Nonvaccinated Children in Public Schools - 1793 Words

Non-vaccinated Children Allowed to Attend Public Schools – This Is Not Acceptable Assignment 4 – Persuasive Paper Part 1: Revision of a Problem Exists English 215 February 24, 2013 This is a question that every parent must consider when they allow their school-aged child to attend public or even private school. How do you feel about allowing your child to attend school with children who have not been vaccinated? Would it bother you? I’m sure there are several different answers to these questions. This paper will focus on the reasons why unvaccinated children should not be allowed to attend public schools as well as the benefits of vaccination. Every parent wants to raise a healthy child. Every parent wants to make sure†¦show more content†¦The US Court of Federal Claims Office of Special Masters, between 1988 and 2009, has awarded compensation to 1,322 families whose children suffered brain damage from vaccines. Even though these cases were brought to the public, we have to keep in mind that every child is different. We all react differently to medications and vaccinations. On August 25th, 2011 the Institute of Medicine issued an 800-page r eport, â€Å"Adverse Effects of Vaccines: Evidence and Causality†. This report provided the outcome of many studies done regarding the link between vaccinations and possible side effects. According to the conclusion, the evidence was negative to an effect of possible brain damage. There is no better solution to keeping our children safe except for vaccinating them. As mentioned previously, it does not only help our children but others around them. Vaccinations can save lives especially within the beginning years of life. I think that every state should have mandatory laws for vaccinating children. This is considered a benefit and not a hindrance. References Phyllis Freeman, The Biology of Vaccines and Community Decisions to Vaccinate, Public Health Reports, Jan.-Feb. 1997 Childrens’ Hospital of Philadelphia Vaccine Education Center, A Look at Each Vaccine: MMR (Measles, Mumps and RubellaShow MoreRelatedNonvaccinated Children in Public Schools1785 Words   |  8 PagesNon-vaccinated Children Allowed to Attend Public Schools – This Is Not Acceptable Assignment 4 – Persuasive Paper Part 1: Revision of a Problem Exists English 215 February 24, 2013 This is a question that every parent must consider when they allow their school-aged child to attend public or even private school. How do you feel about allowing your child to attend school with children who have not been vaccinated? Would it bother you? I’m sure there are several different answers to theseRead MoreUsing Kingdon s Policy Streams Model1199 Words   |  5 Pagesstates in the country that is considered to be more lenient on vaccination requirements for school aged children. The Nevada school system will take medical and religious exemptions when it comes to vaccinations. All fifty states and the District of Columbia grant medical exemptions to immunization requirements (Blank, Caplan, Constable, 2013). While medical exemptions are a rational reason as to why children cannot receive certain vaccines the question that is being asked is: whether or not religious

Compare the Ways Free Essays

To highlight this attention has to be given to the story and roots of youth work in England. One of the first types of youth work provision was the early network of Sunday Schools founded by Robert Raises and Hannah Moore in 1780. Their idea was to morally educate the children and young people of the working classes because at this time less than a third of children of school age actually attended school; hence the young population, especially females, were uneducated (Smith, Bibb). We will write a custom essay sample on Compare the Ways or any similar topic only for you Order Now However the working class attempted to create bottom-up forms of education themselves with the formation of the Young Man’s Christian Association in 1844 by George Williams. Within the association were the early characteristics of a youth work approach and an emphasis on healthy spiritual well-being especially for city dwelling young males (Smith, AAA; Smith, Bibb). This reflects the morally upright and patriarchal Victorian views of the time along with the recognition of youth as a discipline in its own right (Staunton Rogers, 2004). By the mid nineteenth century the struggles of the working class had been all but lost with the influx of top-down institutions which were mainly church led. Toward the end of the century young sections of the population were identified as needing activities to engage in to improve their leisure time and to maintain social control. It was widely accepted that this leadership would be undertaken by a range of philanthropic institutions and state run establishments. One of the most significant youth organizations of this period was the Scouting movement started by Robert Baden-Powell. To accentuate the importance of state social control and the Liberalism’s political agenda school attendance became compulsory up to the age of ten with the introduction of the 1880 and 1902 Education Acts (Smith, AAA). It was also around this time and Britain’s early globalization and the changing social and economic conditions that prompted the Politician’s and educated members of society to develop country wide youth practice as observers believed that the youth of English nation were experience new and harsh encounters and a lot of this was to do with the newly constructed phase of adolescence, this new breed of child needed discipline , protection and some nurturing(Davies,1967). As Russell and Rugby commented â€Å"some of the challenges were domestic. As the demand for unskilled especially child) labor reduced more and more young people were neither in school nor work† they felt that the young adolescence leisure time was not being fulfilled and the young â€Å"indulge in ‘one main amusement gambling (Russell Rugby, 1908: 10-11). D The youth of the country were seen as being tested, too, within a new international context who should, who could, take on these emerging responsibilities? Pragmatic and often major compromises with the laissez-fairer principles which had so shaped Victorian Britain had already been made – in order for example to errant public health and spread elementary education to the whole population. Nonetheless, in this later nineteenth century period and even into the early decades of the twentieth century the state remained, at best, an unwelcome intruder into the personal and social spheres of people’s lives. For responding to the newly identified leisure-time needs of young people, a state role was therefore never apparently considered. Self-evidently, these were suitable fields for voluntarily supported clubs’ (Berry, 1919: 96) – a task for thinking people who felt something must be done†¦ (Russell and Rugby, 1908: 12); for those who were conscious of what their ‘happier fortune has bestowed on us from our circumstances’ (Button, 1985: 14); who were fortunately placed’ and therefore felt very strongly that in some way (action) was incumbent on us’ (Chill, 1935: 5). By the early decades of the twentieth century the result was a network of local independent boys and girls clubs across the I-J. From the sass, under the influence of William Smith, military-style brigades for boys and girls also took hold and by the sass were being supplemented and indeed often underpinned by Baden Bowel’s Boy Scouts and later the Girl Guides. In due course these sought mutually supportive links by setting up a range of local, regional and national associations and federations. The Boer War highlighted the need for a fitter, healthier generation of young men and this was supported by social research (Staunton Rogers, 2004). In response to these findings the Children Act 1908 was introduced to establish a Juvenile Justice system, specific medical treatment and free school meals specifically for minors. However, despite young people during this period beginning to be recognized in heir own right there was an ulterior political and philanthropic agenda to enforce social control and Christian morals for both girls and boys (Staunton Rogers, 2004). Nevertheless society began to change during World War One as young men were conscripted into the horrors of war and returned transformed. Whereas women were no longer perceived as, â€Å"delicate maidens of Victorian sensibilities† but instead began to be recognized as capable individuals with their own identities (Staunton Rogers, 2004: 4). Subsequently it was recognized that state intervention was needed ND powers and funding were given to local authorities to invest in Juvenile Organizing Committees (Smith, AAA). Up until this point it was still normal to talk about work with or among boys and girls (or young men and women or youth). In the late sass we see the growing use of the term ‘youth work’. The first booklet in the UK appeared with it in its title: Methods in Youth Work (Walked et al 1931). Bibliography Davies, B. And Gibson, A. (1967). The social education of the adolescent, London: University of London Press. IPPP. Laudable, J. (1989) ‘Children in history: concepts of nature and society In: Scarce, G. Deed) Children, Parents and Politics. Cambridge: Cambridge University Press. IPPP-20. Russell, C. E. B. And Rugby, L. M. 1908, Working Lads Clubs, London, MacMillan and Co Ltd. Smith, M. K. (AAA) Youth Work an Introduction. Http://www. Infer. Org/youth’s/b-WY. HTML [accessed 08. 11. 12]. Smith, M. K. (Bibb) ‘Hannah More: Sunday schools, education and youth work’ The Encyclopedia of Informal Education. Http://www. Infer. Org/thinkers/more. HTML [accessed 9. 11. 12]. Poverty was abundant and with the start of the industrial revolution it was inevitable that children wer e used as cheap labor (Laudable,1989. Smith, 2002). How to cite Compare the Ways, Papers

Sustainable Business Education

Question: Discuss about the Sustainable Business Education. Answer: Introduction Every industry is influenced by the variables of external environment including education sector. The business education and corresponding consumers are identifiable as graduates: industries, business, and agencies of government, not for profits as well as universities. Over the foregoing decades, this business education has witnessed persistent growth along with deepening diversification. This has led it to being the single most rapid growing economic sector globally. It has converted to an essential driver for socio-economic advancement. Especially, over the previous 2 decades political, social, technological and ethical and legal environmental developments have culminated in alterations in the manner business education runs. This paper presents a critical work anchored on this revelation through a critical analysis of major international development or changes of business education environment and showcase how business education is operated over the foregoing two decades. Education-an Economic Social Phenomenon Major International Development Pestle analysis remains a significant technique in educational sector by making it feasible to enhance the decision making process. This is particularly true when one considers chnaging global demands and the need to make sure education aligns to such altering needs. It further assists emphasize on bigger image of future of education. In education industry, this examination makes it feasible to determine environment alterations which could influence the planning, management as well forthcoming financing of this industry. The following is the outline of economic, technological, social, political, and environment variables affecting and influencing education sector (Hicks 2017). Political Factors The schools are presently being privatized while skills required for a person to become a tutor or a teacher are also changing towards efficiency. The expectations to becoming self-financing is also being witnessed while the government have adopted initiatives that establish risk of sector failing. The curriculum is changing which come with lessened lead times (Yousef 2017). Economic Factors The cost of resource like books and paper, teaching and support staff along with technology solutions like laptops are being availed. There is shortages of material on both national and international markets. Further, there is a further risk of high valued staff members shifting from low performing schools or institutions into high performing ones. Parents ability to raise the corresponding funds required for the optional activities is being questioned. The local industry closure affects the fund raising plans of the industry (Sinha 2017). The central and local government funding decisions affect the overal performance of the sector. Social Factors The birth rate is declining that manifest in national trends and there is also local population changes. There is also inability to attract to qualified staff with the preferences of parents increasing the tendency of parents to select which school their kids are attending. Demographic alterations affect student rolls or nature of the students needs. The inability of the staff to obtain as well as access training required to make sure this industry continues to flourish. Technological Factors There is a shift from paper to electronic book readers. Some obsolete computers have also been identified. The new computer viruses have also affected the industry operations besides the risk of selecting irrelevant technology. Alterations in equipment along with the required standards and illegal images on internet have affected security measures. Legislative/Legal Factors New legislation have created non-compliance with law as well as creating administrative barricades. The changes in child protection and raise in age of people leaving school have as well as been noted. Environmental Factors There is a decrease in green space available for activities and utilization of enormous amount of photocopier toner as well as paper for delivering printed information. Newfangled development which pose a threat to leaners in this industry. Disposal of waste as well as alterations in local routes have also affected the business education. Changes of Business Education Environment The business schools have gone through prominent changes in their education environment. Ethics has been substantially integrated into the corresponding programs effectively at both graduate and undergraduate level via a diversity of improvements. This incorporation of ethics at all levels has worked. The business education has broadened their perspective alongside positively impact their behavior of students in the long term. This has been achieved via highly integrated, creative as well as agile approach. The business education presently provide students with holistic understanding of ethics, CSR and sustainability, within the setting of international business along with society. Unlike a great proportion of American business curricula that were built on educational model which grew in 1950s, the current models have changed from the initial one. Presently, the models do not divide learning into disparate functional regions and, merges them with overarching soft skills such as communication as well as teamwork. The present educational experience. There has been a greater willingness along with capability to be increasingly open-minded, flexible as well as diverse approach to timing decisions. Business education management has further adopted increased speedy and agility thereby uprooting the old stability-oriented managerial approaches which are less appropriate. Currently, there has been curriculum changes alongside faculty responsiveness to new topics, new studies as well as new competencies. The business schools are currently proactive and have abandoned ancient approaches. Greater emphasis is presently put towards projects by adopting a more eclectic curriculum. The curriculum currently has a close and rapid co-operations crossways discipline which integrates marketing, RD, sales, finance and manufacturing to ensure students know how to effectively develop new products. Also, there has been collaboration between communication, logistics, manufacturing, legal expertise and marketing and sales that ensure that students understand how to enter new markets effectively (Faridi, Arif and Kumar 2017). The traditional functional and discipline-oriented curriculum designs have been dropped and disciplinary-oriented academic departments along with discipline-oriented (A-Journal) research have diminished. Business education has adopted a swift response to the changing needs. There has been a multidimensional, multidisciplinary teaching as well as research approaches are being implemented by uprooting the present consensually-oriented academic governance mechanisms (Schworm et al. 2017). There has been radical changes based on reinventing, reframing as well as rebuilding of education of the future business leaders. There has been reinvention of undergraduate education curriculum as witnessed by Villanova School of Business whereby Business Dynamics is being taught by new teams to first-year learners about overarching purpose of business in society. Student currently have an understanding of the big picture of business alongside its impact on welfare of individuals globally (Yousef 2017). Learners are currently being realistic regarding the need for self-preparation and possible for challenging job market. Indeed, merely holding generalist MBA degree is no longer sufficient. There has been a shift towards increasingly job-specific Master of Science degrees appears precise as outlined in European Bologna Agreement. M.Sc. professionals currently entails banking, high-end marketing, finance, business analytics, human capital management, sports management and shipping management (Landrum and Ohsowski 2017). The academic institution are designing relevant and meaningful connections between general management degrees and specialists as well uphold strong quality, academic standards along with norms in corresponding programme offerings. Conclusion Queries are raised about more traditional business models of various schools provided their corresponding severe financial challenges due to extremely high fixed costs alongside lower demand. Business education are adopting mire cost-effective business models that integrate the utilization of educational technology whereas time maintaining academic quality simultaneously. Increasingly, faculty is being used more effectively, classroom exposure being increased and interaction of students being enhanced by uprooting many traditional academic settings (Pascal, Mersland and Mori 2017). A closer attention has been put towards cash flow received from public funding particularly in income side. The business education increasingly looks at how to affect income side, by ushering new programmes alongside being additionally attentive to breakeven point of schools. References Pascal, D., Mersland, R. and Mori, N., 2017. The influence of the CEOs business education on the performance of hybrid organizations: the case of the global microfinance industry. Small Business Economics, pp.1-16. Landrum, N.E. and Ohsowski, B., 2017. Content Trends in Sustainable Business Education: An Analysis of Introductory Courses in the US. International Journal of Sustainability in Higher Education, 18(3). Schworm, S.K., Cadin, L., Carbone, V., Festing, M., Leon, E. and Muratbekova-Touron, M., 2017. The impact of international business education on career successEvidence from Europe. European Management Journal. Faridi, M.R., Arif, S.M. and Kumar, H., 2017. Mapping the Terrain of Business Education. International Review of Management and Marketing, 7(1). Hicks, P., 2017, March. Moving From Business Education to Computer Science Concepts in the Middle Grades. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 700-700). ACM. Yousef, D.A., 2017. Factors Influencing Academic Performance in Quantitative Courses among Undergraduate Business Students of a Public Higher Education Institution. Journal of International Education in Business, 10(1). Kim, J.B. and Watson, E., 2017, January. Exploring Practical Potentials of Business Simulation Games. In Proceedings of the 50th Hawaii International Conference on System Sciences. Sinha, A., 2017. From Management Institutes to Business Schools: An Indian Journey. In Management Education in India (pp. 43-53). Springer Singapore.