Youth Violence Is Becoming An Increasingly Prominent Issue...

Youth violence is becoming an increasingly prominent issue within Australian culture. Youth violence is defined as â€Å"violence involving young persons, typically children, adolescents, and young adults between the ages of 10 and 24†¦ Youth violence includes aggressive behaviours such as verbal abuse, bullying, hitting, slapping, or fist fighting. These behaviours have significant consequences but do not generally result in serious injury or death. Youth violence also includes serious violent and delinquent acts such as aggravated assault, robbery, rape, and homicide, committed by and against youth.† (http://www.medicinenet.com/script/main/art.asp?articlekey=40049) A 2011 report has shown that 15-19 year olds were more likely to offend, with†¦show more content†¦(http://www.tulane.edu/~rouxbee/kids00/mexico1.html) Agency refers to â€Å"self-determination, volition, or free will; it is the power of individuals to act independently of the determining constraints of social structure.† (http://www.tulane.edu/~rouxbee/kids00/mexico1.html) Essentially, structure refers to something that is ingrained and immovable, and this represents the qualities of a society. Agency on the other hand is more individualised and is more about how people interpret and interact with situations and those around them. There has been much debate regarding the influences that encourage violent behaviour in teenagers as well as the reasons why some adolescents are more prone to these behaviours than others. Teenagers are highly impressionable and observing aggressive, violent behaviour in others can encourage negative actions and responses of their own. The media is regularly referred to when discussing the issue of youth violence. Adolescents are regularly exposed to media with aggressive, violent messages including television, movies, music and video games. The longer someone is exposed to these messages the more desensitized they become. Socio-economic status is also a risk factor, with teenagers being more likely to commit violent crimes when living in lower socio-economic areas. (https://www.apa.org/pi/ses/resources/publications/factsheet-violence.aspx) Reasons for this include lower rates of employment, higher crime levels and dysfunctional

The Effects Of Aggression On The Human Brain - 1084 Words

Aggression in animals has been studied using electrophysiology and behavioral tests. has been traditionally stimulated on the surface of the mouse brain, but this process is Recently, optigenetic techniques have given us a deeper understanding of the genetics which underlies the aggression. now aided by a more genetic understanding of cell receptor Esr1’s role. The mouse hypothalamus has been identified as a key player in aggression, and a receptor Esr1(WRITE OUT IN FULL) acts as a switch to control aggression. In this paper, Here we review these new developments and their impact on the study of aggression in the mouse brain. In addition, we discuss their potential applications to the human brain. Introduction Violence is one of humanity’s oldest problems, but the neural pathways that underlie violence are not well understood. Aggression stems from evolutionary roots, ranging from simplistic behaviors such as defending offspring to potentially more complicated human mental disorders. The study of aggression should improve not only our understanding of the properly-functioning mind, but also characterize poorly-understood mental disorders.1 Laboratory experiments have been run on mice to identify cells that mediate aggression, but these areas were difficult to find due to their small size.1 After discovering these areas, researchers are beginning to study the underlying genetic pathway of aggression. Increasingly genetic approaches combined with refined traditionalShow MoreRelatedExplain The Biological And Social Factors Of Human Aggression1079 Words   |  5 PagesThe Biological and Social Factors of Human Aggression A Brief Overview of Human Aggression Human aggression is different for everyone. Some are slow to wrath, but others have a fiery temper. Does this aggressive nature come from our genes or are we molded by our surroundings? 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In discussing regulatory process, sleep is perhaps one of the most essential to the healthy upkeep of the human nervous system. This process is such a necessary behavior that without it, the nervous system, and the overall health of the individualRead MoreOutline and evaluate neural and hormona Essays1221 Words   |  5 Pageshormonal mechanisms in aggression. There are two main biological explanations to aggression, neural and hormonal. The neural explanation is the serotonin and dopamine neurotransmitters and how they affect our aggression; the hormonal mechanisms are the testosterone and cortisol chemicals. Testosterone is a hormone that is more concentrated in men than in women as it is a male sex hormone, it is thought to influence aggression from a young age onwards, due to its actions on the brain areas involved in

Lack of Skills among Accounting

Question: Discuss about theLack of Skills among Accounting. Answer: Introduction Skills role and situation in the accounting graduate programmes of Australia have been examined by several researches with a focus on the importance of skills in education and whether students possess the necessary skills considered to be good enough to make them adequately competitive in employment situations as expected by employers for an accounting career (Jackling and De Lange, 2009; Lowden et al., 2011; Lim et al. 2016; Stoner and Milner, 2010). A gap in the skills possessed by graduating students has been identified pointing to graduates lacking generic skills including problem solving and communication skills, among others required by the employer for professional bookkeepers with reference to several research studies on both accounting professionals and accounting graduates. Concomitantly, accounting studies have focussed on the importance of skills and the current situation by reviewing both accounting education and practice (Stanton and Stanton, 2002; Tan, Fowler and Hawkes, 2004; Tempone and Martin, 2003). A study by Tourna et al., (2016), considered the preparation process of students for a career in accounting profession in terms of both the skills and technical knowledge. The study reports that generally, students are underdeveloped in universities for skills considered to be essential for a successful career in accounting. This result has raised a debate concerning the quality of accounting education and the development of skills in graduate programmes. Recker (2006) considered reviews to additional professional appraisals of syllabi and strategies for training allowing the profession to continuously develop or reinvent itself. Resulting from these research studies, the accounting profession has suggested that skills be developed during the underg raduate degree programme with the aim of improving undergraduates generic prowess (Hassall et al, 2005). Studies have not focused on the comments and opinions of scholastics that deliver accounting education, as they have done with the employers and graduates opinions. It is therefore necessary to initiate an agenda to enhance the study of skills in accounting academics. The agenda should be able to identify various approaches for managing the skills gap reported by other studies and debates. Enhancing the debate and research findings requires that the view points and opinions of academic providers are examined. Therefore, this paper reviews findings of a research question that investigated the opinions of various studies on accounting education in Australia. Nonetheless, the interests of the accounting research and that of the profession have implicitly set a motion for debate on skills without the view point of the accounting academics which may be rather inadequate. Even though Kavanagh and Drennan (2008) investigated the agenda on skills in Australia, no other study seems to have fo cussed on the viewpoints and opinion of scholastics in Australia. Participants in the research study suggested approaches to the development of skills that they thought were important. Evidently, the support and role of scholastics is unique on accounting education literatures. This paper reviews the contemporary debate on accounting graduate skills, and gives a recommendation for setting an agenda on skills development. The Debate on Skills Accounting academics and the professionals have debated the importance and necessity of the accounting curriculum, reviewing mandates of academics and professionals in accounting education (Jackling and Keneley, 2009; Jackling and De Lange, 2009). This study has covered much on the importance of skills in accounting education and the current skills situation. Various issue of concern surrounding accounting skills have been discussed, with varying discussions fuelling and shaping the current debate in skills. The changes in financial reporting are seen as the driving force for the review of the Australian curriculum in accounting education (De Lange, Jackling and Gut, 2006; Zaid et al., 1994). As the profession looks expand, the gap between knowledge and technical abilities of graduate accountants have been noticed as being important; therefore, the accounting profession demands for skills development as well as technical know-how (Mohamed. and Lashine, 2003). In analysis of the curriculum, skills needed by accounting graduates include: communication, interpersonal, and intellectual skills, as well as skills that are more specific like effective listening and reading, and capacity to identify and resolve issues that are unstructured in unfamiliar setting (Daff, De Lange and Jackling, 2012). Initially, teaching in universities was overwhelmed by accounting approaches and identification of best practice (de Lange and Watty, 2011; Lim et al. 2016). As the programmes in the universities increasingly concentrated on accounting strategies, graduates started lacking work place abilities that require the application of knowledge and hypotheses (Hancocket al., 2009). Morgan (1997) is in support of the agenda, arguing that accounting education nowadays fails to equip graduates with comprehensive abilities to question, investigate or reason. Tempone and Martin (2003) place emphasis on the need for students developing their own creative abilities and critical analysis skills. Development of analytical skills is important as it allows students to effectively analyse data before and during the decision making process; this are critical in the applying hypotheses as the profession demands. Combining analytical skills with subject-specific topics institutes value addition in graduate education (Lim et al. 2016). Academics in higher education are challenged by the changes in what is taught and teaching approach that ensures the development of skills that will add value to their professional careers (Kavanagh and Drennan, 2008). In consideration of the accounting curriculum, research studies have examined skills perceived by the employers to be of necessity for a successful career in accounting (Jackling and De Lange, 2009). This details a gap with regard to employers expectations on the necessary skills and those considered by accounting graduates to be of necessity for a successful career. Tan et al. (2004) interviewed CIMA employers who reviewed a list of skills for an accountant whos qualified, possessing the skill or level of skill shown by Australian graduates and newly certified accountants. Verbal communication skills were ranked as the most important. But when ranking the skills that graduates possess, verbal communication was twelfth out of a possible twenty two showing a skill gap in employers expectation and students skills profile. Zaid et al. (1994) investigated the skills of communication possessed by accounting academics and accounting practitioners that are considered to be of importance. The different categories were ranked in order of importance. Zaid and her colleagues investigated the ability levels possessed by accounting graduates in the various categories. Tan et al. (2004) also conducted a survey on employers concerning issues in curriculum and their views on particular skills of interest. Stress management and communication skills emerged as the most essential and of highly important in career growth. Furthermore, the employers asserted that institutions of higher learning should be more concerned with development of skills as part of the accounting curriculum. Stoner and Milner (2010) and Lowden et al., 2011 reported findings similar to those reported by Tempone and Martin (2003) who investigated the employer demands and the Australian accounting curriculum. Hassall et al. (2005) reported a quantitative skills gap that develops during undergraduate accounting studies, with reference to the quantitative skills that were expected by employers in the entry level careers. The research urged undergraduates to diversify their skills. A second employer study surveyed students views and those of newly certified management accountants on curriculum and skills issues. Even though employers and students generally agreed on essential skills, they failed to agree on how they should appear in ranking. According to the company employers, communication skills was ranked the most important, while time management was ranked by the students as being the most important. More, employers indicated their rankings on skill levels shown by both the newly certified accountants and the students. Nonetheless, Information Technology skills were ranked highest for both groups by the employers. Jackling and De Lange (2009) investigated management accounting topics and the student skills that were considered to be necessary in the pursuit of success in the management accounting career by both students and practitioners. However, some differences were noted regarding the essence of the topics between the practitioners and the students. Their opinions on the usefulness of the modern and conventional topics were found to influence the differences in opinion. The study reports that bot the management accountants and the academics considered problem solving, thinking, quantitative skills and effective listening to be of great importance and were in agreement that the accounting curriculum should consider emphasizing them more. Stanton and Stanton (2002) investigated the significant stakeholders, past employers, wanting to know the best judge for the skills required by accounting graduates in their profession. Meta-skills, that is, to be highly flexible and adaptable and with a vivid imagination was crucial to stakeholders including problem solving and communication skills. Within contemporary literatures the debate seems to have an agreement on the important skills for a successful career in accounting. Moreover, accounting academia are faced by the challenge of providing a potential solution to the gap in skills. Investigating academic opinions on how to approach the challenge might influence the discussion further, towards finding a proper solution. Recommendation On the basis of the outcomes of this extensive review of literatures, it is necessary to further the debate in order to satisfactorily resolve the gap discussed. The recommended agenda should have both attributes of the academia and their relative institution. The agenda for further study should establish the skills in the higher education context and their relation to the dissemination of knowledge through an interdisciplinary approach. Determining relevant literatures for the definitive meaning of skills shall go a long way to assist accounting academics relate more to the term. Conclusion This study determines opinions of employers and accounting academics across Australia through a series of literature reviews focused on the issues considered to be of importance in the in the current debate on the skills of graduating accountants. In the end three interview questions are given. The objective of the study is to make contribution to the ongoing discussion through an agendum that will help make highlighted concerns more prominent and hopefully investigated and debated in totality. Hancocket al. (2009) interviewed scholastics regarding their view on education, accounting, and environmental issues. Stanton and Stanton (2002) interviewed scholastics on their career stories and development. The study included the opinions of scholastics in examining skills. The study would use a series of three semi-structured interviews in is question is to engage academics in Australia regarding the debate on skills: What motives underlay the provision of skills? This question is formulated to determine whether the provision of skills is an issue for accounting academics as well as the motives underlying the provision that need to be established; including the approach to provision of skills and the attitudes of academics toward the provision. Exploring the motives is expected to provide the academic with an opportunity to make comments about their stand regarding the university, business school, or department decisions on the provision and why. This interview question is expected to detail the opinions between employers and graduates regarding the necessary skills for professional accountants. Maybe there are differences in opinion as to why the skills should be provided in accounting g education. Tourna et al. (2016) would suggest the call for skills to be considered as part of training. What skills are provided within the degree programme? This should include institutions of higher learning across Australia and New Zealand and the variation in provision of accounting education. Establishing whether provision of the accounting education is an issue by academics is important to the study as it will interview academics from both the new and older institutions providing accounting studies. It is expected that the student numbers will vary in diverse provisions. It is the intention of the recommended study to examine whether varying provisions might affect the responses. The interviews will be conducted without prejudice since information will not be gathered before the interview is conducted. What is the current state of skills provided in accounting undergraduate programmes and are there more comments concerning the role and situation of skills in accounting education? The first questions give academics the chance to indicate what they consider to be important skills in studying accounting and to describe issues of importance in a broader perspective. Asking in normative way what the provisions ought to be allows the research to determine the position of academics in supporting management skills for decision making and policy development or whether the support or delivery skills was for personal gain. This question should illuminate and highlight the political aspect of skills as well as the impact of the schemes to enhance accounting education and exercises on review of research. References Daff, L., De Lange, P. and Jackling, B., 2012. A comparison of generic skills and emotional intelligence in accounting education. Issues in Accounting Education, 27(3), pp.627-645. de Lange, P. and Watty, K., 2011. Accounting education at a crossroad in 2010 and challenges facing accounting education in Australia. Accounting Education, 20(6), pp.625-630. De Lange, P., Jackling, B. and Gut, A.M., 2006. Accounting graduates perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universities. Accounting Finance, 46(3), pp.365-386. Hancock, P., Howieson, B., Kavanagh, M., Kent, J., Tempone, I., Segal, N. and Freeman, M., 2009. The roles of some key stakeholders in the future of accounting education in Australia. Australian Accounting Review, 19(3), pp.249-260. Hassall, T., Joyce, J., Montao, J.L.A. and Anes, J.A.D., 2005, December. Priorities for the development of vocational skills in management accountants: A European perspective. In Accounting Forum (Vol. 29, No. 4, pp. 379-394). Elsevier. Jackling, B. and De Lange, P., 2009. Do accounting graduates skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), pp.369-385. Jackling, B. and De Lange, P., 2009. Do accounting graduates skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), pp.369-385. Jackling, B. and Keneley, M., 2009. Influences on the supply of accounting graduates in Australia: a focus on international students. Accounting Finance, 49(1), pp.141-159. Kavanagh, M.H. and Drennan, L., 2008. What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting Finance, 48(2), pp.279-300. Lim, Y.M., Lee, T.H., Yap, C.S. and Ling, C.C., 2016. Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students. Journal of Education for Business, 91(4), pp.185-192. Lowden, K., Hall, S., Elliot, D. and Lewin, J., 2011. Employers perceptions of the employability skills of new graduates. London: Edge Foundation. Mohamed, E.K. and Lashine, S.H., 2003. Accounting knowledge and skills and the challenges of a global business environment. Managerial Finance, 29(7), pp.3-16. Morgan, G.J., 1997. Communication skills required by accounting graduates: practitioner and academic perceptions. Accounting Education, 6(2), pp.93-107. Reckers, P.M., 2006. Perspectives on the proposal for a generally accepted accounting curriculum: a wake-up call for academics. Issues in Accounting Education, 21(1), pp.31-43. Stanton, P. and Stanton, J., 2002. Corporate annual reports: research perspectives used. Accounting, Auditing Accountability Journal, 15(4), pp.478-500. Stoner, G. and Milner, M., 2010. Embedding generic employability skills in an accounting degree: development and impediments. Accounting Education: an international journal, 19(1-2), pp.123-138. Tan, L.M., Fowler, M.B. and Hawkes, L., 2004. Management accounting curricula: striking a balance between the views of educators and practitioners. Accounting Education, 13(1), pp.51-67. Tempone, I. and Martin, E., 2003. Iteration between theory and practice as a pathway to developing generic skills in accounting. Accounting Education, 12(3), pp.227-244. Tourna, E., Hassall, T. and Joyce, J., 2006. The professional development of European accounting academics: A proposed theoretical framework for future research. Accounting Education: an international journal, 15(3), pp.275-286. Zaid, O.A., Abraham, A. and Abraham, A., 1994. Communication skills in accounting education: perceptions of academics, employers and graduate accountants. Accounting Education, 3(3), pp.205-221.