Effects Conflicts On Growth And Development Of Businesses Politics Essay

Effects Conflicts On Growth And Development Of Businesses Politics Essay Conflict is an open clash between two opposing groups (or individuals). Conflict is actual or perceived opposition of needs, values and interests, Conflict has serious implications for development in countries affected by it, not only in terms of the difficulty of implementing development policies, but also because it leads to more poverty and lower growth, which are very serious root causes of conflict. Conflict between the Mamprusi and Kusasi ethnic groups is long-standing over some decades and has resulted in sporadic and recurrent outbreaks of serious violence resulting in destruction of property and death on many occasions. Indeed the Bawku conflict brought into play a complex matrix of structural and contingent factors that makes the disaggregating of the events particularly difficult. Hostilities between the Kusasi and Mamprusi is probably as old as the state of Mamprugu itself, since the town of Pusiga, less than ten miles distant from Bawku, was one of the first stopping places for the band of invaders who established the Mamprusi Kingdom. Most recently, in December 2001, violence broke out following a dispute between a Kusasi and a Mamprusi at a lotto kiosk in the Sabongari section of the town. Subsequent tit-for-tat attacks led to at least 29 deaths and 36 serious injuries in the month of December alone. The area in which the conflict occurred is ethnically heterogeneous and has one of the lowest income (80% living in extreme poverty) and literacy (26.3% of adults functionally literate) rates in the country. It is a relatively densely populated area with over 100 residents per kilometer. There is relatively strong religious (66%) and ethnic (64%) attachment by the populace. Voter consciousness is high and party affiliation (NDC, NPP and PNC) strong with 2000 voter registration figures of 95 per cent. (Source:2000 population and housing reports) Additionally simmering disputes over the Bawku skin have persisted for years. A number of the protagonists have been brought before the courts, but to date no credible insights have been gained into the motivation for and execution of the attacks. A frequently cited study by Christian Lund provides further information concerning the history of conflict in recent decades, including overlapping issues of land ownership, ethnicity, chieftaincy an d others, including the unresolved issue of the Bawku skin (signifying entitlement to the throne); The skin is the symbol of chiefly authority in northern Ghana, equivalent to the stool in the south. It symbolizes the chieftaincy and the throne. When a chief is enskinned, he is seated on the skin of an ox sacrificed for the occasion. In normal parlance, chiefs who are forced to abdicate are de-stooled, not de-skinned. Bawku has a long history as a flashpoint town in Ghana. In 2001, at least 28 people were killed there when factions clashed in another battle apparently sparked by a relatively small crime, the destruction of a small shop. The international human rights group Amnesty International has expressed concern about the lack of political will to solve the crisis. The group said in a statement that the failure to resolve the conflict stems from a game of hurt no one in order to win all votes. An interview with the business community in Bawku revealed that some businessmen and women from Bawku have re-located their businesses to other parts of the region notably Bolgatanga and Zebilla. While some traders felt secure doing business in Bawku, others said they did not, citing the general insecurity and the decline in commercial activities as their reasons. The decline in business is further reflected in the assemblys revenue mobilization.   It collected 507.2 million cedis as against an estimated revenue target of 749.3 million cedis at the end of December 2001. The District Co-ordinating Director, Mr. Ibrahim Alhassan attributed the assemblys plight to looting of its coffers by revenue collectors in the wake of the conflict last December. Non-governmental organisations (NGOs) seeking to bring peace to the area have been organising seminars, dialogues and brokered peace accords endorsed by the two main factions, the Kusasis and Mamprusis. This years United Nations (UN) day for peace and reconciliation was specially dedicated to Bawku to get the people to appreciate the need for peace the area. Advocates for peace in the area have suggested the combination of extensive military tactics to retrieve arms and diplomacy and education to bringing lasting peace to the area. 1.2 STUDY AREA INTRODUCTION AND OVERVIEW OF THE MUNICIPALITY LOCATION AND SIZE Bawku Municipality is one of the nine districts and municipalities in the Upper East Region of Ghana. It is located approximately between latitudes 11o 111 and 10o 401North and longitude 0o 181W and 0o 61E in the north-eastern corner of the region. The municipality has a total land area of about 1215.05 sq km. It shares boundaries with Burkina Faso, the Republic of Togo, Bawku West District and Garu Tempane District to the north, east, west and south respectively. The Bawku Municipal Assembly was established by LI 1738, 2004. LEADERSHIP OF THE ASSEMBLY Hon. A. A. Awuni Presiding Member Hon. MusahAbdulai Municipal Chief Executive Mr. P. K. Kuupol Municipal Coordinating Director LOCAL ENVIRONMENT LAND COVERAGE AREA The Municipality has a total land area of about 1215.05 sq km. CLIMATIC CONDITIONS As with the whole of the Upper East Region, Bawku Municipality is part of the interior continental climatic zone of the country characterized by pronounced dry and wet seasons. The two seasons are influenced by two oscillating air masses. First is the warm, dusty and dry harmattan air mass which blows from the north easterly direction across the whole municipality from the Sahara Desert. During the period of its influence (late November early March) rainfall is entirely absent, vapour pressure is very low (less than 10 mm) and relative humidity rarely exceeds 20% during the day but may rise to 60% during the nights and early mornings. Temperatures are usually modest at this time of the year by tropical standards (26 0c 28 0c). May to October marks the wet season. During this period, the whole of the West African sub-region including Bawku Municipality is under the influence of a deep tropical maritime air mass. This air mass together with rising conviction currents, provide the Municipality with rains. The total rainfall amounts to averagely 800m per annum. A striking characteristic of the rainfall worth noting is the extreme variability and reliability both between and within seasons. Another striking characteristic is the large quantity of rain water normally lost through evapo-transpiration from open water surfaces. An estimate of the volume of rain water loss varies from 1.55mm to 1.65mm per annum. POPULATION CHARACTERISTICS The estimated total population of Bawku Municipality is 205,849. Its population density is 169 persons per square kilometer. The population of the Municipality constitutes about twenty percent of the Upper East Regions population and 0.99 percent of the Nations population. The population is 20 percent urban and 80 percent rural. The dependency ratio is 1:1:25. About 55 percent of the population is outside the working group which constitutes a stress on the working population. Household sizes in the Municipality are fairly large like it pertains in most parts of the country. According to the 2000 population census report, on the average there are seven persons per household. Though these large households could mean availability of labour, it has some financial implication in terms of feeding, healthcare, education, clothing etc.The large number of household therefore constitute economic burden. POPULATION GROWTH RATE The population growth rate of the Municipality is 1.1. ETHNIC GROUPINGS The predominant tribes in the Municipality are Kusasis, Mamprusis, Bissas and Moshies with Kusasis forming the majority followed by Mamprusis. However, there are quite a number of migrants from other parts of the country, especially the south (most of whom are civil servants) and the neighbouring countries like Togo and Burkina Faso. Ethnic heterogeneity has had implications for harmony in the Municipality. In the very recent past, there have been sporadic violent ethnic clashes between the Kusasis and Mamprusis. It is expected however, that inter-marriages among the diverse ethnic groupings will provide the impetus for peaceful co-existence. The predominant languages spoken in the municipality are Kusal, Mampruli, Bissa and Moli. There are however quite a number of other languages spoken in the Municipality including Hausa, Ga, Gurune, and Twi. EDUCATION Education and literacy provide the opportunity for individuals to participate in a wider job market. In the Municipality, the standard of education is generally low as compared to that of the nation as a whole. Though the Municipality has seen a lot of interventions in the construct ion of new school buildings, many schools are still accommodated in dilapidated structures with some children still receiving lessons under tress and unclouded pavilions. Senior High School (SHS):- The Municipality has two (2) SHS, one Technical Institute, a Vocational Institute, Teacher Training College and a Nurses Training College. These institutions are opened to not only the Bawku Municipality but to the whole of Upper East Region and beyond. HEALTH The Municipal Health Management Team (MHMT) is headed by the Municipal Director of Health Services, assisted by Medical Assistants, Senior Nurses and Technical staff. Health care in the Municipality is provided through hospitals, health Centres, CHPS Centres and private clinics. 1.3 STATEMENT OF THE PROBLEM Conflicts are seen as a serious problem in our Ghanaian community and the world at large. The predominant types of conflicts in Ghana are so-called Chieftaincy Conflicts, which are centred on the chieftaincy institution. Relatively, the institution has survived the impositions of both the colonial and the post-colonial regimes that have included them within the boundaries of the modern states (see Nukunya (1992, 77-78). A country that has experienced many major developmental programmes undoubtedly is contingent on peace and stability. However, regardless of all this serious conflict-free campaigns, the bawku municipality in the upper east region of Ghana is still saddled with series of conflicts which posses so many threats on life and properties. People have ascertained that the root cause of the conflict lies on the fact that dubious and unscrupulous people in the area want to use the unsecured nature of the area to intentionally cause fear and panic in other to rob people off their properties. Secondly others are Also of the view that the conflicts dwells largely on chieftaincy. Notwithstanding, others still ascertain that their differences in political ideologies, farmlands, celebration of festivals, the unable ness on the part of the Mamprusis to have their damba festival celebrated and as well perform the funeral of the late Naba Calipha among others are the cause of the conflict in the municipality which leaves in its wake hunger and poverty. Generally, Chieftaincy disputes erupt when there are two or more rival claimants to a vacant à ¢Ã¢â€š ¬Ã… ¾stoolà ¢Ã¢â€š ¬Ã… ¸ or à ¢Ã¢â€š ¬Ã… ¾skinà ¢Ã¢â€š ¬Ã… ¸, the symbols of kingship or chieftaincy in the à ¢Ã¢â€š ¬Ã… ¾traditionalà ¢Ã¢â€š ¬Ã… ¸ state. The rival claimants to such traditional authority may either belong to different ethnic groups or to different lineages of the founding family. These are exacerbated by direct as well as discreet political interventions in chieftaincy affairs. For instance, when governments support loyal claimants to chieftaincy positions against less amenable ones has led to tensions between traditional rulers and government officials on the one hand, and between rival claimants to chieftaincy positions on the other hand. So too have attempts by wealthy pretenders to gain the position on the basis of wealth and influence in society. Currently, it is estimated that there are over 100 chieftaincy conflicts in Ghana, centred on ethnicity, succ ession to traditional political office and the struggle over land (Tsikata and Seini, 2004; 25). In Ghana, the struggle to become a Chief may turn violent: when the historical, political, economic and social circumstances around the establishment of the chieftaincy institution in a traditional state become contested; when the rules of succession become unclear; when successive national governments and political parties support one group against the other in a bid to serve their own parochial political interest; and when there are small and light weapons available to the factions in the dispute. However, though chieftaincy conflicts are largely localized (as the disputes occur within the boundaries of the traditional state), and the associated violence hardly spills over into neighbouring traditional states, the conflicts social, political and economic ripples become felt beyond the conflict zone. Conflict has serious implications on development in countries affected by it, not only in terms of the difficulty of implementing development policies, but also because it leads to more poverty and lower growth, loss of lives, damage to properties, displacement of families, slows down development, among others. The puzzling question remains as to the effects, consequences, and what should be done to eliminate or mitigate the impact of it in our societies these days. It is against this background that the researcher seeks to determine the root cause and its effects on life, property and suggest ways of bringing peaceful resolution and settlement in the conflict prone areas in the Bawku municipality. 1.4 Objectives and Aims This study is about how chieftaincy conflicts can impact on the peace and socio-economic development and growth of businesses, Individuals, localities and countries. GENERAL OBJECTIVE The main objective is to examine the effects of conflicts on the growth and development of businesses in the Bawku Municipality as well as to make recommendations to policy makers on the way forward. SPECIFIC OBJECTIVES: To examine the effects of the chieftaincy conflict on economic activities (commerce, agriculture and industry). To examine the effects of the violence on livelihoods of people: seen in terms of the household poverty and employment opportunities. Governance in terms of revenue collection and expenditure on security. To determine the effects of the conflicts on health and education. To make recommendations on how the conflict can be resolved/managed peacefully on a permanent basis. 1.5 RESEARCH QUESTION Is chieftaincy a possible cause of the conflict in the bawku municipality? Does ownership of farmlands form part of the causes of the conflict in the municipality? 1.6 Significance of the Study My research on the effects of the Bawku chieftaincy conflict seeks to present empirical evidence that communal violence negatively affects the socio-economic development of local communities where they take place. This research will investigate the effects of the perennial violence in Bawku on the ability of the Municipal Assembly, the Local Council and the people of the area as a whole to mobilize resources to improve their well being. Apart from contributing to the knowledge base on effects of conflict, this research will provide a basis for policy making towards resolving and managing communal (ethnic and chieftaincy) conflicts 1.7 SCOPE AND LIMITATION OF THE STUDY: This research is expected to cover a period of one year and the associated limitations will be: Financial constraints/difficulties to be able to cover the required people and place. Inadequate and not straightforward answers or response from respondents is eminent or likely. Risky to venture into homes of respondents who were/are badly affected as it reminds them of their unfortunate and unplanned past memories. Answers/response will not be objective as respondents are/will be giving responses to favour their faction at the expense of the other faction. LITERATURE REVIEW 2. 0 Conflict has serious implications for development in countries affected by it, not Only in terms of the difficulty of implementing development policies, but also because it Leads to more poverty and lower growth, which are very serious root causes of conflict. Chronic conflicts continue to exist and to devastate the lives and economies of the People in the affected countries (and, to a lesser extent, on non-conflict-affected Countries). Naturally, this has created a precarious and unpredictable Environment that has not been conducive to fostering economic activities. Ongoing incidents of violence since 2008 seem to indicate similarly localised and minor disputes can become the basis for inter-group conflict on a larger scale. There are quite a few published works on the effects of conflicts on development in Ghana in general, but none on the effects of the Bawku chieftaincy conflict on the growth and development of businesses in the bawku Municipality. Recent literature on conflicts in Ghana has concentrated on the inter-ethnic and intra ethnic conflicts, since these are the dominant causes of conflicts in the country. A governance deficiencyà ¢Ã¢â€š ¬Ã… ¸ has been cited by some of these works as the cause of the recurring ethnic and communal violence in many parts of Ghana. (Akwetey, 1996: Lund, 2003: Jonsoon, 2007). Akwetey for instance argues that the absence of adequate democratic institutions is to blame for the recurring violence. Avenues for expressing interest and demands are non-existent. Christian Lund (2003), in an analysis of the longstanding ethno-political conflict between the Kusasi and the Mamprusi in Bawku, has argued that the politicisation of the Bawku conflict has affected government efforts to resolve the conflict. He asserts that a wide range of political- including party-political- and economic competition over chieftaincy, land, markets, names of places and other issues are cut to fit the ethnic distinction as conflicts over rights and prerogatives are rekindled accounting for the perennial violence. According to Julia Jonsson (2007), in a crises working on Traditional leadership and ethnic conflicts in Northern Ghana, asserts that the link between development and conflict in the region, exist on different practical levels: In the actors discourse in the socio-economic grievances they perceive as important in the causation of the conflict, through the effects of the fighting. She concludes that conflicts have disrupted the development of the region: destroyed its resources and development projects. Moreover, according to Kusimi, et al. (2006), in a paper on conflicts in Northern Ghana, have expressed the view that violent clashes in that part of the country affect economic development (destruction of farms and produce; prevents cultivation of lands; disrupt economic activities; discourage investment, labour flow and tourism) (see also Brukum, 2007). They also assert that conflicts in the region affect educational levels and divert governments attention from tackling pressing national issues relating to development, to restoring peace and order. In an article on the Guinea Fowl War of 1994 in the Northern Region, Emmy Toonen (1999) asserts that the conflict affected inter-ethnic co-operation in the region. Though the situation has improved, she claims that the Konkomba are still too afraid to enter Tamale, the regional capital where the Dagomba are the majority. She also claims that medical and educational facilities in the region were also affected. Security has a direct impact on the levels of investment. The violence associated with the chieftaincy conflict in the Bawku municipality affects investments in the different sectors of the municipal economy. I present the data on the effects, sector by sector. Agriculture: The violence resulting from the chieftaincy conflict adversely affects production, marketing and investment in agriculture, the dominant economic activity in the Bawku municipality. During outbreak of violence in the Municipality, farmers, especially those engaged in the cultivation of perishable foodstuffs such as watermelons and onions suffer heavy losses. Watermelons and onions are cultivated by irrigation and need constant tendering. When violence breaks out, most farmers are forced to abandon their crops because they fear being either attacked or because of the curfew instituted by the government/security apparatus. Furthermore, the transportation networks are also disrupted during violent clashes and farmers are unable to transport their foodstuff to the market places. These results in the foodstuffs getting rotten on the farms, the markets are deprived of these produce, scarcity sets in while their prices soar in the Municipality and the country as a whole. Commerce: Commerce, the second most important economic activity in the Bawku municipality, has also been negatively affected by the chieftaincy conflict. The officials from the Municipal Assembly asserted that, commercial activities as a whole is negatively affected by the perennial violence in the Municipality. The Assembly finds it very difficult to attract potential investors. Such activities as looting, robbery and the general lawlessness, which bring businesses to a standstill during violent clashes, scare away potential investors. The officials also cited the out migration of business people to other parts of the country as a direct effect of the perennial violence in the Municipality. Restricted movement, disruptions in businesses, the loss of capital through burning of houses and shops, and limited and selective business transactions (this means that people will normally not do business with members of the other side, this limits the market available to each trader) were all cited by various respondents as effects of the violence which are disincentives to business in the Municipality. Amidst these chaos and confusions and the general instability in the municipality pragmatic efforts have been put in place to take of the problem of which a few of those as have been kept in place by the central government and the leadership of the municipality are as seen below; A number of security measures have been put in place to respond to the perennial violence from the chieftaincy conflict and to reassure people to go about their normal daily lives without fear. Some of these measures include the stationing of a rapid response Air-Borne Force and a significantly larger police force in the Municipality. These measures mean that central government and the municipal authorities have had to channel more resources into maintaining the military and police presence. The Municipal Assembly spends GH ¢25037 every month on the Air-Borne Forces (source; municipal chief executive). In addition, the municipal assembly pays their communication, health, and fuel bills. Some other steps towards mitigating this conflict and its influence in our society, businesses and the world at as suggested by (source; Emmanuel bombande-executive member of wanepb) are as follows; (a) the need for effective dialogue by the various stakeholders; (b) the equal distribution of farmlands and other resources; (c) the rightful à ¢Ã¢â€š ¬Ã… ¾ownersà ¢Ã¢â€š ¬Ã… ¸ should be allowed to occupy the à ¢Ã¢â€š ¬Ã… ¾Skinà ¢Ã¢â€š ¬Ã… ¸; (d) political parties should stop interfering in the chieftaincy conflict; (e) the Regional House of Chiefs or the National House of Chiefs are the appropriate authorities to resolve the conflict; and (f) the need for education and understanding. Some pessimists who enjoy pleasure in war argue that the conflict cannot be resolved and suggested that the two sides should be allowed to fight until one faction emerges victorious and asserts dominance 3.0 RESEARCH METHODOLOGY INTRODUCTION The researcher will base his methodology on the following: Population of the area Sampling design Sampling techniques Data collection techniques Population of the area The estimated total population of Bawku Municipality is 205,849. Its population density is 169 persons per square kilometer. The population of the Municipality constitutes about twenty percent of the Upper East Regions population and 0.99 percent of the Nations population. The population is 20 percent urban and 80 percent rural. The dependency ratio is 1:1:25. About 55 percent of the population is outside the working group which constitutes a stress on the working population. Household sizes in the Municipality are fairly large like it pertains in most parts of the country. According to the 2000 population census report, on the average there are seven persons per household. Though these large households could mean availability of labour, it has some financial implication in terms of feeding, healthcare, education, clothing etc.The large number of household therefore constitute economic burden. POPULATION GROWTH RATE The population growth rate of the Municipality is 1.1. Sampling design The researcher will use an interview process and personal observation in gathering the information. Interview is a personal or one on one interaction between an interviewer and his targeted respondents on an issue where the interviewer has a predetermined motive whereas observation is the personal foresight of how things will go like. Sampling techniques The researcher will use simple random sampling where respondents from both factions will have equal chance of being selected for questioning. Data collection techniques The researcher will use the primary data in gathering his information. With the primary data, the researcher gathers his information through personal encounter and observation of the situation.

Cyberbullying

In this study this student will research the negative psychological impacts associated with cyber bullying effecting high school students in the Central Texas area. The advancement of technology as well as the Increased accessibility of both the internet and the new age technology raises a problem associated with cyber bullying among High School Students.By comparing the differences between traditional school yard lulling to the new age cyber bullying we are able to see the psychological impact effecting our high school students and the negative ramifications it can cause with one ending result leading to suicide. This study will take a look at the mall focus group consisting of high school students through the quantitative research method associated with questionnaire surveys as well as qualitative analysis in the form of face to face surveys.The study is to show the importance needed to raise the necessary awareness of cyber bullying we are able to Identify, isolate and prevent the tuitions that leads to and causes cyber bullying among our high school students therefore drastically lowering the psychological impacts which leads to students suicide associated with cyber bullying. Upon completion of the identification process we are then ready to establish the prevention of cyber bullying which Is essentially the major concern.Age of Cyber Bullying Traditionally, bullying would consist of an Individual or a group of Individuals targeting a student at school that appeared to be weaker than them; to intentionally exert physical and psychological power over their victim. However, today's technologically savvy bullies can torment victims for hours for the mere entertainment of hurting another person.While some may argue there Is no Impact of cyber bullying to our high school students due to the lack of no physical evidence although it's emotional and psychological effects are devastating for the victim and Unforgettably there has been an increase in media coverage especially focusing on the negative impact and the vulnerability relating to cyber bullying leading these high school students to the notion that the answers to their pain is in fact the sausages they are receiving from these bullies to end their lives.With the new age technology as well as the never ending seek of social acceptance from our youth in today's society, cyber bullying can devastating and catastrophic damage to a high school students identity and self-esteem. The victims of cyber bullying may suffer from psychological effects such as difficulty with time healing emotional scars due to being cyber bullied. A case of cyber bullying that lead to another teen suicide struck the nation worldwide and brought to light the psychological impact of intense cyber lulling was the case of 13 year old Megan Meier.In Mean's case of cyber bullying her bullying began via her Namespace account with a boy named Josh. These individuals spent weeks online chatting with Megan and the two of them exchanged flirtatious messages. Unfortunately these events turned tragic with Megan began receiving nasty messages from Josh which included the youth stating the world would be a better place' without her. Upon Mean's suicide conclusion evidence was discovered that the true identity of Josh being that of the ten's neighbors mother. (Times Topics: Megan Meier, 2011). Cyberbullying ?For decades, physical bullying has been a consistent problem for young people attending school. Yet the rapid growth of the Internet has redefined how students pick on one another, giving the traditional bullying a new form. Cyberbullying is now the new era of bullying; where faces can be hidden and hurtful words can be stamped for the world to see. Since the creation of social networking sites, online bullying has become a global phenomenon and has been affecting hundreds of lives worldwide, especially lives of young adults.Nobody deserves to go through a situation like this and a solution needs to be found so lives can be saved and the Internet can again be a safe place for everybody. Social networking websites have changed the dynamic of the Internet in recent years (Top 10, 2012). The old Internet cycle, which was only an outlet for news articles, is gone, it has now become much more than just news and information, it is an outlet for entertainment and to communicate with people globally in the click of a button. There are a variety of networking websites; however, the most popular and influential worldwide are Facebook and Twitter (Top 10, 2012).Quite shockingly are the statistics about social networking and Facebook numbers alone, are enough to prove the huge impact that these sites can have a huge impact on society (Honigman, 2012). Facebook has 850 million active users every month and 85% of the women that uses Facebook claim that they have negative attitudes towards their online â€Å"friends† or more so they should be called acquaintances. Most disturbing is the fact that 90% of all sex related links are shared with more frequency than any other link (Honigman, 2012).With its pros and cons, social networking has become more of a life style than anything else (Smarty, 2013). On the positive side, communication has become simple and easy; people from all over the world have the ability to communicate with one another no matter where they are. Fo r business to customer relationships there have been improvements, due to the fact that businesses can now market their products or services in an easier and more affordable way and customers are able to constantly be part of their favorite stores and businesses, receiving often updates and promotions.Social networking allows people with same interests come together to share their ideas and feelings, in those called â€Å"groups† in which most of the time, the group's members do not even know each other in real life (Smarty, 2013). On the negative side, social network takes away the real face-to-face communication and that exciting feeling of receiving a letter in the mail from a distant friend or family member (Cosmato, 2013).In person socialization in a lot of cases, is turning into an almost virtual scenario, where people meet with friends but are constantly checking their phones for the latest updates on social network. An issue with virtual communication is that gives pe ople more confidence to say no or to argue about an issue. This can disguise the personality of a person, because they are really hiding their feelings and insecurities. A major problem that is contributed by the easy access to social networking is the issue of cyberbullying.Inappropriate messages and contents can be quickly spread all over these websites with the intent to harass and damage someone’s reputation (Cosmato, 2013). Just as if real life bullying was not enough, cyberbullying is now, the newest form of destruction and interruption that someone can perform against another human beings life (Furman, 2013). Teens and even children are hidden behind their computers and cell phones with the malicious objective to attack others with hurtful words and/or images that can cause permanent damage.There is various forms that cyberbullying can be performed, such as sending messages, phone calls, impersonating someone, creating websites and blogs about the victims, and taking v ideos or pictures of a person in order to embarrass them (Furman, 2013). Instagram is becoming the place of choice for cyberbullies when it comes to images (Furman, 2013). Pictures of the victims are being posted together with a question that requires other people to vote, such as he or she is stupid or fat, and later, the picture is sent to the victim that will never forget the horrible insult.Being bullied online even if by a single individual is like being bullied by the whole world, considering that anyone can have access to the content and anything posted online spreads like a wildfire. Society needs to be aware that cyberbullying is a problem that affects every country, not only the United States and it needs to end (Furman, 2013). As a matter of fact, in a recent study, China was ranked the number one country for cyberbullying, 70% of young people in China claimed to already have experienced online bullying against them, followed by Singapore with 58%, and India with 53% (She tty, 2012).According to the charity Ditch the Label’s Annual Cyberbullying Survey, even though thousands of distasteful pictures are published and shared on Instagram, still the most popular websites around the world for online bullying are Facebook, Twitter, and Ask. fm (George, 2013). The survey sampled over 10,000 adolescents from the age of thirteen to twenty-two years of age, from different countries and seven in ten of them have experienced cyberbullying.The numbers are alarming and worthy of attention, 37% of surveyed suffered frequently cyberbullying and 20% suffered extremely on a daily basis. Sadly, the study numbers also show that 70% of young people around the world that have been victims of cyberbullying suffer from problems with self-esteem and socialization (George, 2013). In addition, teens from Ireland actually consider cyberbullying much worse than real life bullying (Croffey, 2012). Having in mind that it is much harder to run away from the virtual worldâ⠂¬â„¢s abuse because of its frequency and lack of place limit (Coffrey, 2012).Often cyberbullying is considered worse than traditional bullying in light of that most of the time it is done anonymously. The audience can easily be global and there is no place, such as school since all it is needed to be performed is a cell phone or computer, and the victim can be attacked 24 hours a day 7 days a week (Traditional, 2013). Traditional or online, bullying in general is a horrific problem to society and an even bigger issue when directed to those that are going through adolescence (Traditional, 2013).Teen years are the crucial phase to a person's development and unfortunately, at this specific period a variety of emotions take place leaving them vulnerable and insecure about themselves. The process of being a victim of online bullying immediately makes them believe that something is wrong with them and these insecurities together with cyberbullying can lead to terrible effects in adolesce nts (Traditional, 2013). Additionally, cyberbullying can have psychological and physical effects to the victim (Nelson, 2010). Although, no contact happens in real life, the physical effects are still present.Kids that suffer these attacks can experience physical effects; like headaches, difficulty sleeping, stomach problems, and many more issues. Side effects that cause harm to the individual’s mental health are very concerning and there is a diversity of psychological effects that an individual can suffer from online bullying (Nelson, 2010) Fear plays a big role in the psychological effects associated with cyberbullying, where the person fears the situation and also develop a fear of using technology (Nelson, 2010). A sudden change in the behaviortowards computers or cell phones where the individual becomes afraid of having any contact with technology devices fearing that something could happen is a sign that something is affecting them (Nelson, 2010). Another effect is iso lation in which they develop other symptoms like low self-esteem, and depression that sometimes can lead to suicide (Sherman, 2011). In most cases isolation is the first effect after their issue with fear, making the victim want to avoid school or social events, with a feeling of being alone against the acts of bullying.In consequence of that, low self-esteem starts to develop and can easily progress into depression. Particularly, depression is a serious issue among teenagers and it can result in episodes of over-eating or refusing to eat, the use of alcohol and illegal drugs, bursts of anger or sadness, poor performance in school, and the most distressing, thoughts of suicide (Sherman, 2011). As indicated by the National Health Institute victims of cyberbullying have significantly higher levels of depression than victims of traditional bullying (Bock & Miller, 2010).Lamentably, depression in some cases, can result in suicidal thoughts and a research from Yale University that includ ed 13 different countries says that teens are 2 to 9 times more likely to cogitate suicide if victim of bullying, especially online (Bullying, 2008). To compliment, another study done by The Adolescent Communication Institute of Annenberg Public Policy Center showed that in the United States alone, kids that are victims of cyberbullying are four times more likely to think about suicide when compared to non-victims (Romer, 2010).Cases of suicide linked to cyberbullying are frequently focus of news headlines worldwide (Edwards, 2013). A report shows that every year 4,500 kids take their lives in consequence of cyberbullying (Laird, 2012). Suicide is the third leading cause of teen's death in the United States and in Australia; suicide is the second leading cause, staying behind of only motor vehicle accidents (Laird, 2012). Ask. fm, a social networking website from Europe where half of its subscribers are under the age of eighteen, is linked to nine suicide cases that happened between September 2012 and September 2013 (Edward, 2013).In addition, these nine cases of suicide are important to demonstrate to society, the global dimension that cyberbullying has taken over the years and how it is affecting kids from all over the world (Edward, 2013). In other for this global phenomenon to stop, the whole world needs to come together as one, and fortunately, 80% of people worldwide are aware of the problem and agree that parents and schools are the fundamental pieces in the prevention of these mean acts (Smith, 2012).In some countries, the rates of parents that claim to be actively conscious of the situation are high, such as 91% in Indonesia and 83% in Poland; with that being a major step for the dissolution of this problem (Smith, 2012). Besides parents, schools are very important for this process, since kids usually spend more hours in school than anywhere else except at home (Battista, 2011). Schools have an important role in educating kids and teens about cyberbul lying, teaching them to have mutual respect for individuals, independent of race or gender.Even more, they need to educate kids about how the inappropriate use of technology can deeply affect someone’s life and that even though cyberbullying is an online practice, can still be brought up to justice with harsh consequences (Battista, 2011). Equally important is the need of a reform in international legislative, where all countries should be in accordance to better perform against cyberbullying acts (Elder, 2011).Unfortunately, these procedure is not as easy at it sounds. From a total of 196 countries, only 45 have some type of law that includes online bullying (Elder, 2011). Some countries, like the United States, have not yet reach a law agreement among its states to combat cyberbullying; furthermore, 28 out of 50 states in the country do not even have included cyberbullying in its traditional bullying law so far (Hinduja, 2013).Finally, social networking websites should allo w users the option to block anonymous messages; doing so, harm could be avoided and potential victims saved. After all, these websites have evolved through the years, becoming a global sensation and now influencing many lives around the world. Some individuals, mostly teens, suffer the negative impacts of social networking through cyberbullying that can leave lifetime scars.Innumerous of them chose to take their lives, leaving behind families and friends with anxiety that they did not do anything to help the victim. Cyberbullying needs to be stopped before it starts, and that is why families and schools, worldwide, needs to come together and do everything on their powers to stop this heartless attacks. Moreover, the legislative system of every country should change their laws regarding online bullying and come to a global agreement, so kids and teens can live in a better and safer place.

How Is the Child’s Exploration and Orientation in His Physical Environment Complimented by the Montessori Materials and Presentation

How is the child’s exploration and orientation in his physical environment complimented by the Montessori materials and presentation? Dr. Maria Montessori’s goal of education is to develop a global vision within the children. Montessori calls the path to this perspective â€Å"Cosmic Education†, which develops in children a sense of gratitude for the universe and their lives within it. The concept of cosmic education presents a comprehensive whole picture of the world- a world in which the child sees himself as being a part. Montessori had much to say about world peace. She always says about the importance of developing an understanding of the human problem and restricting human society. She firmly believed that the way to do this was through the child, and that the work of education was to establish a lasting peace. Throughout history, humans have relied on their ingenuity and adaptability for survival. Regardless of race, country ,or culture, people follow similar patterns. After years of careful observation in children, Maria Montessori was able to identify 14 important tendencies that compel human beings to construct and refine the world around them, which she considered these as â€Å"Tendencies of man†, they are exploration, order, gregariousness, communication, abstraction, curiosity, calculation, repetition, concentration, self-control, perfection, creativity, independence and work. The Montessori prepared environment with its carefully chosen and beautifully arranged materials is build around these tendencies. Because of this, Montessori teachers do not need to force their students to; children are naturally drawn to the materials because they appeal to their instinctive drives. Today’s child unconsciously displays the same traits that early human did, and without realizing it,we often stand in the way of their exploration and manipulation because it is an inconvenience to us. When we are able to remove any hinderences to a child’s natural tendencies, the child will flourish and likely surprise us with their pursuit of knowledge, their innovative thinking, and their limitless curiosity. Children are naturally attracted to the nature. So a Montessori environment bust well prepared with natural things such as choice of plants and flowers with a small garden in the outdoor and with some pats such as rabbits, gold fish. These simple things attract the child to study about the plants and animals, to care for them and also to explore specimens found in our living world. The Montessori cultural materials were designed to allow the child to explore an abstract concept in the concrete form. Like the other areas of Montessori curriculum, the sequence of presentation begins with simple to complex and concrete to abstract. The next activity is identifying animals (more specially grouped). This activity also presented in the same way as loosely group, but each group is specifically grouped, for e. g. Birds that can fly and Bird that can’t fly. This activity leads the child further into classification by encouraging groups and also make the child aware of similarities and differences between spices. The next activity in zoology is Jigsaw puzzle of an animal. The materials for this activity are Animal puzzle and identical picture card as control card. The child is given a particular animal puzzle and she will be discussed about that animal. For e. g. Fish, at first the child will be asked â€Å"What is this animal? , What does it eat? , Where does it live? Then the teacher will point each part and asks the child, â€Å"Do you know what part is this? If the child doesn’t know she will teach the names of the parts. Then the teacher will show the child how to place the head in the picture card and she asks the child to place the rest. Then again putting back she reinforces the child by, â€Å"Would you like to put the fin first? In this manner the directress will present the activity. So while working with this material the child will get a sensorial awareness of the different parts of animals and also provide information and increase the child’s vocabulary as well. The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e. g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e. g. the head and she will ask , â€Å"Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, â€Å"Head†. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities and differences in animals, develop child observational and classification skills. The next activity will be Terminology cards; identifying plant parts. This activity presented in the same manner as Terminology cards; identifying animals’ body, but the pictures should be a plant picture and each part of plant is highlighted in red. This activity teach the names of the parts of the plants, it provide information about the plants, develop awareness of similarity and differences in the plants and also it develop the child’s observation and classification skills. The next activity is flower pressing. Children love flowers, so this activity provides them to work with flowers. They are encouraged to find different types of flowers and leaves and they are showed how to press them and make lovely greeting card, or a design for them to hang in their room wall. This activity prepares the child for art and also it appreciates the design in nature. The next activity in botany is first introduction to the leaf cabinet. This cabinet is same as geometrical cabinet in sensorial area, having three leaf shape drawers and the removable insets which are in green. In this activity children are encouraged to trace the shape of the leaves, there fore it create awareness of the variety of leaf shapes in the environment through visual and muscular knowledge of leaf shapes. So this activity increase the children observation skill, it help foster the child’s respect for the wide diversity of plant forms in the world and also it prepare the child for future works in botany and create interest in designs. The next activity which is an important activity which is presented to the children is the importance of the sun. Teacher talks about the children why sun is important? She tells the children it gives us heat, otherwise it will be cold, it would be difficult for us human , animals and plants to survive. She explains some other important facts about sun. Teacher shows the children how sun is important using chart, the food chain how the sun helps the plants to grow, when the plants grow only animal can eat plant and they can grow, if the animals grow only we can get food from animals, so all are dependent in the single element that is sun. The teacher must be creative and innovative to present this activity. So the children will understand how the sun is important for all living creatures. This activity prepares the child for future work in photosynthesis. The next activity which is presented to the children is growing plants. The children are shown how to grow a plant. They were asked to water the plant daily and also not to expose the pot to the sun too much which cause the plant to dry or die and also they were asked to observe the development daily. This activity teach the children to plant seeds and how to care for plants, it develop a sense of responsibility and ownership in the child and also children will have the concrete experience as to what a plant needs to grow. The last activity presented to the children is plants life stories. The pictures of life cycle of a plant are made as frieze. The picture shows the seed, sun, water and finally a plant. This will be present in the same manner as life stories of animals. By showing each picture the teacher will describe each stage, how water and sun important for the seed to grow and finally how the plant grown fully. This activity help the children to understand the life cycle of plants, to identify the sequence of growth, and also this leads the child to take care of the plants. The next subject which is presented to the children is Geography. Maria Montessori adds this subject in cultural subjects to launch the child’s exploration of the world’s physical environment. Montessori approach always introducing new ideas with concrete objects or pictures for the child to see, touch and manipulate. The first activity which is presented in Geography is Sandpaper globe. The globe which has the continents covered with sandpaper and the sea is painted in blue. The teacher brings the sandpaper globe to the table and shows the child how to feel it with her both hands and she ask the child to feel the same. Then she gives the name of land and water using three period lessons by feeling with her two fingers. So while working with the sandpaper globe initially the child learn things the shape of the world is sphere and that is made up of land and water. The next activity which is presented to the child is the coloured globe. In the coloured globe the continents painted in different colours- Europe is red, Asia is yellow, Africa is green, Australasia is brown, north America is orange, South America is pink and the Antartica is white. Teacher brings the colored globe and sandpaper lobe to the table and shows the child, the coloured globe is same as sandpaper globe. Then using the coloured globe she tells the child that the land on the colored globe is divided by colors and each colour represents masses of land and they are call as continents. While working with the colored globe, the child will become aware of the relative sizes, shapes and positions of the land masses and oceans. The next activity which is presented to the child is Jigsaw map of the world. The Montessori Jigsaw map of the world made up with 2 hemispheres, each with the continents removable as whole puzzle pieces. The colours are the same as the colored globe. It is easier for a young child to see how the world is represented on a flat map. There is a control map for the child to place the pieces on that. Directress will shows the child how to place the pieces on the control map and she invites the child to do the same. The child learns the names of the continents with the Jigsaw map of the world with the three period lessons. The next activity is continent cards. The child will further reinforce to learn the names of the continents with this activity. After learning the names of the continent the child learn about animals which live in each continent. This activity given to the child to relate animals to the continents on which they live. After learning about each continent the child will learn how they are divided into different countries which are areas of land with a name, flag and national anthem. Then the child learns various countries with the pictures from various continents. The child also has a great natural interest in others who are different from him self. The teacher will shows the child any picture of a country flag, the important places, their foods, their festivals and etc. he learns much more about the lives of others through this presentation. The next activity which is presented to the children is introduction of the three elements. The child will be discussed about the three elements and she tells the child theses three elements are very important and without any one of them, earth will not exist† so the child will be aware how important these three elements how to save them from pollution. So children have freedom to choose to their own inner needs. Repetition is necessary for them to master and perfect his skills and build his competency and knowledge. Through free choice and repletion children acquire their knowledge step by step depending on their own needs. So the teacher needs to understand that children will reveal him self through work. She can help them to remove their obstacles and guide them to next step according to their own needs and desires. If the teacher helps him in this manner, it cultivate the child’s character, it help children to live in peace and harmony with all people and establish an innate awareness that they are citizens of the world and stewards of their own communities. Dr. Montessori said, â€Å"To serve the children is to feel one is serving the spirit of man, a spirit which has to free itself (Absorbent Mind, Chapter 27, p. g. 283) Bibliography Maria Montessori, To educate the human potential, A KALAKSHETRA PRESS, 84, kalakshetra road, madrass- 600 041. PAULA POLK LILLARD, MONTESSRI TODAY, Schocken Books inc, New York. LESLEY BRITTON, MONTESSORI PLAY & LEARN, Vermilion, re print by Random House, 20 Vauxhall Bridge Road, London, SW*1* V *2* SA. *Maria Montessori, The Absorbent Mind, Henry Hold and company, LLC, 115, West 18th* street, Ney York, New York, 10011, 1995. DMT 108, Modern Montessori International LTD, 107 Bow Road, Bow London E3 2AN. Maria Montessori, the Discovery of the Child, The Random House Publishing group, New York, 1967.

The Negative Side Effects Of Obesity On Human Body

Mohammad Labani June, 30,15 IELI2420 The Negative Side Effect Of Obesity on Human Body The rate of obesity has increased since 1970 to more than 30 %, more than two-thirds of Americans now are considered as overweight (Hojjat, 2015). Obesity is one of the problems that the world is facing nowadays. Obesity is a result of poor lifestyle and bad eating habits. Many people are suffering from the negative health consequences of obesity. In addition, many diseases are related to obesity such as heart diseases, high blood cholesterol, high blood pressure, and other health risks. If we do not solve the prob-lem by reducing the number of obese people and change the lifestyle to more healthier one as soon as possible, the problem will be arising. Therefore, the consequences will be life threatening. Obesity causes many problems and has frightening results. It is the condition of being very fat or overweight. Two of the important causes are eating fast food regularly, and being an inactive person. The consequences of obesity ar e very dangerous and could lead to Heart attack, and even death. The number of deaths will increase if we do not solve that problem. Another result of the obesity is high blood pressure; occur to people from different ages even children. Children also are at risk of certain diseases as a result of obesity. Obese children are at high risk of cardiovascular diseases, high blood pressure, and increased cholesterol levels. In addition, obese children are atShow MoreRelatedEliminating Sugary Drinks And Foods From The Mayo Clinic Campuses1147 Words   |  5 Pageswith added sugar(s) contributes to obesity, diabetes, and tooth decay. This is a message from the City and County of San Francisco† (Tama, M., 2015). Will this warning detour the American public from drinking sugary beverages? 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