Teachers assess fluency with timed readings that give a score in words read per minute. Students who fall below the average score for their grade level receive additional, individual help. †¢ Comprehension Skills: Comprehension is the ability to understand what has been read. Comprehending involves strategies that students learn to use when reading independently. Teachers focus on several key comprehension skills. These are inferring, predicting, comparing and contrasting, sequencing and summarizing. Students usually learn how to use these strategies in a small group guided by the teacher who demonstrates their use. Students then practice comprehension techniques with a partner by discussing what they read, making connections with prior knowledge and identifying the main ideas in the story. 7 †¢ Critical Reading Skills: Critical reading skills are the ability to analyze, evaluate, and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading as a goal includes the ability to evaluate ideas socially or politically. 8 Reading Strategies Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand texts. Reading strategies are used many times rapidly, in unison with one another. Therefore, most reading strategies are evident before, during, and after reading, although not necessarily with the same emphasis. Some of the reading strategies are: * Predicting * Connecting * Inferring * Synthesizing * Visualizing * Self-Questioning * Skimming * Scanning * Determining Importance * Summarizing/Paraphrasing * Re-reading * Reading On * Adjusting Reading Rate * Sounding Out * Chunking * Using Analogy * Consulting Reference The following descriptions of each strategy give some indication of when in the reading process they are generally employed. Different texts and different contexts require readers to use different reading strategies at different times. For example, â€Å"synthesizing† is used during and after reading while â€Å"scanning† is typically used before close reading. Here are the major reading strategies associated with the process of reading: * Predicting: Predicting helps readers to activate their prior knowledge about a topic, beginning the process of combining what they know with new material in the text. Predictions are not merely wild guesses, they are based on clues within the text such as pictures, illustrations, subtitles, and 9  plot. Clues for predictions will also come from readers’ prior knowledge about the author, text form, or content. Readers can be encouraged to make personal predictions before and during reading. During reading, effective readers adjust and refine their earlier predictions as new information is gathered and new connections are made. They tend to rehearse what they have learned and move on with some expectations of what comes next. * Connecting: Efficient readers comprehend text through making strong connections between their prior knowledge and the new information presented in text. The type of connections made by efficient readers can be categorized into: * Text-to-Self Connections: Involves readers thinking about their life and connecting their own personal experiences to the information in the text. * Text-to-Text Connections: Involves readers thinking about other texts written by the same author or with common themes, style, organization, structure, characters or content. * Text-to-World Connections: Involves readers thinking about what they know about the world outside their personal experience, their family, or their community * Inferring: Efficient readers take information from a text and add their own ideas to make inferences. During the process of inferring, readers make predictions, draw conclusions, and make judgments to create a unique interpretation of a text. Making inferences allows students to move beyond the literal text and to make assumptions about what is not precisely stated in the text. Efficient readers also can infer the meaning of unknown words using context clues, pictures, or diagrams. * Synthesizing: When comprehending text, efficient readers use synthesizing to bring together information within a text. Synthesizing involves readers piecing information together, like putting together a jigsaw. This activity encourages them to keep track of what is happening in the text. During the process of synthesizing, readers may be connecting, inferring, determining importance, posing questions, and creating images. * Visualizing: Efficient readers use all five senses to create images continually as they read text. The created images are based on their prior knowledge. Sensory images created by readers 10 help them to draw conclusions, make predictions, interpret information, remember details, and assist with overall comprehension. Images may be visual, auditory, olfactory, kinesthetic, or emotional. * Self-Questioning: Self-questioning is the strategy effective readers use to draw on existing knowledge, to investigate a text as it is read, to analyse the beliefs and motives behind the author’s surface meaning, and to monitor comprehension. Whether posed in-head, sub-vocalized or noted in writing, self-questioning is critical to maintaining connections between existing and new knowledge. Self-formulated questions provide a framework for active reading by directing the reader’s attention to key information. Efficient readers continually form questions in their minds before, during, and after reading to assist in comprehending text. Often these questions are formed spontaneously and naturally, with one question leading to the next. Questions may relate to the content, style, structure, important messages, events, actions, inferences, predictions, author’s purpose, or may be an attempt to clarify meaning. Self-formulated questions provide a framework for active reading, engaging readers in the text as they go in search of answers. * Skimming: Skimming is glancing through material to gain a general impression or overview of the content. It involves passing over much of the detail to get the gist of a text. Skimming is the most common strategy used by a reader to assess quickly whether a text is going to meet his or her purpose. Effective skimming lets a reader know in general terms how difficult a text is, how long it is, how it is structured, and where the most useful information can be found. Effective skimming strategies are critical for adolescents due to the volume of electronic text they read. Websites, CD ROMs, and multimedia texts are designed for, and subject to rapid reading practices where the reader gets the gist from sub-headings and key points, determines difficulty and usefulness, and assesses the content flow. Skimming is often used before reading to †¢ assess quickly whether a text is going to meet a purpose; †¢ determine what is to be read; †¢ determine what’s important and what may not be relevant; †¢ review text organization; †¢ activate prior knowledge. * Scanning: Scanning involves glancing through material to locate specific details such as names, dates, places, or some particular content. For instance, readers might scan a contents page or index to find the page number of a specific topic. They may scan a dictionary or telephone book in search of a particular word or name, or they may scan as they re-read 11 a text to substantiate particular responses. Like skimming, scanning is particularly important for comprehending selected parts of websites, CD ROMs, and multimedia texts. Readers may also scan a text looking for picture clues that may help them to identify any unknown words. * Determining Importance: Efficient readers constantly ask themselves what is most important or what the main idea is of what they are reading. They benefit from understanding how to determine the important information, particularly in informational texts. Factors such as purpose for reading, knowledge of topic, prior experiences, beliefs, and understanding of text organization help readers to identify important information in a text * Summarizing/Paraphrasing: Linked closely to the strategy of determining importance, summarizing/paraphrasing is the process of identifying, recording, and writing the most important information from a text into one’s own words. The ability to reduce a larger piece of text to its most important messages is done through summarizing. The re-statement of the text is referred to as paraphrasing. Summarizing/paraphrasing involves using key words and phrases to capture the general gist of a text. * Re-Reading: Efficient readers understand the benefits of re-reading whole texts or parts of texts to clarify or enhance meaning. Reading or hearing a text more than once benefits all readers, allowing them to gain a deeper understanding of the text. Re-reading can also be used as a word-identification strategy. Efficient readers sometimes re-read to work out the meaning of difficult words using context clues. The opportunity to re-read a text also helps to improve fluency * Reading On: When readers cannot decode an unfamiliar word within a text, they can make use of the â€Å"Reading On† strategy. Skipping the unfamiliar word and reading on to the end of the sentence or the next two or three sentences often provides the reader with sufficient context clues to help determine the unknown word. Once the unknown word has been determined it is important for students to re-read that section of text. â€Å"Reading On† also refers to continuing to read in an attempt to clarify meaning that may have been lost. * Adjusting Reading Rate: It is important that students give themselves permission to adjust their reading rate and to recognize when this may be necessary. The purpose for reading will often dictate the 12 most appropriate rate. Readers may slowdown to understand new information, to clarify meaning, to create sensory images, or to ask questions. Readers may also speed up when scanning for key words or skimming to get an overall impression of a text. * Sounding Out: When adolescents meet new and unfamiliar words, they will use their knowledge of letter/sound relationships to identify them. * Chunking: As readers encounter greater numbers of multi-syllabic words, it is important to encourage students to break words into units larger than individual phonemes or single sounds (/b/). Readers might chunk words by pronouncing word parts such as onset and rime (spr-ing), letter combinations (ough), syllables, or parts of the word known as morphemes which carry meaning (ed, ing). * Using Analogy: When readers manipulate or think about words they know in order to identify unknown words, they are using analogy. They transfer what they know about familiar words to help them identify unfamiliar words. When using analogy, students will transfer their knowledge of common letter sequences, onset and rimes, base words, word parts that carry meaning, or whole words. * Consulting Reference: The use of word-identification strategies such as â€Å"sounding out† or â€Å"chunking† may unlock both the pronunciation and meaning of words. However, if the word is not in a reader’s meaning vocabulary, the reader may not be able to understand the meaning of the word. Consulting a reference is an additional strategy that supports students to unlock word meaning. Being taught how to use a dictionary, thesaurus, reference chart, or glossary will help students locate the meanings, pronunciations, or derivations of unfamiliar words. 13 Conclusion: As the discussed topics demonstrate, the process of reading for meaning has bottom-line commonalities. Among these, perhaps oddly, is that at any given moment, one cannot reliably predict what a reader will do next. Eric Paulson (2005) has drawn an analogy between eye movements and the weather, both of which can be described in terms of chaos theory in physics, he argues, but neither of which is exactly predictable. And he writes: â€Å"When looked at through the lens of chaos theory, reading is clearly not a process of plodding along the text at some regular, predetermined rate but is instead a process that ebbs and flows† (p. 355). We set our purposes (or not), begin to read, perhaps question what we are reading, maybe return and reread, sometimes read ahead, go back again, maybe skim or skip some, occasionally decide not to finish reading whatever it is, maybe go ahead and read at least the headings (of an informational selection) and the conclusion, or  the final chapter or page (if a novel or short story)—all the while using strategies that are universal among proficient readers, but uniquely applied. Metaphorically, during any reading event, reading ebbs and flows, like waves. We might think of waves crashing upon the beach as meaning achieved (and perhaps examined critically), the end product of reading a stretch of text. But with such achievement, the reader is simultaneously and near simultaneously processing other parts or aspects of text and the ideas in ways that are unpredictable at the micro level. This is akin to what we often see on a beach: different waves, and different aspects of the reading process, forming, swelling, cresting, crashing, and ebbing. While one part of the reading process and event crashes and ebbs—with something processed into short- or even long-term memory, perhaps—other facets of the process are just beginning again, increasing, coming to a head, collapsing into memory (or not), and receding from the reader’s immediate attention. Yes, while I often speak of the reading process, as if this cognitive and constructive process were totally uniform, during any given reading event, whoever the Although, reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies. We should never take reading for granted, for many, these skills come slowly and with a great deal of difficulty. It is important to use a multi-sensory approach whenever possible, some memory training, tap into previous knowledge before moving forward and make it meaningful. 14 References * http://en. wikipedia. org * http://www. heinemann. com * http://www. palomar. edu * http://ababasoft. com * http://www. scribd. com * http://www. sil. org * http://www. ehow. com * http://www. stepspd. com * http://www. palomar. edu.

My Ambition Essay

Living in the modern world, a person really needs to know what he wants to do. In order to lead a meaningful and colorful life, everyone needs an ambition. If one does not have an ambition, he will be like a ship sailing on the wide sea blindly. That is why I have made up my mind to become a reporter since my childhood. When I was a little girl, I often daydreamed. If I were a reporter, everything would be great. I could get the latest information and report the news to the world on TV. When I walked on the street, people would recognize me and probably would shout â€Å" OH, my godï ¼  That’s she-the perfect reporterï ¼ Ã¢â‚¬  Then I would feel proud of myself. In my childhood, I often stood in front of the mirror and encouraged myself, â€Å" Hiï ¼  Girl, you have a perfect face, graceful manners and active personality. You will be good at your job. You will become a reporter, an outstanding reporterï ¼ Ã¢â‚¬  As time goes by, I never change my mind. I still have a strong desire to be a reporter. I deeply understand to be a reporter is not as easy as I thought. Being an excellent reporter requires many abilities, especially English ability. Therefore, in order to made my ambition come true. I have made some plan for it. From now on, I should make best use of my time to study anything about a reporter needs. I’ll pay much attention to the things around me and keep a keen thinking. Besides, I’ll learn the techniques of famous reporters on TV. In short, being a reporter is my greatest dream, my ambition, I’ll train myself to make it come true. With my efforts, I really hope I’ll become an outstanding reporter some day.

Personal Hygiene Essay

Sanitation is the hygienic means of promoting health through prevention of human contact with the hazards of wastes as well as the treatment and proper disposal of sewage wastewater. Hazards can be either physical, microbiological, biological or chemical agents of disease. Wastes that can cause health problems include human and animal feces, solid wastes, domestic wastewater (sewage, sullage, greywater), industrial wastes and agricultural wastes. Hygienic means of prevention can be by using engineering solutions (e.g. sewage and wastewater treatment), simple technologies (e.g. latrines, septic tanks), or even by personal hygiene practices (e.g. simple handwashing with soap). The World Health Organization states that: â€Å"Sanitation generally refers to the provision of facilities and services for the safe disposal of human urine and feces. Inadequate sanitation is a major cause of disease world-wide and improving sanitation is known to have a significant beneficial impact on health both in households and across communities. The word ‘sanitation’ also refers to the maintenance of hygienic conditions, through services such as garbage collection and wastewater disposal.[1] The term sanitation is applied to a wide range of subjects such as: Improved sanitation – refers to the management of human faeces at the household level. This terminology is the indicator used to describe the target of theMillennium Development Goal on sanitation, by the WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation. On-site sanitation – the collection and treatment of waste is done where it is deposited. Examples are the use of pit latrines, septic tanks, and Imhoff tanks. Food sanitation – refers to the hygienic measures for ensuring food safety Environmental sanitation – the control of environmental factors that form links in disease transmission. Subsets of this category are solid waste management, water and wastewater treatment, industrial waste treatment and noise and pollution control. Ecological sanitation – an approach that tries to emulate nature through the recycling of nutrients and water from human and animal wastes in a hygienically safe manner san ·i ·ta ·tion  noun ËÅ'sa-nÉ™-ˈtÄ -shÉ™n: the process of keeping places free from dirt, infection, disease, etc., by removing waste, trash and garbage, by cleaning streets, etc. Health Impacts of Sanitation[edit] For any social and economic development, adequate sanitation in conjunction with good hygiene and safe water are essential to good health (Mara, Lane and Scott and Trouba 1). Lack of proper sanitation causes diseases. Most of the diseases resulting from sanitation have a direct relation to poverty. The lack of clean water and poor sanitation has caused many diseases and the spread of diseases. Sanitation is very important in order to keep good health.One of the most significant diseases that arise from poor sanitation is diarrhea. Deaths resulting from diarrhea are estimated to be between 1.6 and 2.5 million deaths every year (Mara, Lane and Scott and Trouba 2). Most of the affected are young children below the ages of five. Other diseases that are caused by poor sanitation include schistosomiasis, trachoma, and soil transmitted Helminthiases. Poor sanitation accounts for almost 50 percent of underweight child since it has a direct link to diarrhea. Children suffering for diarrhea are more vulnerable to become underweight. According to Mara, Lane, and Scott and Trouba (3), about 26 percent acute respiratory infections occur in children who are malnourished, which has a direct link to diarrhea. Sanitation is a serious issue that is affecting most parts of the world especially the developing countries. On a global scale, the most affected are children who in most cases lose their lives due to diseases caused by poor sanitation. Major initiatives need to be set up if the MDG goal on sanitation is to be achieved by 2015. †¢ WHAT IS SANITATION? †¢ Sanitation literally means measures necessary for improving and protecting health and well being of the people. Sanitation is any system that promotes proper disposal of human and animal wastes, proper use of toilet and avoiding open space defaecation. †¢ WHAT IS DEFAECATION? †¢ It is the practice of passing out excreta †¢ WHAT IS OPEN DEFAECATION? †¢ It is the practice of passing out excreta in open field and indiscriminately. This excreta often finds it way into sources of drinking water and food and may lead to disease. A drop can kill: One gram of excreta can contain; 10,000,000 viruses 1,000,000 bacteria 1,000 parasites cysts 100 parasite eggs ÂÆ' WHY SHOULD I STOP OPEN DEFAECATION? †¢ To prevent the spread of excreta-related diseases such as typhoid, cholera, diarrhoea and dysentery. †¢ WHY MUST I USE THE LATRINE ALWAYS? †¢ To prevent the spread of excreta related diseases †¢ WHY IS 2008 DECLARED THE INTERNATIONAL YEAR FOR   SANITATION? †¢ Sanitation has been neglected for a long time. This has contributed to high levels of sickness and death especially among infants and children. More investment is required in hygiene and sanitation. †¢ CAN POOR PEOPLE AFFORD TO BUILD SAFE LATRINES? †¢ Yes, poor people can build latrines using locally available materials WHAT ARE THE SAFE SOURCES OF WATER? †¢ Protected springs and boreholes, treated pipe borne water and protected hand dug wells †¢ WHY SHOULD I DRINK WATER FROM SAFE SOURCES ONLY? †¢ To prevent diseases like guinea worm, cholera, diarrhoea, typhoid and to remain healthy. †¢ WHY MUST WE LIVE IN A CLEAN AND HEALTHY ENVIRONMENT? †¢ To prevent hygiene and sanitation related diseases and enjoy good health. ÂÆ' HOW CAN WE ENSURE A CLEAN AND HEALTHY ENVIRONMENT? †¢ Undertake individual and collective actions by sweeping, cleaning, clearing drainages, proper disposal of human and animal wastes, proper use of toilet and avoiding open space defaecation Personal hygiene Summary Good personal hygiene is one of the most effective ways to protect ourselves, and others, from illness. This means washing your hands, especially, but also your body. Good habits can help control body odour and bad breath. One of the most effective ways we have to protect ourselves and others from illness is good personal hygiene. This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin, and using protection (like gloves or condoms) when you might be at risk of catching an infection. Personal hygiene, such as bathing, is very much dependent on the culture in which you live. In some cultures, it is expected that you will wash your body at least every day and use deodorants to stop body smells. Other cultures have different expectations. Body odour Body smells are caused by a number of factors working in combination, including: Chemicals in sweat, including pheromones, which are made by the body and sexually attract (or repel) other people. Wastes excreted through the skin, such as metabolised alcohol. The actions of bacteria that live on the skin and feed on dead skin cells and sweat. Unwashed clothes, such as underwear and socks. Hand washing Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash your hands: After using the toilet Before making or eating food After handling dogs or other animals If you have been around someone who is coughing or has a cold. Personal hygiene for women The vagina is able to clean itself no special care is needed, other than washing the external genitals. Do not put anything like douches into the vagina, as the delicate skin can be damaged. Here are some personal hygiene suggestions for women: Menstruation – wash your body, including your genital area, in the same way as you always do. Change tampons and sanitary napkins regularly, at least four to five times a day. Always wash your hands before and after handling a tampon or pad. Cystitis – is an infection of the bladder. This is a common condition for sexually active young women. Urinating after sexual intercourse can help to flush out any bacteria that may be in the urethra and bladder. Thrush – some soaps and detergents can irritate the skin of the vagina, and make thrush infections more likely. Some people find that they often get thrush when they use antibiotics. Use mild soap and unperfumed toilet paper. Avoid tight, synthetic underwear. Try cotton underw ear, and change regularly. There is medical treatment for thrush, so talk to your doctor or pharmacist. Personal hygiene for men A build-up of secretions called smegma can form under the foreskin of uncircumcised men. If you are uncircumcised, gently pull back the foreskin when you have a shower and clean with water. You can use soap if you like, but make sure you rinse it off well. Bad breath Good dental hygiene includes regular brushing and flossing. Bad breath can be caused by diseases of the teeth, gums and mouth, such as infections. Most people have bad breath first thing in the morning because saliva is not made while you’re asleep. Some foods that can cause bad breath include garlic and onion. Mouth washes, mouth sprays and flavoured chewing gum can make your breath smell better for a while, but if you have a health problem in your mouth, you need to see your dentist. Travelling hygiene When travelling overseas, take special care if you’re not sure whether the water is safe. Suggestions include: Drink only bottled water. Don’t use tap water to clean your teeth. When you wash your hands, make sure they are totally dry before you touch any food. Don’t wash fruit or vegetables in unsafe water. If you have no other water source, make sure the water is boiled before you drink it by holding it at a rolling boil for one minute. Make sure any dishes, cups or other utensils are totally dry after they are washed. Where to get help Your doctor Dentist. Things to remember Good personal hygiene is one of the most effective ways to protect ourselves and others from many illnesses, such as gastroenteritis. Wash your hands regularly, especially before preparing or eating food and after going to the toilet. QUIZ BEE! 1. refers to the maintenance of healthy and hygienic conditions, free from disease-causing organisms? Answer: SANITATION 2. it is very important to ensure the __________ of the guest because it is our duty to serve them and make them satisfied of our work? Answer: HEALTH 3. it means free from disease-causing organism and other harmful contaminants which are often not visible to the eyes? Ans: SANITARY 4. it should be properly covered, so that the bacteria wont lay on it to prevent a deseases to a certain costumer? Ans: GLASSES AND WATERJUG 5. it is the most effective ways to protect ourselves and others from illness? Ans: GOOD PERSONAL HYGIENE OR PERSONAL HYGIENE 6. what do you call to the organization that focuses on health of every individual? Ans: WORLD HEALTH ORGANIZATION 7. Area should be protected from _________________, regularly fumigated to  eliminate pests? Ans: PEST INFESTATION 8. Housekeepers are advised to protect themselves from contamination by wearing and using the _____________? Ans: PERSONAL PROTECTIVE EQUIPMENTS Or PPE.

Discusion Essay Example | Topics and Well Written Essays - 500 words - 1

Discusion - Essay Example ient times there were many public policy issues to discuss, among the most important: where is the best place to education someone—in the city or the country. Two brother try to raise two brothers according to these different standards. Micio, the older brother, raises his nephew, Aeschinus, in the city. Micio is kind and genial and open-minded. You would probably describe him as a cosmopolitan who, because he lives in a city, knows he must be tolerant because cities are full of many different kinds of people. In a comparison between the two brothers most people would agree that Micio is the better man and provides a better education to his nephew than Demea does. He is a responsible individual and knows that it is important in life to keep one’s words to one’s fellows. He also knows that so much depends on how a person is raised: their whole life can be decided in their education. He is a liberal but responsible individual. Micio sometimes lies, but usually he is an honest person. He is patient and has an open-mind and he also leads an exciting life. I think many people would be happy to have him as an uncle. The contrast between him and his brother is so clear, that Micio often appears in a good light. By the end of this play and his eventual marriage I found I had a good deal of respect for Micio and wish he had educated

Costs Essay Example | Topics and Well Written Essays - 250 words - 1

Costs - Essay Example These include research and development whereby they are at the discretion of the managerial team in terms of manipulating them based on an already predetermined period, for instance, quarterly, monthly or annually. Hence, indicating this kind of fixed costs’ flexible nature contrary to the committed ones (Dunn, Sherwood, Stevens & Winston, 2013). Conversely, committed fixed cost, for instance, depreciation refer to long planning costs whose alterations may significantly affect continuity of a given firm. Hence, they are inflexible (Hartman, Vang & Cornwall, 2015). Firms normally rely in this knowledge in their quest to come up with concrete and quality decisions regarding what to produce. For instance, this is quite evident with â€Å"make or buy† situations whereby a given company ought to go for the most appropriate option that will guarantee it heightened profitability. In arriving to the required results, it utilizes all the relayed data contrary to visual fit method, which mostly leaves out some data. This is especially when intending to link certain points of data

Equity andTtrusts- problem question Essay Example | Topics and Well Written Essays - 1500 words

Equity andTtrusts- problem question - Essay Example 250,000, and if the civil partner /spouse has survived more than 28 days of the deceased , then he is entitled to receive whole of ? 250,000 or less. If the net estate is more than ? 250,000 , then , the first ? 250,000 together with the personal possession to civil partner/spouse. Fifty percent of the balance should be equally shared among kids. The civil partner /spouse will also have the right to the interest on the balance amount of deceased estate during his life time only, and then children of the civil partner /spouse will receive the same in equal shares after the life time of the civil partner or spouse. (www.graysons.co.uk). In case of intestacy, if the claimant is not a registered civil partner or married, then he may not get a share in the deceased property automatically. If the deceased has not provided for the cohabitating partner in some other way, then such partner can make a claim under the provisions of the â€Å"Inheritance (Provision for Family and Dependents) Ac t 1975.† In case of cohabitation, the surviving partner has to demonstrate that she or he had maintained either partly or wholly by the deceased. Further, a cohabitating partner has to make the claim within the 6 months from the date of the issue of letters of administration. (www.direct.gov.uk) The position of children’s of cohabitated couple is somewhat awkward under U.K laws. Schedule 1 to the Children’s Ac 1989 offers power to the courts to order some financial relief for the advantage of children despite the status of the parent’s affiliation.(Barrington, A,2001). Stack v Dowden This case was about the rights over a property over which cohabitation partners lived together before their separation. This case codifies new structure within which cohabitant rights are to be decided and will pave to greater simplicity and certainty for future cases. In this case, the cohabitant couples separated after having four children. There was one residential place, w hich was co-owned by them and a suit was filed the estranged male partner for equal division. Finally, the House of Lords upheld the Court of Appeal’s ruling that Ms Dowden was entitled to 65% and Mr. Stack to 35% House of Lords might have given higher share to female partner on considering the factor that she had four children and also contributed substantially for the purchase of that house. (www.publications.parliament.uk). In this case, Pauline Jonathan will be the legal heir of Jonathan Reisberg as she is the daughter of Jonathan’s erstwhile wife. In the problem, it has been stated that they were in separation for the last fifteen years and there is no mention about a divorce. Since Lorraine Lexington is a cohabitating partner, either she or his children have no legal rights to inherit Jonathan’s estate as he died intestate. Lorraine Lexington, as a cohabitating partner can make a claim under the provisions of the Inheritance (Provision for Family and Depen dents) Act 1975. The triplets can seek relief under Schedule 1 to the Children’s Ac 1989 offers power to the courts to order some financial relief for the benefit of children despite of the status of the parent’s relationship. Validity of a Cheque under UK Laws Under UK laws, there is no definite guideline about the validity of a cheque. Banks in UK normally will refuse to honour the cheques if it is more than six months old. However, it is at the discretion of the bank that deals with it. Cheques will

Literature Review For Creating strong teacher-student relationships to Research Paper

Literature Review For Creating strong teacher-student relationships to improve student achievement in Mathematics class - Research Paper Example Joffrey, with preparation and a sense of delight and gratitude, gave students a chance to explain mathematics inculcating a love for the subject (Strogatz and Joffray, 2009). The Calculus of Friendship is not only a delightful read for aspiring mathematics teachers, but also emphasized the importance of teacher-student relationship for mathematics learning. Mathematics education has evolved over the last hundred years (Jankvist, 2010). Recent perspectives on mathematics teaching and learning have stressed on the importance of mathematical reasoning, problem-solving skills, and their application of real life situations. Depaepe et al. (2007) argued that aspects of classroom culture assumed to enhance beliefs and problem-solving competencies include establishment of classroom norms; instructional techniques and classroom organizational forms; and set of tasks. Strong focus on heuristic skills and embedding tasks in real life are aspects that are easier to implement. The use of technology has been brought about by professional thinking about pedagogy (Katz and Solomon, 2008). Systems include the use of computer-based tools and resources (Smith, 1998; Pear and Crone-Todd, 2002). Ruthven et al. (2004) described the contribution of technology in seven themes including improving working processes and production; supporting processes such as trialling, checking, and refinement; enhancing the variety and appeal of classroom activity; fostering independence among pupils and peer support; overcoming difficulties among pupils and building reassurance; broadening reference and increasing activity currency; and focussing on overarching issues and accentuating important features. Professional thinking and use of technology is anchored in student motivation and classroom learning. Kilpatrick et al. (2001) argued that students need to think mathematically for learning mathematics. In order to be mathematically proficient, students must

Stratigic Management - McDonalds Assignment Example | Topics and Well Written Essays - 2000 words

Stratigic Management - McDonalds - Assignment Example The analysis of these factors can reveal the internal strengths and weaknesses of a company (Barnat, â€Å"Internal Organizational Analysis†). McDonald’s is one of the biggest fast food restaurants with customer base of 47 million. McDonald’s operates in almost 119 countries in the world. It has complicated distribution channel and its supplier’s network is spread throughout the world. McDonald’s marketing strategy aims to raise the sales and to maintain its brand image. McDonald’s constantly alter the strategies according to the customer’s tastes, standard of living and opinions. McDonald’s is quite approachable in countries where people are sensitive towards consuming various foods, for example, the market of India (Scribd, â€Å"Internal Analysis on Macdonald’s†). ... In the year 2006, McDonald’s had faced criticism in Japan because of including forbidden foods and dishonest coloring of apple pies. Another critic stated that McDonald’s and its other fast food competitors demoralized native cooking and developed identical international culture. Besides, McDonald’s had faced bad reputation because of unhealthy food and bad employee relation in many of their outlets. There was objection against McDonald’s for making people work for lower wages (Gibison, â€Å"McDonald’s: A Good Image with Bad Ethics†). Section 3: In-depth Internal Analysis Resource Based View of McDonald’s The marketing strategy of McDonald’s is based on the internal resources. Tangible Resources: Product: With regard to fast food products there are many choices for a customer. Thus, McDonald’s focuses on creating a menu that most of the consumers require as well as prefer. McDonald’s always examine the preferences of customers as the preferences change from time to time. To facilitate the change in preference, McDonald’s continuously develop new products and replace old products (McDonald’s Corporation, â€Å"Marketing at McDonald’s†). Intangible Resources: Brand Reputation: McDonald’s has good brand reputation. In the year 2008, it was ranked number eight among other international brands. It had ranked in first position among other fast food international brands. The brand value was calculated to be around 49,499 million USD. In the fast food markets of North America, McDonald’s brand was ranked in seventh position (Millward Brown Optimor, â€Å"Top 10 0 B rand Ranking†). In the year 2010, McDonald’s brand was ranked sixth in the year 2010, among ‘most valuable global brands’ (Social Brand Value, â€Å"Brand

IR---business Essay Example | Topics and Well Written Essays - 2000 words

IR---business - Essay Example Therefore, I consider that IR reflects a system of rules which aim to protect primarily the rights of employees – even in many cases the above target are not fully achieved. I believe that such failure is the result of the lack of cooperation and communication within the organization, which are necessary prerequisites for the successful implementation of any IR system. It should be noted that the role of IR in each organization is not the same – for example, in my organization the views of employees on IR are positive. In other organizations where the IR framework has been used for the promotion of the interests of the employer, employees are not supportive to the specific framework. 2) How are your conditions of employment determined (Contract or agreement) and how does your process work? The hiring of an employee is based on a contract signed between the employer and the employee. In this contract, reference is made to all terms of the particular agreement, for exampl e to the hours of work/ compensation. In any case, additional benefits are arranged between the employer and the employee since the entrance in the workplace. The change of the terms of an employment contract is not allowed in the future, except from the case that such initiative is taken after a relevant decision of the employer. Also, the store manager monitors the performance of employees in his store on a weekly basis. The store manager also decides on the promotion of employees in accordance with their performance. It should be noted that there are weekly meetings in which employees can share their views with the store manager; if changes need to be made regarding the distribution of tasks or hours of work, then relevant suggestions can be made by the employees to the store manager in these meetings. The hiring process used in my organization can be characterized as quite satisfactory – being aligned with the rules of IR; however, in regard to the monitoring of the emplo yees’ performance and their rewarding, still improvements would be made; the power of the store manager to decide on all aspects of employees’ rights – in the context of a particular store – can be an advantage but also a drawback. In the organization where I work the store manager will be replaced in the next 6 months; the views of the new store manager on IR will be critical regarding the employees’ rights and benefits in all the departments of the specific store. 3) What impact has the new system of workplace relations had on your working conditions? At a first level, because of IR the benefits of employees in the workplace have been increased – referring to both monetary and non-monetary benefits, for example, the payment – based benefit, the bonus at the end of each year and the partial cover by the employer of the medical insurance of employees. Also, the communication between the employer and the employees has been improved, ev en at not a high level. Another aspect of the involvement of IR in my organization has been the increase of competition among employees, as result of the

How to keep your body in a good shape Essay Example | Topics and Well Written Essays - 500 words

How to keep your body in a good shape - Essay Example However, one should only read that which has substantial depth and those that have mind stimulating qualities. It is also crucial to take time off cognitive activities to improve memory and other cognitive skills. This is concerning taking beaks and recesses from time to time, as they help in building one’s retention and attention span. This way, cognitive skills such as critical and logical thinking remain sharp at all times and boosts quick learning. This works hand in hand with improved task coordination, concentration, and planning. Physically, it is crucial to keep the body in good shape through physical exercises as they increase the flow of blood in the body. The first and easiest way to keep one’s body physically in shape is taking a walk in the yard or walking the dog, if you have one (Templeton). Moreover, Yoga and tai chi are good techniques for keeping the mind in motion and stretching respectively. These physical exercises not only keep the mind and blood flow active, but also ward off certain illnesses, which include Alzheimers and dementia, as well as signs of aging. This occurs due to the relationship between the brain and the cardiovascular system. The use of drugs has profound effects on our bodies concerning maintaining health. As a result, to remain in good shape it is in our best interests to control our ailments such as colds and other personality disorders without the use of drugs or medication. Because of this, the body does not develop dependency on the drugs and medication meaning that one can act and live normally in their absence. In addition, failure to use drugs cuts back on the risk of developing resistance for mainstream medication thus, boosting health. In addition, at times, drugs and medication result in treating symptoms and not the condition that one suffers from resulting in worsening of the condition. Finally, in case of safety, one should avoid

Reseach Workoholics Essay Example for Free

Reseach Workoholics Essay Is a 40-hour work week too much? Should there be a mandatory cap on the number of hours a person can work? Should there be changes in employment laws to give Americans more relaxation time? A workaholic definition is a noun a person who compulsively works hard and long hours. But the definition in a workaholics eyes is a person who â€Å"values work over any other activity, according to careercast.com. Merriam-webster.com says its a compulsive worker (Productivity) The reasons for someone to become a workaholic are some people dont feel their lives are fulfilled unless theyre engaged in constructive activities. The more they work, the happier they are. Its addictive. Where in the world can they be productive and reap the rewards of their labor but at their job? Workaholics cant be idle. They need to be constantly working. Proving their value Children who were raised in dysfunctional families, or by perfectionist parents, and were made to feel like their best was never good enough can grow up to be workaholics. Spending their adult lives immersed in their work is a way for them to constantly prove themselves and their worth. Escaping problems and negative feelings another reason why people become workaholics is because they lack a sense of control in their lives. They have problems at home they cant fix, or they dont want to deal with, for example. Being at work all the time allows them to escape painful, negative feelings. It also gives them a sense of control they cant find otherwise. Adrenaline rush working non-stop provides an adrenaline rush to some people. Being extremely busy, rushing to meet unrealistic goals, and pushing themselves beyond their limits gives them that intense feeling they crave. That same adrenaline rush- the increased heart rate, the burst of energy, the heightening of their senses- comes from roller coaster rides and other thrilling activities. In 1965, a U.S. Senate subcommittee predicted that as a result of increasing labor productivity from automation and â€Å"cybernation† in other words, the computer revolution. Americans would be working only about 20 hours a week by the year 2000, while taking seven weeks or more of vacation a year. By the mid-1970s, and especially after 1980, median wages weren’t keeping pace with increases in our capacity to produce. But flattening incomes didn’t derail the consumption train. Americans continued to buy more, in part by going deeper into debt, by having more members of the family enter the workforce and by working additional overtime. By the boom times of the late 1990s, Americans worked more than the notoriously workaholic Japanese. To answer the question of limiting the number of hours you can work I think we would have a happier and healthier society if we worked a little less. As of right now, some jobs require a lot of time and energy. Legalizing mandating the number of hours worked is an interesting idea. It would see a drop in stress levels, more family time and participation and healthier workers. This probably wouldnt make too many people happy at first, though, and it would take some getting used to. It is a way to raise healthier families and having less levels of stress that are exhibited in really tough jobs, like ER doctors and nurses, and other highly stressful occupations. American work-life balance according to the Center for American Progress on the topic of work and family life balance, â€Å"in 1960, only 20 percent of mothers worked. Today, 70 percent of American children live in households where all adults are employed.† I don’t care who stays home and who works in terms of gender (work opportunity equality for all – it’s a family choice). Either way, when all adults are working (single or with a partner), that’s a huge hit to the American family and free-time in the American household. The U.S. is the ONLY country in the Americas without a national paid parental leave benefit. The average is over 12 weeks of paid leave anywhere other than Europe and over 20 weeks in Europe. Zero industrialized nations are without a mandatory option for new parents to take parental leave. That is, except for the United States. Lets say someone make $60k/year. Excluding benefits, employee taxes, etc., lets consider this equivalent to $30/hour. ($30/hour x 40 hours x 50 weeks = $60k). Now they want to figure out the hourly number that he/she use to decide if its worth it to do something. For example, if he/she owe a fine on something he/she dont think they should owe, but its only a $5 fine, its not worth spending an hour ($30) to contest it. BUT, its not clear to me if he/she should use $30/hour for this number, because Im only working 8 hours/day. Like, if someone is willing to pay me for 40 hours/week at $30/hour, presumably he/she could get one or two more such jobs. Or should she/he divide that by 3 to get $10/hour because really for every 24 hours, they’re only able to earn $30/hour for a third of them? Because some of these activities he/she would be doing in my off-hours (e.g., theyd have to dispute that fine after work). Or is it something in between?

Parenting Styles and Anxiety Sensitivity Essay Example for Free

Parenting Styles and Anxiety Sensitivity Essay Statement of the problem At the end of this study the researches aim to answer these questions: 1. Is there a significant relationship between parenting styles and anxiety sensitivity? 2. Which among the three parenting style has the highest probability of producing anxious children? 3. Which among the demographic factors affect the parenting style of the mothers? Review of Related Literature It has long been proposed that parent-child relationships (particularly a child’s perceptions of these relationships) play an important role in child adjustment and psychological development (Safford et al. , 2007).Since 1966, researchers have conducted a great deal of research evaluating parent child interactions using the prototype of parental patterns developed by Baumrind (1966 1971), i.e., authoritative, authoritarian and permissive. Baumrind (1971) grouped parent’s behavior according to whether they were high or low on parental demandingness and responsiveness. Each of these parenting styles reflected different naturally occurring patterns of parental values, practices and behaviors (Baumrind, 1991). Authoritative parents strive to provide clear, firm direction, but discipline is moderated by warmth and reason (Buri, 1991). Permissive parents are non-controlling, and they use minimal punishment. Authoritarian parents are highly directive, and they value unquestioned obedience. Authoritarian parents are characteristically less warm, they discourage verbal give-and-take, and they use punitive methods to control their childrens behavior (Gfroerer, et al., 2011). It is important then to examine the type of parenting in which the child is exposed to at such a young age because it will have impact on their lives later on. During adolescence, various biological, cognitive, emotional, and social changes take place that affect the parent-child relationship (Lerner et al., 1996). Hence, it is essential to further in some factors that have influenced parenting styles in this particular period of life (Dà ¼zgà ¼n, 1995). Suppose parenting styles play a vital role in the development of anxiety disorders, it then becomes key in understanding how overprotective parenting aggravates the development of the anxiety symptoms (Erozkan, 2012). Given the importance of anxiety sensitivity for understanding emotional problems, it is important to also gain a better understanding of the nature of anxiety sensitivity (Taylor, 1995). Because family is one of the largest environmental factors impacting a child’s life, it is important to understand how a child’s family affects the development of anxiety symptoms in children. Furthermore, since it is a child’s parents who usually create the family environment, it is essential to understand which characteristics of parents or parenting contribute to the development of anxiety (Nanda et al., 2011). Chorpita and Barlow (1998) hypothesized that early life experiences involving excessive parental control can cause an individual to believe that events in one’s life are uncontrollable and unpredictable, which then contributes to the development of anxiety. That is, children who experience excessive parental control may believe that they have no internal control over their lives, since their parents are the ones who control everything; this, in turn, can lead to the development of anxiety. Further, parents with high levels of anxiety sensitivity may intervene more often, as they observe signs of anxiety in their children, judging these symptoms as harmful (Erozkan, 2011). In accordance to this, the aim of this research is to uncover the significant relationships between anxiety sensitivity and parenting styles. In the study conducted by Chambers et al. (2004), it is said that poor parenting style has been associated with anxiety and mood disorders among children. In this study, parenting styles were divided into two dimensions which are care and control. Under the dimension of care, parents are seen as warmth and understanding, while under the dimension of control, parents are seen as over-protective or intrusive. Patients with anxiety disorders were also tested in the study and Chambers et al. (2004) found out that those patients with anxiety disorders perceived poor parenting from both their mothers and fathers, while those who have no anxiety disorders report their parents as having optimal parenting. This suggests that optimal parenting may be considered as a factor in predictive recovery of the children. The study also concluded that paternal and maternal parenting styles have an effect on children. Poor parenting from mothers was associated with having a diagnosis in male participants, while poor parenting from fathers was associated with having a diagnosis in female participants. Parents who scored high in care and high in control were seen as having positive parenting style than parents who scored low in care and either high or low in control. Based on the results of the study, it is evident that parenting styles have an impact when it comes to children’s development of anxiety and or recovery from anxiety. Children who have parental care are more likely to perceive an optimal parenting and less likely to experience anxiety. Children who are already diagnosed with anxiety disorder are more likely to recover if their parents exhibit a positive parenting style. In a different study conducted by Lindhout et al. (2009), child temperament and child-rearing are said to be risk factors in child’s development of anxiety disorders. Parents of children having anxiety disorder exhibit a parenting style which is characterized by over-control and increased criticism. Also, children whose parents show less care or more control are said to be vulnerable to anxiety. The characteristic or temperament of the child may also give rise to the type of parenting style a parent uses and in return, may also strengthen the child’s characteristics. Parenting styles may depend on the characteristic or temperament of the child and at the same time, the characteristic or temperament of the child may also depend on the parenting style of their parents. This suggests that parenting serves as a moderator between temperament and anxiety (Lindhout et al., 2004). Also, children whose parents show less care or more control are said to be vulnerable to anxiety. Similar with the study of Chamber et al. (2004), Lindout et al’s. (2009) study also mentioned that parenting styles add an interesting component to the prevention of anxiety disorders among children. Temperament (shyness) appeared to be strongly related to anxiety levels in early childhood, but parenting style which is high in control showed more contribution to the anxiety that surface in middle childhood or preadolescence, even among children who were not initially anxious (Lindhout et al., 2004). According to the study of Oort et al. (2011), anxiety has several risk factors such as family or peer influences, and factors that are proximal to the individual. This study also considered temperamental characteristics as associated with anxiety. Family factors include parenting styles with high rejection and overprotection, parenting stress, and parental anxiety and depression. In the result of the study, Oort et al. (2011) found out that some of the important risk factors in preadolescence were low self-competence, rejecting and overprotecting parenting, and being a bully-victim. These risk indicators decrease toward age 16-17 years old. The risk factors that remain stable in high levels of anxiety were temperament, parental lifetime internalizing problems, and being a victim of bullying. Based on these result, it can be said that parenting styles contribute to the anxiety level of the children and may not be disregarded. It is important to consider this factor as contributing to anxiety of children so that anxiety may be prevented and parents will be educated on this matter (Lindhout, 2009). In the study conducted by Niditch and Varela (2012), two dimensions of parenting styles were studied which are acceptance/rejection and autonomy-granting/control. Parental control is said to limit the child’s exposure to developmentally appropriate autonomous experiences and self-guided problem solving (Niditch and Varela, 2012). It was also mentioned that controlling parents lead to anxiety by reducing the child’s experience of mastery of challenges in his or her environment. According to the â€Å"transactional and cyclical† nature of the relationship between parental control and child anxiety as mentioned by Niditch and Varela (2012), the parent takes action for the child in order to relieve the child’s distress, which often leads to the child feeling anxious in more situations. Parental rejection on the other hand, parents show criticism, arbitrary blame or punishment, and withholding warmth. Parental rejection teaches children that positive outcomes a re rare and are not the result of their actions, and this often leads to anxiety. It also said that parental rejection has less contribution when it comes to developing anxiety in children than parental control. It is important to consider the developmental stage in studying the effect of parental control on anxiety since parent’s controlling behaviors tend to change or increase through late childhood and decline towards adolescence (Niditch and Varela, 2012). It is also possible that changes in parenting styles affect anxious adolescents differently from non-anxious adolescents. This result manifests because anxious adolescents may perceive normative changes in control parenting style as increasing rejection. In adolescence, rejection is more associated with anxiety than control. Results of the study also revealed that maternal rejection was a predictor of anxiety. As explained by Niditch and Varela (2012), mothers are the nurturing caregivers and they pass on unique importance on maternal emotion socialization to their children, and that disruption to this role may result to reduced sense of emotional competence, which then leads to increased anxiety. Parents play an integral role in a child’s development because it is them who first interacted with the children. According to Ryan and Lynch (1889) â€Å"secure attachment to parents fosters a healthy self-confidence in adolescents as it does in other developmental stages.† Because of this, it is essential to know the possible effects of early parenting in the child’s cognitive, social, and emotional aspects. It is widely assumed that the nature and quality of the interactions between parents and adolescents can contribute to young people’s well-being (Bandura, 1997). Diana Baumrind in 1966 was able to present three primary parenting styles that can be used to categorize the parents’ behaviour towards the children. Later on in 1983, Macoby and Martin presented the fourth parenting style called the neglectful and Lamborns et al. (1991), were able to find supporting empirical results for this. As stated by Karavasilis, Doyle, and Markiewicz, (2003), authoritative parents are highly demanding, highly responsive and the same time grants autonomy. Authoritarian parents are characterized by high demandingness, low responsiveness and low levels of autonomy granting. Parents who are permissive show high levels of responsiveness and autonomy but low level of demandingness. A neglectful parent shows low levels of demandingness, responsiveness and autonomy granting. One important area that has been emphasized as contributing to the development of childhood anxiety is parenting (Chorpita and Barlow, 1998). The parent–child relationship appears to be one contributor to the development and/or maintenance of child social anxiety. A relationship between social anxiety and a parenting style marked by overprotection (or high control) and low warmth has been repeatedly demonstrated in various age groups and within both clinical and developmental areas of psychological study. (Bruch et al. 1989). This suggests that the parenting style practiced by the parents is influential in the development of social anxiety in children. Spokas and Heimberg (2008) said that â€Å"a family environment marked by affective involvement and behavioral control (which is likely related to parental overprotection) predicted one’s sense of control over anxiety symptoms, which then contributed to anxiety.† Traditional models of childhood anxiety sought to explain the development of anxiety in terms of single main effects and focused primarily on the broad parenting dimensions of acceptance versus rejection and psychological granting of autonomy versus psychological control (Rapee, 1997). As stated by Clark and Ladd (2000), parental rejection connotes low levels of parental warmth, approval, and responsiveness. This in turn can weaken the children’s emotions that make him or her sensitive to anxiety that may lead to having anxiety problems. Parental control involves excessive parental regulation of childrens activities and routines, encouragement of childrens dependence on parents, and instruction to children on how to think or feel (Barber, 1996). Theoretical models have hypothesized that when parents are highly controlling in contexts when it is developmentally appropriate for children to act independently (e.g., attending elementary school), children may experience decreased self-efficacy, and thus, increased anxiety (Wood, 2006). Adolescent years are often portrayed as the hardest stage as a teenager, because it is both tense for the parents and the teens. As said by Kopko (2007), teens undergo a number of developmental adjustments together with the changes on becoming an adult. These are related to the biological, cognitive, emotional and social changes as a teen. To be an effective parent, it requires having methodical understanding of these developmental changes. Kopko (2007) stated that the parent’s parenting style gives a healthy outcome for the developmental changes. There are different kinds of parenting styles and different impact that can help parents with their parent-teen relationship and the teens to find smooth ways in the adolescent developmental changes. According to Kopko (2007), Baumrind (1971, 1991) has four patterns of parenting style that was based on the two aspects of parenting behavior which is the parental warmth and control. Parental warmth is how a parent accepts and responses to the child and parental control is how a parent manages the behavior of the child. There are different ways of combining the two aspects of parenting behavior and if so there are four parenting styles that come into view. But in this study the researchers will only have three of the parenting styles of Baumrind; Authoritarian, Authoritative and Permissive. Kopko (2007) explained all the four patterns of parenting style, but the researcher will mainly focus on the other three parenting styles. Authoritative parenting style is a parent that shows warmth but secure towards the child. The parent reassures that the child can be able to do anything or be independent yet should also know ones limitations and control in their decision and actions. A child that has experienced an authoritative parenting style may likely to be socially capable, responsible and independent. Authoritarian parenting style is a parent that shows a little bit of warmth and more on the control towards the child. The parents are strict and controlling, they use a disciplinary style towards their child and they insist that their directions to the child will be followed. A child that has experienced an authoritarian parenting style may likely to be rebellious or dependent. A child that turns out to be rebellious has the tendency to show aggressive behaviors and a child t hat is more passive or submissive is dependent towards the parent. Permissive parenting style is a parent that shows warmth and no control toward the child. The parent is easygoing, understanding and passive and believes that by reciprocation to the wants of the child will show their love. A child that has experienced a permissive parenting style may likely to be self-centered and have no self-control. As stated by Biradar (2006), the youth is a period of time where the maturity in physical and psychological attributes change. The youth is likely to build his or her own identity and to acquire skills for socially responsible behavior. The youth’s change to adulthood can have a smooth process enabled by the presence and guide of securing, nurturing, and understanding parent. If there will be an emotional connection or bonding and communication between the parent and the child it is enough reason that the youth can be emotionally and socially capable, responsible and independent. Taylor (2007) discussed that anxiety sensitivity is the fear of arousal-related sensations, and saying that these sensations have harmful consequences. There are three basic dimensions of anxiety sensitivity; the first dimension is the fear of publicly observable anxiety reactions, the second dimension is the fear of thinking that it is unable to control one’s behavior, and the last dimension is the fear of somatic sensations. Anxiety sensitivity contributes to the intensity of one’s emotional reactions. According to Stein (1999), anxiety sensitivity is the fear of anxiety-related sensations. In the expectancy theory, an individual may become anxious whenever a symptom is experienced by an individual may tend to avoid certain activities, events, and places that will trigger anxiety. Stein (1999) also explained that if an individual has a high level of anxiety sensitivity, it is said to be that the individual is more likely to be a threat or danger if the individual experiences anxiety symptoms. Kashdan et. al. (2008) said that anxiety sensitivity can be a variable risk factor for anxiety problems and anxiety sensitivity is uniquely have a connection to escape and avoidance behavior of an individual.

Young Gangs And Criminal Behaviour In Malaysia

Young Gangs And Criminal Behaviour In Malaysia According to the National Youth Development Policy in Malaysia (as cited in United Nations, 2002), people between the ages of 15 and 40 are considered youth. However, the United Nations defines youth, as those persons between the ages of 15 and 24 years. The Merriam-Webster (2010) defined youth as the time of life when one is young, the period between childhood and maturity. Statistically, youth aged 15 to 24 contribute to the largest proportion of the total population (Economic Planning Malaysia, 2010). The youths are the future leaders of tomorrow. Therefore, the government of value and stressed on the development of youth. Recently, the government had allocated RM20 million to the 1Malaysia fund for youth development under the Budget 2011 (Bernama, 2011). As youth constituted to the biggest section of Malaysias population, their involvement in youth gang and criminal behaviours has received great attention from everyone. According to the Oxford Advanced Learners dictionary (1997), the term gang can be described as a group of young people, who are typically troublesome; regularly associate together. Kennedy and Baron (as cieted in Ngail, Cheung, Steven, 2007) defined gang as a group oriented and committed to anti social, deviant, and criminal activities. Howard (1997) stated that youth gang is a self-formed association of peers having identifiable leadership and collective actions to carry out illegal activities. Background of Study The risk behaviour among youth is an ever growing problem in Malaysia. A study revealed the risk behaviour among adolescents revealed that truancy (34.4%) was the major risk behaviour and followed by loitering in public places (21.5%); bullying friends (14.4%), stealing (12.9%) and smoking (12%) (Hidayah, Hanafiah, Idris, Rosnah, Ibrahim, Nonnah, 2009). An academic analysis on the rise of crime in Malaysia showed that there is an increase of crime from 70,823 in year 1980 to 156,455 in 2004 (Sidhu, 2005) . This amount to an increase of 120 percent which indicated that crime rate has increased dramatically. The crime index continue to grow from 156,315 cases in 2003 to 224,298 cases in 2007 which indicated the increased of 45% over the past four years (Crime and Safety, 2008). The three major races of Malaysian are Malay, Chinese and Indian. The Economic Planning Unit of Malaysia calculated the population of Malaysia in 2010 stated that Malays (21%) constituted to the largest group; Chinese (22.6%); and Indian (6.8%). Although Indian represents a small minority group, they have contributed to the criminal and gang related problem. Mr. Ramli Yusuff, deputy national chief of detectives, disclosed that there were 38 Indian crime gangs in the Peninsular of Malaysia with a total membership of around 1,500 in 2000. Indians are a minority in the country but criminals from the ethnic group are committing the most number of serious crimes compared with other races, he said (Concern in Malaysia, 2000). Aliran (as cited in Suryanarayan, 2008) provided statistical details that 40 percent of serious crimes in Malaysia are committed by the Indians; furthermore, Indians recorded the highest number of those detained in prison. Chapter II Literature review Most gang members begin their involvement in gangs as youth. Snyder and Sickmund (as cited in Sharkey, Shekhtmeyster, Chavez-Lopez, Norris, Sass, 2011) reported that most gang members join between the ages of 12 and 15 years. Three former gangsters has been interviewed and reported to joined gang during their secondary school life (Alagappar, Len, George, Lee, Wong, 2005). These studies indicated the crucial developmental period of youth is during the high school period. The Social Activities of Youth Gang Youth gang engaged in various gang activities. Futrell (as cited in Yahaya, Boon, Buang) stated that activities carried out by the gangsters in school consist of being harsh to teachers, threatening acts, stealing, and bullying or beating students. Another study indicated that youth gang especially high school students reported to have high prevalence of alcohol use, engaged in physical fighting, drug use and drug selling (Swahn, Bossarte, West, Topalli, 2010). Gang members have found to have greater involvement in delinquent behaviors and the gang affiliation increases adolescents involvement in violence (Madan, Mrug, Windle, 2010). The youth gang issues in Malaysia have been frequently reported by the media. In 2006, news published in Daily Express regarding gang fights and police rounded up eleven boys, among them were four secondary school students. At the same year, a group school girls engaged in gang fight by bullying another student was reported (The Star, 2006). This year, cases have been reported over newspapers. Guang Ming Daily (2011) reported that a gang of youth has been engaging in theft behavior and three teenagers has robbed and injured a sergeant. Recently, five men, aged 18 to 30 were arrested in connection with a clash involving 40 members of two rival gangs. In the ensuing fight, at least five members were injured and two vehicles burnt (Tahir, 2011). Sin Chew Daily (2011) has revealed teenagers vandalized the public property; a group of Mak Rempit refused to listen to advice and stabbed innocent person. The news being reported has indicated the significance of youth gang problems and the sev erity of the problems can range from vandalism to killing people. Risk Factors for Gang Membership Strain theory The traditional strain theories stated that some individuals are drawn to crime when they are prevented from achieving cultural goals such as monetary success or higher social status (Froggio, 2007). A more conventional approach of strain theory suggested that if young people are treated badly, they become upset and respond with aggression, crime and other deviant behaviors (Agnew, as cited in Froggio, 2007). Agnew stated that strain refers to relationships in which others are not treating the individual as he or she would like to be treated. Poverty. Sharkey et al. (2011) stated that people living in poverty experience strain due to the inability to achieve the ideal economic success; consequently, people may grow to feel despair and turn into criminal activities in order to achieve sense of gratification. There were 41 percent vagrants and beggars in Malaysia has been reported by Aliran (as cited in Suryanarayan, 2008) to be Indians. This may indicate the higher poverty rate is among the Indian community; hence, they have higher risks to engage in crime. A recent research in Malaysia reviewed majority of bullies were from rural schools and families with low income (Uba, Yaacob, Juhari, 2010).Young people living in poverty may find it difficult to meet basic physical and psychological needs; one way to earn cash is to join a gang involved in the drug trade (Gang, 2008). Gangs provide the perfect structure and leadership necessary to maximal criminal success (Sharkey et al., 2011). Inequality. Malaysias social workers and politicians said that Indians turn to crime because they feel marginalized from government development plans and lack equal education, business and job opportunities (Concern in Malaysia, 2000). When groups of people are denied access to power, privileges, and resources, they will often form their own anti-establishment group (Gang, 2008). Regan (as cited in Sharpe, 2003) explained that individuals joined gang as the gang provides sense of acceptance to them. Social control theory The control theory suggested that entry into deviant peer groups is a function of a lack of social control experienced by youth (Hirschi, as cited in Hill, Howell, Hawkins, Pearson, 1999). Youth are less likely to join a gang if they are committed and able to adapt to the community expectations (Sharkey et al., 2011). School. School as a social control system contributed to a childs adaptability to community expectation. High academic expectation and teachers expectation tend to play the role. The risk factors identified in joining a gang included academic failure; negative labeling from teachers; low commitment to school; high delinquent in school (Hill et al., 1999). Social learning theory Social learning theory believed that people learn through modeling. The role models of family members and peers tend to be the most influential in youngsters. Family. Family members are important models from whom youth learn from. Howell (1997) indicated that family members in a gang will contribute to the risk factor of youth for gang membership. Other studies related to family revealed that students with no parents, students from broken family and poor family management had greater odds of joining gang (Hill et al., 1997). Consistently, the findings obtained from Alagappar et al. (2005) interviews indentified former gang members in Malaysia were from troubled and lack understanding family (refer to Appendix A; Appendix B). Peers. In self-report studies, association with deviant or delinquent peers is consistently one of the strongest predictors of an adolescents own delinquency (Esbensen, Peterson, Taylor, Freng, 2009). Affective ties to delinquent peers are also strongly and consistently linked with youth gang involvement (Sharkey, et al., 2011). Consistently, a study of gangsterism in Malaysia secondary school showed that friends were the most influences referred to by the students as compared to their family (Yahaya et al., 2001). Other peer-related factors included limited or lack of association with pro-social peers or low commitment to positive peers (Howell, 1997). Cognitive developmental theory Cognitive developmental theory regards inadequate cognitive development as a cause of delinquent behaviours and gang involvement (Ngai, Cheung, Steven, 2007). Cognitive development manifests itself in ones ability to process and analyze information in order to formulate solutions to problems (Husband Platt, as cited in Ngai, Cheung, Steven, 2007). Raine (as cited in Ngai et al., 2007) explained that the ability involves empathy, perspective thinking, and ethical reasoning which are cognitive guides of ones behaviour. Ngai et al. further discussed that delinquency arises out of ignorance of others. As a result, anger, quarrel, and even violence against others may happen due to inability to understand and tolerate others. Maslows hierarchy of needs According to Maslows model of hierarchy, people have basic hierarchal needs, which include physiological (hunger, thirst, shelter), safety (security and protection), belongingness (love, affection, family, acceptance, friendship), esteem (self-esteem, achievement, recognition, respect), and self-actualization (self-fulfilment; Maslow, 1970). Findings from several youth gang research have been found to support Maslows theory. Physiological needs. A focus group of youngsters who associated with gang, aged 17-21 were interviewed by Alagappar and her group in 2005. When the researchers asked the participants what makes them more likely to join gangsterism, majority of the participants answered in need of material goods and money. Safety. A recent study reviewed by Taylor, Freng, Esbensen Peterson (2011) demonstrated that most youth reported joining a gang for protection. Research in Malaysia has found that some students were victims of bully before they join into a gang (Alagappar et al., 2005; refer to Appendix C). Belongingness. In a qualitative analysis, an ex-gangster was asked why he joined gangsterism, he replied: 9 out of 10 of my friends are gangsters; I would be left out and alienated if I do not join them (Alagappar et al., 2005). This result further supported the social learning theory as youth obtain the sense of belonging and identity through peers (refer to Appendix A). Esteem. Alagappar et al. (2005) indicated that one of the reasons youngsters involve in gang is to gain popularity and recognition from other students in school (refer to Appendix A). Additionally, joining gang will provide higher privileged for youngsters to vent out their anger. Once in a gang, self-esteem is increased through power, wealth, and status (Sharkey et al., 2011). Sharkey and his group further described that gang provide members with self-esteem and respect that they do not receive from others. Gang can function as adaptive social mechanisms for satisfying needs of some youths that are not met through traditional and socially acceptable means. Gangs offer many benefits that are unmet in their homes, schools, and neighborhoods (Sharkey et al., 2011). Regan (as cited in Sharpe, 2003) explained that gangs serve a valuable role in the development and socialization of an individual as they seek the approval of their peers and their identities; acceptance and identity is provided by the gang and thus makes membership an attractive possibility. Studies postulated that failure in academic or social areas motivates youth to antisocial behavior and involve in gang provide self-esteem, peer acceptance, increased pride, feelings of empowerment, and a sense of family, where other institutions have failed to provide (Kee, Sim, Teoh, Tian, Ng, 2003). Youth Gang and Suicide Madan, Mrug, and Windle (2010) worked on a sample of 589 ethnically diverse adolescents indicated that gang membership was associated with suicidal behavior. As gang members reported higher level of delinquency and witnessing community violence, this will mediate the effects of gang membership on suicidal behavior. Thus, higher involvement in criminal activities and witnessing violence may be responsible for increased suicidal behavior in adolescent gang members. Adolescent gang members not only are at risk form harming others but also themselves. Additionally, violence exposure is associated with an increased symptom of post-traumatic stress disorder (Suglia, Staudenmayer, Cohen, Wright, 2009). As the gang members exposed to violence frequently, the risks for them to develop post-traumatic stress disorder is high which will in turn contribute to the suicidal behavior among youth gang members. CHAPTER III DISCUSSION CONCLUSION There was several risk factors found associated with youth gang membership. Although each risk factor has been reviewed independently, the exposure to multiple risk factors may increase the risk for gang membership. Analyses of the effect of exposure to multiple risk factors done by Hill et al. (1997) indicated that exposure to greater number of risk factors in childhood greatly increased the risk of joining a gang in adolescence. In other words, youths may be resilient to the disadvantage posed by several individual risk factors, but as these accumulate, this resiliency may deteriorate and delinquency may result (Esbensen, Peterson, Taylor, Freng, 2009). Thus, exposure to multiple risks factors will increase the probability of problem behavior such as violence or gang membership. The case studies in Malaysia indicated several factors that students joined gang (refer to Appendix A; Appendix B; Appendix C). The factors include family problem, academic failure, peer pressure, being bu llied, to gain protection, to earn recognition, being recognized and have privilege in expressing anger. From the developmental perspective, youth are experiencing physical and psychological changes. The period of youth has been recognized as transient, characterized by typical trials and tribulations (Idris, Yee, Tamam, Hamzah, Wong, 2008). In some circumstances, due to difficulties experienced, youth may manifest behavior that is deviant, abnormal and distressing. During this period, the socio-cultural milieu plays an important role in molding youths value and culture. Parenting, peers, school and society thus are vital in shaping youth. Western countries have contributed to the major part of intervention toward youth gang. A school-based gang prevention programme, Gang Resistance Education and Training (G. R. E. A.T.) in United States has shown positive preliminary results in reducing gang affiliation and delinquency (Howell, 1997). This programme provides students with age-appropriate skills to deal with life stressors. At the same time, the programme offers training for parents, schools and police officers to prepare them to deal with youth gang problem. Malaysia as a multi-cultural and multi-ethnic country, the use of intervention with youth should be wise and well considered. The major problem that needs to be addressed is the lack of awareness on Malaysian on the youth gang issues. The insufficient of youth gang research done locally has lead to the lack of prevention and treatment programme to deal with youth gang issue in Malaysia. This is the major limitation for the implication of intervention toward Malaysian. More studies involving the cultural diversity of Malaysians need to be conducted in order to get a better understanding of the profile of youth gang and the risk factors for gang membership, in turn enable better treatment and prevention protocol. PART B: INTERVENTION PROGRAMME Program Title: Esprit de Corps Aim: To prevent and reduce students from involving in gang As most researchers indicated that the risky age of youth to be involved in gang is during the secondary school years (Alagappar, Len, George, Lee, Wong, 2005), this intervention programme is designed to target secondary school students. This is a school-based programme that will be carried out during classes, in order to involve full participation of students in the school. Instead of naming the programme of anti-gangsterism, an attractive and unique name has been designed. The word Esprit de Corps means unity; to strengthen the bond among students, and teacher. Various programmes will be carried out during the month of April and May (refer to Appendix D, overview of programme). Programme 1 Educational programme According to Thraser and Lal (as cited in Yahaya, Boon, Buang, 2001), the occurrence of youth gang is often out of the sight of the teacher. Therefore, the first step to evaluate the occurrence of youth gang is to identify its existence. The programme will begin with an educational programme targeted on teachers. Training will be provided to teachers, in order for them to run activities during the month of Esprit de Corps. Purpose: to increase teachers awareness and understanding of the phenomena of youth gang and to equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Duration: 1 month (once per week) Week Duration Person In Charge Objective Description 1 9am-12pm Speaker: Social Worker Raising awareness The professionals served to provide information to the teachers Brief introduction on youth gang in Malaysia Prevalence Where, when, how, and why youth gang cases happen in school Risk factors QA session 2 9am-12pm Registered counsellor To equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Counsellors share their experience and skill while handling with the youth gang cases Role play session 3 9am-12pm Counsellor and Social Worker Help the teacher to be well prepared and be confident when handling the real situation Focus on case study to sharpen teachers counseling skill Information exchange with the professional to have a better understanding on handling the youth gang issues. 4 9am-12pm Social Worker and Teachers To prepare teachers to run activities To modify better activities before implementation Run activities (drama, debates, poster design, teambuilding games) that will be carried out with the students. share information and idea on how to strengthen the activities to match with the purpose. Month: April (every Saturday) Various activities that attempt to reduce students impulsive and risk-seeking tendencies are carried out by teachers after undergo the training. Programme 2: Ex-gang member testimonial Purpose: Create awareness about youth gang and consequences of joining youth gang through talks and sharing by ex-gang member. Target: Students Duration: 1 hour Venue: School hall Description: A former gang member will be invite to share his experience. There will be a brief introduction on the ex-gang member background. He will share about the reasons that he joined gang and his experiences as a gang member, as well as what makes him feel regrets and what had changed him. Due to his real life experience, his words may have greater impact toward students. Programme 3: Drama Purpose: Provide student a chance to involve with different character and understand the different roles of youth in different situation. Duration: 30 minutes Venue: Classroom (during moral class) Description: A class of students will divide into four groups. Each group will get a different title (bystander, cultural differences, vandalism and fighting). The students will be given a week of time to prepare for the drama. Each group will be presenting on each week. Other students will be the audience. Through this, the performer can get into the role and able to think as if they were in the shoes of others. In the end of the drama, pupils are invited to share their ideas and feedback will be collected. For example, the group with bystander will be assign to a scenario and it is accompany by the roles card which include Bully, Bullied, Bystander, Collude, and Challenger. The students will have to play different roles in order to enhance their emphatic feelings. Programme 4: Poster Design Purpose: Enable student to express their own view on youth gang and Esprit de Crops in drawing form. Duration: 1hour Venue: Classroom (During art class) Description: A3 drawing paper will be provided and students need to prepare their own drawing material. The best drawing will be voted by students in the same class and the best poster will be printed on T-shirts and sell to the public. The fund collected will be used in the next community caring program. Programme 4: Community Caring Program Purpose: increase youths moral convictions, social conscience/responsibility, and altruistic values through helping others; visiting underprivileged people may help students to be grateful. Duration: 5 hours Day: Saturday Venue: Orphanage, old folks home, center for disabled, rehabilitation centers, shelter home and other related places. Description: The teachers will discuss with their class to decide a place for them to visit. Students can buy some daily utensil through the collected fund or donate the money to the center. Besides that, they may prepare some activities to interact with the people at the center. Also, students may work together in cleaning the place and provide comfortable setting for the underprivileged one. Programme 6: Debates Purpose: Provide a setting to let student to freely speak out their mind at the same time enhance their critical thinking skill. Duration: 30 minutes Venue: Classroom (During moral class) Description: The title for debate is: youth gang, voluntary or involuntary? The title will be given two days prior the debates. Each of the panel has to prepare their own information. During the day of debate, each team is given three minutes to arrange their information. The first debater of each group is given 3 minutes to make his introduction. The second debaters will have 4 minutes to voice out their point. The third debaters will be given 5 minutes to argue the opponents point and affirm their stands. For the last debaters, 2 minutes will be given to restate their stands and conclude. An open discussion on the debate title will be held in class after the debate. Programme 7: Teambuilding games Purpose: To enhance teamwork among students; let them feel being involved, and accepted; strengthen the bond among peers. Duration: 30 minutes Venue: School field or basketball court (During physical education class) Description: All the students will be divided into small groups (8-10 people per group). Game instruction will be given. This game required team work where all members will have to get into the hula hoop which will be placed on the ground. The members in the circle can only stand with one leg. Group members need to help each other to ensure everyone is able to get inside the circle; the group needs to keep their position for at least 10 seconds. The game ends with an explanation on the purpose of game. Standing with only a leg is to illustrate that everyone has limitation and they need to tolerate and help each other in order to accomplish the given task.