Assess the value of Kingdon's multiple streams approach for analysing Essay

Assess the value of Kingdon's multiple streams approach for analysing agenda-setting - Essay Example The multiple stream frameworks are a combination of different public issues as well as ideas and politics (Howlett & et. al., 2009). The framework provides an opportunity to move the policy issue in the government agenda. The framework is helpful in developing strategies that is applicable for different policy areas and analyse how the policies are framed in case of lack of self-interest of the individuals. The Kingdon model analyses the situation in which the issues are involved in the political agenda and puts certain problems at the different level of priority. In addition, this theory also describes how the alternative solution to the issues is developed (Zahariadis, 2007). The Kingdon model of multiple stream theory is based on three elements that are ‘policy’, ‘problem’ as well as ‘politics’ (Furlong, n.d.). The three factors of the model facilitate change in the policy. The three streams of the Kingdon model are different from each other and are often guided through separate rules. The problem factor of the model is essential for agenda setting because it defines certain condition of the concerned issue. The ideas of the policy makers are translated to relevant policies, as they are feasible and acceptable. On the other hand, the politics stream of the Kingdon model indicates the legislative turnover, the increase in administrative pressure or dependence on nation (Howlett & et. al., 2009). The implementation of the three streams of Kingdon model in public policy ensures increased attention of the policy makers because the three factors result affects the changes in agenda. Timing is one of the vital factors in agenda because it influences the particular problem and policies linked with the issue of public policy. The three elements of the Kingdon model are independent of each other. However, for the success of agenda it is necessary that any two

The Greatest Show On Earth by Richard Dawkins Essay

The Greatest Show On Earth by Richard Dawkins - Essay Example Dawkins makes the case that every form of life on this planet was created by way of non random natural selection, which in other words is understood as evolution (Ings, 2009). People who believe differently base their decisions on things that cannot be considered as evidence. Dawkins writes that natural selection has undergone different phases of rejection that were followed by acceptance. The author refers to intelligent design in terms of the ways in which every kind of life on Earth is created through some kind of natural selection, which is explained through reference to research on the evolution of bacteria carried out by Lenski. Dawkins has taken pains in claiming that intelligent design is a valid explanation for every aspect of nature, which is supported by the theory of evolution. It is in this context that he writes â€Å"evolution is a fact. Beyond reasonable doubt, beyond serious doubt, beyond sane, informed, intelligent doubt† (Dawkins, 2009, p.12). The primary objective of the author is to provide evidence for people that the theory of evolution is as good as any scientific fact. He states on page 85 of the book that â€Å"evolutionary scientists are in the position of detectives who come late to the scene of crime† (Dawkins, 2009, p.85). In making this statement he means that it becomes difficult to prove the evolutionary process to those that deny or doubt history. He refers to evolution repeatedly in his book and wants readers to understand how natural changes have been brought on the planet through microevolution and macroevolution. In explaining that science determines temporal sequence Dawkins has written that nature has clocks that ascertain the time taken for the effects of evolution to emerge. He means that evolutionary scientists have to make use of such wide range of clocks in terms of the processes available for dating

Communication and Inter-professional Work in Nursing

Communication and Inter-professional Work in Nursing Discuss how communication within an inter-professional team could affect collaborative working. WORD COUNTS: 1650 Introduction The aim of this essay is to discuss the concept of communication within Interprofessional team, critically analysing how this could affect collaborative working and with meticulous attention given to two key points; effective communication in terms of verbal, non-verbal and active listening and the development of mutual trust and respect. It will endeavour to critically examine the impact these key points and the impact they have on the dynamics of collaborative working. It will also seek to explore strategies that may be used to facilitate effective communication and collaboration between professionals. Modern healthcare is becoming ever complex due to the aging population, diverse range of co-morbidities and increasing expectations of health service quality and safety (World Health Organisation, 2011). Hence, there is exerting growing pressure on health and social care providers to deliver care that is effective thus to meet these demands. Pollard, Thomas and Miers (2010) advocates that in order for health and social care professionals to be able to cope with these demand, they have to work together as a team. For instance, during the hospital stay of a patient , they may encounter numerous professionals from diverse disciplines such as doctors, nurses, pharmacists, dieticians, physiotherapists, social workers and many more depending on the patient’s needs, therefore, professionals will need to collaborate together efficiently as a team. Collaboration requires professionals from different disciplines in health and social care to work together as a team by sharing of knowledge, ideas, expertise, resources and responsibility in order to tackle the most difficult health and social care issues and make effective clinical decisions regarding a patient’s care (ref). In turn, collaboration also ensures consistency in quality care for their patients, subsequently, improves services and outcomes (Social Care Institute for Excellence, 2015). However, for this to occur, effective communication is needed for a successful collaboration to be achieved (Brock et al., 2013) which is in line with the 6 C’s of care as highlighted in the Department of Health (2015) guideline. . In agreement, O’Daniel Rosenstein (2008) insist that communication forms the backbone of collaborative working and when lacking or incompetent compromises a cohesive collaborative team. Wood (2004) defines communication as â€Å"a systemic process in which individuals interact with and through symbols to create and interpret meanings† (p.9). Nemeth (2008) affirms that for communication to transpire between individuals it has to be effective and not the mere fact of interaction, as effective communication entails the transmission of information uninterrupted that results to understanding. Effective communication is argued, the key ingredient for the successfulness of interprofessional collaborative working within health and social care (NHS Commissioning Board, 2013). Hargestam, Lindkvist, Brulin, Jacobsson and Hultin (2013) further emphasised that communication is the key factor for the prerequisite for the team’s structure, collaboration and task performance. Alfredsottir and Bjornsdottir (2008) put forth the notion that where there is effective communication within a team, there is also good clinical outcomes. Kenny (2002) also suggests that positive collaboration alongside effective communication ensures sufficient sharing of valuable experience and expertise, thus, enhances levels of job satisfaction. In support, Almost et al. (2015) review of positive and negative behaviours in workplace relationships among healthcare members found that improved communication and teamwork reduces stress, increases job satisfaction and work performance in turn enhances communication between team members. Jerry (2011) ascertains that there are two major components of communication used within health and social care; verbal and non-verbal communication. Verbal communication involves professionals meeting face-to-face in the form of meetings or over the telephone which are one of the most common and preferred way of communication. This allows sharing of knowledge and skills, generating common narrative that draws team together. Jerry (2011) further illustrates that during this phase of communication, members should speak clearly and directly in a succinct manner while drawing from their own knowledge, warranting free flowing and efficient information thus avoiding errors of miscommunication and confusion. On reflection during MDT meetings in clinical placement, each member was given the opportunity to make critical points that endorsed other members to bring in ideas and make sound decisions. Browning and Waite (2010) however acknowledge that active listening plays a major role in verba l communication as it is the pedigree for a successful interaction, hence sustaining collaborative working among healthcare professional. Burnard and Gill (2013) further declares that how well professionals communicate is also dependent on non-verbal communication such as written notes, care plans, letters, maintaining of eye contact during meetings as they are key factors that enhances or detracts from the way professionals communicate. Fiske (2011) stresses that where there is lack of listening skills or clarity of information being transmitted, this often leads to potential conflicts and confusion to arise as a result of ambiguity or reception of message not being fully understood or misinterpreted. (ref) supports this stating that, when there is breakdown in communication, it hinders the efficiency and leads to insufficient information, ambiguous and unclear information being exchanged between professionals, consequently jeopardising the dynamics of collaboration. In their qualitative study of multidisciplinary communication at ward board rounds, Hellier et al. (2015) found that ineffective communication amongst he althcare professionals correlates with lack of appropriate information being available, conclusions often not reached and decisions of patients often deferred. A study by Wu et al (2012) suggests that, where discrepancies in the flow of information between professional were found to lead to misunderstandings and frustrations among healthcare teams which meant communication and cohesion barriers were formed (Burnard Gill, 2013). O’Daniel and Rosenstein (2008) further accentuate that barriers to effective communication may be due to members from different profession having varied behaviour and language affiliation part due to training, therefore, sets up the potential for miscommunication. Hence, Lingard (2012) advocates that poor communication shapes events that impact on professional working and patients downstream. Nonetheless, Wu et al. (2012) stated that when there is strong communication within a team, professionals are adequately informed as all members of a team are kept updated as they are in the loop of the information they need, hence a standardised common inter-professional language is established (Reeves, Lewin, Espin Zwarenstein, 2010). All the same, there is an array of literatures and cases that shows that communication and collaboration does not always occur in clinical practice. The Joint Commission (2010) found that an estimated 80% of serious preventable adverse events stems from miscommunication between caregivers. The detrimental effects of communication deficiency between professionals were evident in the Mid Staffordshire NHS Trust report (Francis, 2013). Central to the analysis of the Francis (2013) report was the evidence of egregious failings of communication between health professionals and organisations. The report showed that the quality of information exchange was often poor or failed to be passed on between hospitals, thereby affecting the way professionals interacted, delivery of services and patient care (Zwarenstein, Goldman Reeves, 2009). Devastating cases such as this illustrates the necessity of optimising communication among Interprofessional teams. Kenny (2002) illustrates that effective communication is the platform that creates transparency, encouraging professionals to develop trust, respect and form good working relationships where communication becomes more open and effective (Burnard Gill, 2013). This is in conjunction with McDonald, Jayasuriya and Harris (2012) qualitative findings of the influence of power dynamics and trust on multidisciplinary collaboration of diverse health professionals. Findings suggest that when effective communication is established especially through shared experience, technical skills and competence, opportunities for professional to rapport, gain mutual respect and trust is developed, thereby, forming alliance among professionals that facilitate cooperation. Result of the thematic analysis correlates with the author’s own experience observed in the classroom during Interprofessional education (IPE), as the author was able to work efficiently and show mutual respects to other students from other health educational sector such as pharmacy, child nursing and mental health nursing once effective communication had been established (Keller, Eggenberger ,Belkowitz, Sarsekeyeva Zito, 2013). This ensured that task sets out by the lecturer were achieved as everyone took turn to contribute and allowed ideas and decisions to be rigorously debated. Dixon-Woods et al. (2013) qualitative findings of culture and behaviour in the English National Health Service (NHS) among physicians, nurses and administrators accentuated that where there was lack of trust and mutual respect this led to lack of support, appreciation of individual professional expertise. Findings also showed that some professionals were not being consulted or listened to which cre ated conflicts, disagreement and miscommunication (Leonard, Graham Bonacum, 2004). The trustworthiness and reliability of the findings within the study is questionable as the researchers failed to provide full details of the methods used to collect data. However, findings was consistent with that of Ferlie and Shortell (2001) study which showed that where there was lack of trust and mutual respect between health professionals, there was deterrent to quality improvement work and on how well they communicated. O’Daniel and Rosenstein (2008) maintain that barriers to communication that affects collaboration between health professionals can be bridged by the use of a standardised communication stool. NHS Institute for Innovation and Improvement (2012) recommended that healthcare professionals implement a standardised approach to communicate such as the use of SBAR to make certain that information shared is structured by being concise and focused to maintain consistency of high quality of care. Randmaa, Mà ¥rtensson, Swenne and Engstrà ¶m (2013) prospective intervention study identified that SBAR improves communication between healthcare professionals, a proportion of incidents report due to communication errors decreasing from 31% to 11%. The study also highlighted that the tool sets out expectations between health professionals of how they should communicate. In terms of the limitation of this study, participants were not chosen at random which questions the study’s reliabil ity. Conclusion Evidence gathered suggests that effective communication and collaboration is imperative and should be used in correlation impetuously by professionals, thus to foster high quality care and promote practice to the highest calibre. 1 | Page

Extreme Advertising: Go Big or Go Home :: BTEC Business Marketing GCSE Coursework

Extreme Advertising: Go Big or Go Home This Maxim climbing gear ad is an example of using both aggressive language and images to promote climbing as an extreme sport. North Face uses this image in their web page. If you wear North Face gear, you too can take your ice axes and back-counrty skis into the Tibetan wilderness. Adidas uses this image in their trail running ads. The caption in the image reads "Runners. Yeah, We're Different." It invites people to relate to some of the more intimate details of a separate subculture. Intro Advertisements of outdoor gear tell us we live in an extreme world today. No longer do we go out mountain biking or skiing, they tell us. We need to go big, risking our lives to promote an image of ourselves as one who can push the edge of the envelope by extreme mountain biking and extreme skiing. NorthFace, a high-end outdoor clothing company started this language in the 1970s in its advertising of ski apparel. Now, most every sport has gone extreme. To advertise this new image, companies have attempted to use a variety of techniques that separate themselves from the rest of the crowd. They include: --Creating an Extreme Image to a Wide-Based Consumer Audience: Boulder Gear and North Face. --Advertising to a Young, Aggressive Group Obsessed with Speed: Manastash and an ad inside APEX Magazine --Creating an Insider Feeling of the Extreme...with a Dash of Playfulness: Nike and Adidas Extremism as an image has come to include outdoor activities such as kayaking, skiing, climbing, mountain biking, windsurfing and a host of other mainstream outdoor activities. It has also brought about a variety of subcategories as well. Sky diving now has six new disciplines, including sky surfing, free flying and free style-an aerial ballet. There à ­s even an extreme version of the extreme sport of sky diving called BASE jumping (BASE=Bridge, Aerial, Structure, Earth) in which participants jump from low-lying structures and open their chute with only seconds separating them between an extreme experience and death (Heath 1997: p4). Sports are not the only aspect of extreme though. The language has seeped into our everyday vocabulary to the point that we can not do anything without having the possibility of doing it extreme. Bill Gates speaks of extreme programming, and there à ­s extreme golf in which participants play golf around unused summer ski resorts. Books of extreme adve nture have been popularized by John Krauker's Into Thin Air.

Ethical Issues Involved in End-of-Life Decision-Making Essay

End-of-life decision-making entails looking into ethical, cultural, as well as, legal concerns. All of the aforementioned has to be carefully considered if one has to decide to end his or her own life. This paper will look into the ethical, cultural, and legal issues that go along with end-of-life decision-making. It also intends to state what therapist can contribute in his or her participation in the discussion of end-of-life decision making together with his or her colleagues, as well as, patients & their families. Ethical Issues Involved in End-of-Life Decision-Making There are ethical indispensable issues involved in end-of-life decision-making and some are the following: First of all is the issue on utilitarianism, since this is said to be the â€Å"foundation of morals† then it is linked to the end-of-life decision-making as well (Ebenstein & Ebenstein 1991, p. 580). Here, it is said that â€Å"actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness† (Ebenstein & Ebenstein 1991, p. 580). â€Å"Happiness† here is regarded as the â€Å"absence of pain† and â€Å"unhappiness† is the presence of the aforementioned (Germino 1972, p. 240). It is an issue because happiness is not all that matters in ending a life (Ebenstein & Ebenstein 1991, p. 580). In addition to that, how can one be sure that the absence of pain, which is death in this case, will lead to happiness of the person chiefly involved in the end-of-life decision-making (Ebenstein & Ebenstein 1991, p. 580)? The same is true with the family of main person involved, will they be experience happiness if the patient opts to end his or her life voluntarily instead of waiting for his or her ‘natural’ death to take place (Ebenstein & Ebenstein 1991, p. 580)? Second is the issue related with the Kantian model or what is technically referred to as the â€Å"deontological theory† (Bennagen, 2000, p. 50). This states that a person has to fulfill a certain responsibility or duty as a part of his objective (Bennagen, 2000, p. 50). This statement now seems to be irrational since the concrete definition of a responsibility or duty is not provided (Bennagen, 2000, p. 50). For example, is it the person’s responsibility to subject himself or herself to death (Bennagen, 2000, p. 50). It may be his or her right to choose to live or die but if asked if it is his or her responsibility remains a big question (Bennagen, 2000, p. 50). Last but not least, there are some health care providers who are extremely conscious about â€Å"how much money is spent on patients and how effectively it is spent† (Hinman, 2000, p. 9). Some individuals feel that the amount of money spent on terminally ill patients is not really worth it (Hinman, 2000, p. 9). This is highly unethical; it is as if one is saying that money is far more important than actually trying to save a life (Hinman, 2000, p. 9). Cultural Issues Involved in End of Life Decision-Making Furthermore, there are several cultural issues involved in end-of-life decision-making as well and some are the following: First of all, there are some members of a cultural minority that prefers to be spoken to directly with regards to the disease that they are going through (Searight et. al. , 2005, p. 516). Although, there are also some who do not (Searight et. al. , 2005, p. 516. ). In fact some immediate family members request that they be the ones to be spoken to only since they believe that informing the patient will only make the patient feel worse and will eventually negatively affect him or her (Searight et. al. , 2005, p. 516. ). The same is true when it comes to making decisions with regards to the medications/treatment that the patient will undergo; some family members prefer that they be the ones to be in charge about this instead of the doctor and/or the patient (Searight et. al. , 2005, p. 516. ). Second, patients who belong to a cultural group sometimes opt â€Å"not to be directly informed† about the disease he or she is going through especially if it’s a life-threatening one (Searight et. al. , 2005, p. 516. ). Third, some patients also would prefer to carry out certain religious activities and spiritual traditions so as to assist in their medical treatment, and eventually, their healing as well (Searight et. al. , 2005, p. 516. ). Last but not least, some patients take into consideration their beliefs and outlook when it comes to the â€Å"medical experts, suffering, as well as, the afterlife† (Searight et. al. , 2005, p. 516. ). Legal Issues Involved in End-of-Life Decision-Making There are also certain legal concerns when it comes to end-of-life decision-making: Most of the States disallows physician-assisted suicide; for example in New York, it is unlawful â€Å"under the general homicide laws† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). The same is true in Virginia wherein â€Å"there is no law that actually covers physician-assisted suicide but there is a statute which imposes civil sanctions on persons assisting in a suicide† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along with Colleagues There are several things that I may contribute as a therapist to my colleagues. I can share with them my knowledge with regards to how to communicate with patients of diverse culture (Searight et. al. , 2005, p. 521. ). I can request them to â€Å"demonstrate an interest to the patient’s cultural heritage† for them to be able to give the patient â€Å"culturally-sensitive care† (Searight et. al. , 2005, p. 521. ). In addition to that, I will also let them know that it is important to give the patient â€Å"autonomy† especially when it comes to â€Å"non-disclosure of medical information and family-centered decision-making† because through the aforementioned, the patient will eventually feel that their â€Å"cultural norms are being respected† (Searight et. al. , 2005, p. 521. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along Patients and their Families Finally, I may also be of great assistance to patients and their families with regards to their discussion of end-of-life decision-making through the following: 1) I will respect it if the â€Å"patient prefers that his or her family members be the recipients of diagnostic and treatment information†; 2) I will make sure first who is the member of the family who’s appointed to make treatment decisions before speaking to him or her or giving them an advice with regards to the medical procedures or treatment; and 3) I will help them find another therapist/physician in case they are uncomfortable with the current one and especially if their therapist/physician â€Å"belong to the different ethnic background† (Searight et. al. , 2005, p. 521. ). As a therapist, I will try to advise them the best I can while considering their cultural background, incorporating my ethical/moral standards, and making sure that I will abide by the laws as well. References Bennagen, P. (2000). Social Economic and Political Thought. Q. C. : UP Press. Ebenstein, W. and Ebenstein, A. 1991, Great Political Thinkers: Plato to the President.Harcourt Brace, Forth Worth. Germino, D. 1972, Machiavelli to Marx: Modern Western Political Thought. University of Chicago Press, Chicago. Hinman, L. M. (2000). Ethical Issues in End of Life Decisions: A Guide to Understanding Differences. Retrieved April 28, 2008 from http://ethics. sandiego. edu/presentations/sharp/index_files/v3_document. htm Legal Status of Assisted/Euthanasia in the United States. (n. d. ). Retrieved April 28, 2008 from http://www. nightingalealliance. org/pdf/state_grid. pdf Searight, H. R. & Gafford, J. (2005). Cultural Diversity at the End of Life: Issues and Guidelines for Family Physicians. American Family Physician, 71(3), 515 – 522.

Providing Safety Measures within Schools Essay

School violence is not just a recent tragedy. In fact, the earliest known United States (U. S. ) school shooting called â€Å"Pontiac’s Rebellion School Massacre† took place on July 26, 1764 in Pennsylvania (Wikipedia). These ill-fated events are products of many different factors such as bullying, revenge, and even mental issues. Unfortunately, school violence has become a more prevalent occurrence in society today. However, because of the unknown and rather unexpected motives of the perpetrators, an end to school violence cannot, in all actuality, happen. Certainly, there are procedures available to prevent occurring violence. Through the use of increased screening and safety measures, school violence can be greatly diminished, improve the quality of the nation’s education, and restore faith in administrators. School violence has plagued many areas of not only the U. S. , but also other parts of the world. However, a number of the worst attacks have occurred right here in the U. S. , Columbine High School, for example. April 20, 1999 marked the date of fifteen deaths at Columbine High School in Littleton, Colorado. Two teenage shooters took the lives of fourteen students and one teacher (Listverse). This school tragedy led to an increased emphasis on security at schools across the U. S. (SFGate). The April 16, 2007 shooting at Virginia Tech claimed the lives of thirty-three victims and was named the deadliest shooting by a single gunman in U. S. history. Bath School in Michigan fell victim to forty-five deaths and was given the title of the deadliest mass school murder in U. S. history (Listverse). In recent history, Connecticut unfortunately experienced a shooting of its own at Sandy Hook Elementary where twenty-eight young children and adults were victim to a deranged gunman on December 14, 2012 (The Inquisitr). But certainly, we cannot forget the February 27, 2012 shooting at Chardon High School that rocked Ohio (SFGate). More and more schools around the nation are stepping up school safety measures to ensure the security of students. Undoubtedly, the most commonly selected safety measure is limited or controlled access to the school in such ways as to lock and monitor school doors. Metal detectors, security cameras, and limited social networking access are more commonly being used to monitor and restrict student and visitor behaviors (U. S. Department of Education). Monitoring and supervising common areas such as the cafeteria, gym, hallways, and parking lot is a significant safety measure usually practiced by schools (NASPonline). School resource officers, guards, and unarmed law enforcement officers may not always need to be present, but should always be available. Staff members should monitor all guests by greeting each and every person who comes to the door. Counselors and psychologists should always be available to students so that they know they have someone to trust and be able to anonymously report suspicious activity (Gumbrecht; NASPonline). Crisis plans and preparedness training should be accessible for all staff members along with threat assessment procedures. The promotion of obedience of school rules and a safe school environment should be present at all times for the safety of the students (NASPonline). Schools should conduct regular drills such as intruder, weather, and fire for student awareness (Gumbrecht). A responsible and safe school always includes school-community partnerships and school safety incident data to keep the public informed about new procedures (NASPonline). There are a number of structural prevention suggestions available. The most frequently used structural methods are locked doors and security systems. However, more advanced structural preventions exist: single, prominent entryways for guests and students to enter; reduced landscaping to eliminate hiding spots; shifted restrooms away from entryways; moved major mechanical and electrical systems; keyless entry systems for staff and faculty; and elaborate announcement systems for drills and instructions (Gumbrecht). Panic buttons are available for $5,000 and operate on single police dispatch lines that send all available units to the school in case of an emergency. The buttons can be located in each individual classroom or in different regions of the schools. These structural suggestions come at a price but are well worth the investments (Scott). Because of the seemingly reoccurring school violence trend, many school districts have contemplated active shooter training and arming teachers. Even though this might seem like a good idea, there may very well be negative consequences. Instead, most school administrators opt for the more common school entry policies and emergency manuals for all staff. Newer safety ideas are being introduced into school districts such as Mohawk, Ellwood, and Shenango in Pennsylvania. These districts installed computerized systems that scan the driver’s licenses of all visitors to identify anyone convicted of crimes against children (New Castle News). Administrators have many accessible guidelines for communicating with students, their parents, and the public. Conversations with students should be developmentally appropriate and include guidelines for violence. Administrators should keep in mind the cultures, traditions, religion, and family values of students and keep the focus on normal routines and activities. Parents should be made aware of all violence conversations with students. The children must know that schools are safe places and there is a difference between reporting and tattling, they must be observant and report what they see. Students must also realize that every so often, people commit wrong acts, but violence is never a solution. Open communication between parents and their children is key; the students should know to stay away from weapons. Also, the school staff must stress the understanding of possibility versus probability; students should always know that they are safe in school. These guidelines are important for administrators to convey to their student body and public (NASPonline). Without a doubt, school violence has made national headlines. In December, the NRA announced the National School Shield Program. They have issued â€Å"a report on how they believe schools can prevent further gun violence† (Gumbrecht). The NRA will present policy proposals and resources to law enforcement, lawmakers, school officials, and the public. Because there is declining support for strict gun regulations, law enforcement officials will prepare armed guards that state and local officials will alter (Sperry and Wallace). A higher percent of high schools and middle schools require drug testing for athletes and extracurricular activities; badges and picture identifications for students and teachers; random dog sniffs and contraband sweeps; and security cameras for monitoring the school building and surrounding premises. 84 percent of high schools, 73 percent of middle schools, and 51 percent of elementary schools use security cameras for surveillance. A higher percent of high schools and middle schools have electronic emergency notification systems and structured, anonymous threat reporting systems. A lower percent of high schools control access to buildings during school hours, prohibit cell phone usage and text messaging, and require uniforms (U. S. Department of Education). Unfortunately, school violence is on the rise. Children should not have to be afraid to go to school in fear of experiencing a fateful attack. By no means can there ever be assumptions made that attacks cannot happen just anywhere; no area is completely immune to violence. The public cannot be naive. As much as the thought of an attack is hard to comprehend, the possibility must always be in the back of the mind. There are countless ways to be prepared; school administrators just need to take action. Through the use of increased screening and safety measures, school violence can be greatly diminished, improve the quality of the nation’s education, and restore faith in administrators