In Order to Have a Successful Organisation, the Most Important Thing Essay

In Order to Have a Successful Organisation, the Most Important Thing for Management Is to Get Culture Right - Essay Example Organizational Culture has emerged to be one of the most crucial factors that strongly influence the performance of an organization. In recent years, organizational culture has gained considerable attention from managers because of that it is extremely significant in relation to meeting the industry needs for greater effectiveness and the material and social needs of employees in order to create a constructive work-environment and foster high performance working. Organizations put efforts to develop ‘right kind of culture’, culture with quality’ or a culture of customer service’ and managers most often try to inculcate certain values in their organizations. There are widespread assumptions as better or worse cultures and stronger or weaker cultures and more importantly the ‘right’ kind of culture influence the effectiveness and success factors of the organization (Schein, 2004, p. 7). Organizational culture is the system of shared actions, values and beliefs that are developed and established within an organization and this influence its members to guide and shape their behavior (Schermerhorn, Hunt and Osborn, 2005, p. 436). As McShane and Von Glinow (2004, p. 476) noted, organizational culture refers to a basic pattern of shared values, assumptions and beliefs that are considered to be the right way of thinking and acting on problems and opportunities facing the organization. According to them, organizational culture is the DNA of an organization because it is not only invisible to the naked eye but also a very powerful template or tool that can shape what happens within an organization.... No individuals have same behavior and personality and likewise, organizations also have very different and unique culture, and therefore, organizational culture can also be termed as organization’s personality. People in any organization are considered to be the most valuable, powerful and high-valued assets and therefore utilizing these resources more effectively and strategically seems to be the underlying principle of organizational behaviour. People in an organization may belong to different cultures, social setting and life-style, but when the organization is able to create, design and establish a culture of its own by aligning and integrating the shared values among the people, the organization will also be able to be successful in achieving the goals. Do organizations require forming and structuring a specific culture and getting it right? If managers target better organizational performance, if they look at increased productivity of employees and thus to earn higher pr ofitability, if they would like to achieve high performance working and they like to maintain sustainable competitive advantages, the answer to the above question is certainly ‘yes’. Especially in today’s competitive business environment, complex marketing contexts, complicated technological advancements and in times of globalized economies, managers need to identify the organizational culture, design and structure its features, understand its significances in terms of business opportunities and evaluate its benefits to the business as well. Smircich (1983, p. 344) described that organizations are social instruments that produce goods and services and thus they produce cultural artifacts like rituals, legends and

MGT 7 Assignment Example | Topics and Well Written Essays - 250 words

MGT 7 - Assignment Example In this case the firm strives to drive down cost for every single production components ranging from labour costs to sourcing of raw materials. To accomplish cost leadership the firm usually requires production on large scale so as to capitalize on â€Å"economies of scale†. Production in large scale means that the company will naturally appeal to a wider aspect of the given market. Cost leadership is therefore a wide scope strategy. A business practicing cost leadership gains competitive advantage through reduction of production costs, thus increasing profit margins on every sale since the company trusts that its trademark can control a premium price. Secondly a firm can reduce production costs and pass on the cost savings to consumers hoping to boost sales as well as market share. Examples of companies practicing cost leadership include Wal-Mart Stores which implements everyday low prices so as to attract consumers. This idea of reduced prices is aimed at providing products at cheaper rate than competition on a frequent basis as opposed to relying to sales. Thus Walmart achieves this due to its efficient supply chain in addition to its large scale. The second example of a firm using cost leadership is IKEA which is a Swedish leader in furniture making. This company provides cheap but classy furniture. IKEA manages to offer low prices by sourcing its materials in countries with low-wage as well as providing extremely simple service level. The third company utilising cost leadership is Southwest Airlines. The airline managed to provide the lowest achievable prices by becoming more effective than conventional airlines. Southwest Airlines thus minimizes the time their planes use while on tarmac so as to have them flying, thus keeping profits up. In addition, they provide very little in terms of extra thrills to their customers, but instead trickle down the

A Presentation by Raj Rupani - International Tax Manager Essay

A Presentation by Raj Rupani - International Tax Manager - Essay Example In addition, Raj seemed to be quite conversant with the social media; he made us understand the best ways of using the social media both as individuals and in the corporate. There was so much to learn from Raj’s career and training. He mentioned to us about his journey, on how he came to develop a strong passion for accounting. This prompted him to join an accounting school where he successfully finished before joining the work environment. Raj is an accomplished professional who challenged me to have a passion and pursue it fully. What made his presentation even more interesting was the versatility applied. He gave us many experiences from several of his friends and people he had read about, he was quite knowledgeable. At Deloitte, Raj mentions that the career has turned him into a global trotter; he has visited several countries in the world and the chances of touring many more still remain ripe. I really admired his career. Technology is the driver of life in the 21st Century; this was his message concerning the use of technology. He started by dispelling the notion among young people that Facebook and other social media platforms are only used for communicating with friends. His dimension of thought challenged me, he told us how they have capitalized on the social media at Deloitte and have completely transformed the customer experience. Social media makes it easy and convenient to communicate to clients and it is possible to customize the communication to a particular client or a group of clients. Since accounting information in an organization is kept confidential, he mentioned the various ways in which we can be able to have secure social media communication. He took time to motivate us to become our best in whatever we do. Raj’s works still keep on lingering in my mind; he said that we should be able to understand what we are good at and start exercising. Citing his own example, he said an individual who endeavours to pursue accounting should have a passion and a positive attitude towards mathematics and other affiliate courses.  

Free Will and Determinism Essay Example | Topics and Well Written Essays - 750 words

Free Will and Determinism - Essay Example Determinists refuse the idea that any of these options are freely elected. They also claim that a man is not a segregated towards the nature's rule because he and his choices are nothing but more than the result of his surroundings. They frequently claim that the decisions are merely a product of disagreeing environmental authorities. An appropriate understanding of the nature of volition can resolve the obvious divergence between free will and causality. Secondly, it rejects the position that a man is just a result of his surroundings. Determinists argue that the nature of the life is such that it is ruled by certain universal scientific rules, so that each action is rooted by a particular previous cause. They claim that the human intelligence is also governed by these set of laws so that no substitute course of action is probable to humans other than the exact and distinctive set of past factors that caused that human action to be made. Therefore, human alternatives are not free as they are determined in front of time by whatsoever social, environmental, genetic, biological etc reasons caused such choices to be made. As a result, men cannot be held ethically accountable for their actions as they have no more control over the underlying series of events in reality than anybody else. (Bank, W. P., & Pockett, S., 2007). The determinist would stat... To the determinist, free will would not be potential under any circumstance. Especially, if it was caused by previous causes, all choice would pursue the severe rules of causation and if it was self-governing due to any previous causes. On the other hand, free will is free in the sense that the human intelligence has the capability to think about several decisions at a time and choose particular results. In reality, only one choice and simply just one decision is actually made by the brain which permits no uncaused, truly accidental or causeless reasons to enter the procedure. Other than the perception of the person making a choice, multiple decisions are probable and multiple results are considered. However the phrase free will does not refer to either uncaused or accidental actions but to our capability to assess multiple routes of actions, believe in different conclusions and then choose the action which is most expected to leave the world in a more pleasing state than if a person had chosen a different action or nothing in any way. (Bargh, J. A., Gollweitzer, P. M., Lee-Chai, A., Barndollar, K., & Troetshel, R., 2001). A more critical argument against free will is the judgment of a human intelligence to unresponsive matter, such as a car. In spite of everything, a man turns his key and the car either starts or not, depending on whether reality is such that the procedure of causation directs to an engine starting or to the battery being deceased. Correspondingly, the determinist will argue that the human intelligence will either make the precise or incorrect choices, depending on what former state it is in. However, a car and a human intelligence are basically dissimilar from each other.

Intellectual and Property Law Essay Example | Topics and Well Written Essays - 2500 words - 1

Intellectual and Property Law - Essay Example James and Jeremy find out about the conversation after they receive phone calls from all three manufacturers. They are furious that he has consulted external companies without their consent. Aim This paper aims to investigate the potential infringements of intellectual property that James and Jeremy owned and to provide possible remedies that are available to them and to provide a legal advice to them for the future course of action. Objectives In order to achieve the aim of this paper, the paper will has following objectives to achieve: 1. To study the intellectual property rights in United Kingdom 2. To study the possible infringements of intellectual property rights. 3. To investigate the remedies that the victims of intellectual property rights theft can avail. 4. To provide a legal analysis as to the case of James and Jeremy. 5. To develop a legal advice for James and Jeremy to follow in order to seek remedies from the United Kingdom Courts, if any. Intellectual Property Rights Laws in the United Kingdom The term intellectual property refers to the intangible creations of mind which are given physical form and contains or overtime develops financial value (Barney & Green, 2001). For instance, when a person visualizes a design and then creates it on paper or on computer program, creates an intellectual property. This intellectual property can be protected from copycats or thieves who can steal it and then reproduce it for commercial gains (Bimal & Kumar, 2012). The owner of an intellectual property has the right to protect it from any potential infringements and seek remedies for it in case infringement has occurred. However, not all intellectual properties can be directly protected. The Trade Related Intellectual Property Rights (TRIPS) recognizes several types of intellectual property rights. These are: Patents, Designs, Copyrights, Trademarks, Trade Secrets, Integrated Circuits, Plant Breeders Rights, etc (Gaff, Loren & Spinnery, 2012). Most of them have to be applied for their grant and rest of the intellectual property right do not require such seeking. Instead, they are automatically created. Patent is a right that is granted by the Government of a country for an invention. Design is a right that protects the aesthetic and visual appearance of a product. The design right acknowledges the right of its owner and provides an exclusive right to make, use, copy, import or export or assign the design for any purpose he may deem fit. Copyrights is a right that is created automatically. It is a right not to copy a work that has been created by an author and has been reserved its ownership with that author. Trade secrets comprises of confidential information, documents, secret formulas, or any private information that if leaked to any one can create substantial loss to its owners (Chapman, 1986). For instance, the Coca Cola recipe is protected as a trade secret and has not been leaked for over a century now (Breach of Confidence, 2006). In case any of its employees or management who are privy to that secret formula have revealed the actual formula or sold it to someone for commercial gains would have incurred an intellectual property rights infringement (Risch, 2012). In legal terminology it is known as breach of confidence. In English law, the breach of confidence is derived from the doctrine of equity. Thus, a person whose confidence in another

Gun Control Essay Example for Free

Gun Control Essay Abstract Some reasons why colleges should look at the laws that they put in place and try to change them. Students should have the right to conceal weapons on college campuses. The guns provide the protection that may be necessary in certain situations. Like the Virginia Tech Shooting, many people could have been saved if only one person had a gun. Having a gun gives a sense of safety to many people on the campus, especially for women with a greater risk of intruders and rapists. For these women, knowing that they have a way to defend themselves can set their minds to ease. Though some believe that the allowance of guns would increase violence on campus, no other college that has allowed concealed firearms has had an issue. Another concerning issue would be that having guns on campus would be easier for students to commit suicide; there are just some things in life that authorities cannot control, and that is one of them. The right to have a concealed weapon on campus should be conveyed freely. Position Paper Legalize Concealed Weapons on College Campuses Liberty senior, Craig Storrs, says, â€Å"It makes me feel secure knowing I would be able to defend myself if something does happen, like Virginia Tech or if I get stopped on the street for a mugging or something like that† (Barry, 2011). The topic of legalizing concealed weapons on college campuses has been argued for many years. Some colleges have legalized concealed weapons on campus and have not had problems, but many will not even think about legalizing concealed weapons. Carrying a concealed weapon at the age of 21 is a right including a college campus, because it offers protection and safety to students (Students for concealed, 2008). Background of Concealed Weapons on College Campuses Since the Virginia Tech shooting, many colleges have changed their on-campus laws concerning firearms. In eight states, the legislation is considering if students and staff would be able to carry a concealed weapon into college buildings. Many officials did not want to have another repeat the Virginia Tech shooting. Two years before the Virginia Tech shooting, the lawmakers of Texas rejected a bill to allow concealed weapons onto college campuses. Since then, the bill has come back with better arguments for the right to have a concealed weapon on college campuses. Corey Zipper, a twenty-one year-old psychology major, went to the state capitol to talk to the officials to pass the bill. Corey Zipper stated, â€Å"We get the mature thing a lot – that college students aren’t mature enough. And the alcohol thing – that we’re all just boozed up all the time† (Burnett, 2011). He also states that the law states that â€Å"a person much be 21 years old, have a clean record and no psychiatric disorders, and take a 10-hour instruction course that includes time at a firing range† (Burnett, 2011). In 2009 Texas passed the bill to legalize having a concealed weapon on college campus (Burnett, 2011). It Gives Protection Allowing students to carry a gun could save their lives. Life can be unpredictable, so when something happens people should be prepared. If by being prepared means they need to carry a gun, then why would the state want to take that right from someone? A person has the right to protect his/herself and others, and a responsible firearm owner would do such. Many lives could be saved by the simple action of allowing concealed weapons on college campuses (Concealed Guns, 2011). Background of Virginia Tech Shooting On April 16, 2007, Seung-Hui Cho, student at Virginia Tech, began his shooting around 7:15 A.M. in a co-ed dormitory. He first killed Emily Hilsher and Ryan Clark. The Virginia Tech Police Chief said, â€Å"We secured the building, we secured the crime scene† (Caruso, n.d.). The authorities did not put the college on lock down and had classes as schedualed. Seung-Hui Cho did not leave the campus; around 9:15 A.M. he started to kill again. He went into the engineering and science building and chained the doors so no one could escape. He then went into classroom after classroom; he killed 25 more students and five faculty members. Twenty-nine people were wounded. In the end Cho also took his life (Caruso, n.d.). It was reported that nineteen of the thirty-two victims that were killed were over the age of 21. The age of 21 is the legal age for the right to conceal a weapon in Virginia. If these students would have been able to carry a firearm onto campus, then perhaps these lives could have been saved. Instead of thirty-three lives taken that day, there should have been one. Innocent people would not have died (Students for concealed, 2008). Concealed Weapons Should not Depend on Location It is stated in the Constitution that a person has the right to bear arms at the age of 21. This law does not give specific places that are prohibited. People should not have to put their concealed weapon away because of where they are (The Right to Keep and Bear Arms, 1982). Public Places People can Carry Weapons Though colleges are small, some places that allow concealed weapons are smaller. When a person goes to the movies, they are allowed to carry a concealed weapon. No one would ever know because the weapon is concealed. Other places would include a shopping mall. When people are shopping, the last thing they are thinking is that the people next to them might have a gun on them (Students for concealed, 2008). Make College Students Feel Safer The right to conceal a weapon could put some students at ease. Knowing that they have a way to save themselves in dangerous situations may make the students more relaxed. If a student comes across a dangerous situation, then they are prepared. These students do not have to worry about what to do (Marin, 2012). College Intruders and Rapists It is easy for intruders to get into dorms. In New York, two men got into a building by sneaking in behind another guy after he swiped his card. When the college police were called they came and took the men without calling the cops. If this were to happen again, these men would be taken to the authorities. Knowing that it is easy for strange people to get into housing, it not be a good idea to rob students the right to have a concealed weapon. This would give some students that okay to live life and other the need of protection that they might not be able to find anywhere else (Rearick, 2011). One in four women have the chance of being raped in college. Guns could help defend so many different women. They could have gotten out of the situation if they just had a way of defense. Sometimes women are physically too weak to run from situations like that and the allowance of a gun would provide that opportunity to them (College Crime Today, n.d.). Counterargument: Guns on Campus Would Promote Violence . â€Å"Some professors might be afraid to issue bad grades if they know that students could be carrying guns† (Students for concealed, 2008). Some people believe that allowing student to carry firearms would push them to be violent. If the students are allowed to carry firearms, then they will not be afraid to use them. If there was an argument with another student, then these students would be tempted to use the gun to scare or even harm the other student (Students for concealed, 2008). Logical Response: Guns on Campus Would not Promote Violence There has been over thirty colleges campuses that have allowed concealed weapons on their campuses. These campuses have had no issues with gun violence, and there has not been a gun theft or accident in all these years. This shows that it is a possibility to carry conceal weapons and still get a great education with no distraction with no violence. Studies show, â€Å"concealed handgun license holders are five times less likely than non-license holders to commit violent crimes† (Students for concealed, 2008). Counterargument: Guns on Campus Would Encourage Suicide Some believe that allowing students to obtain firearms would increase the likelihood suicide. They would have all the resources they need now that they are able to carry concealed firearms. This would make it easier for these students to commit suicide without anyone knowing until after the fact. This would then increase the suicide numbers dramatically. Allowing a student to carry a firearm that could potentially use to kill themselves is not the way to help (Students for concealed, 2008). Logical Response: Guns on Campus Would not Encourage Suicide According to detectives, â€Å"Studies show that 90% of suicides are committed in the home† (Students for concealed, 2008). Since the legal age to own a concealed weapon is 21, most students at this age live off campus. This would not affect the numbers as much as the colleges think it would. If people really wanted to commit suicide, then nothing would stand in their way. Allowing them to conceal a gun will just give them an easier way out (Students for concealed, 2008). Conclusion During the Virginia Tech Shooting many lives could have been saved. Students could also feel safer knowing that they have something there to protect themselves and others if needed. Though students could turn to violence many are very responsible to be carrying this gun in the first place. They just cannot get a gun; they have to go through the process. Another concern would be suicide, but since most of the students live off campus anyway nothing would stop that. It would be a lost cause to put a ban on concealed weapons when there is nothing to prevent suicide in the first place. Once the right training classes are taken, it should not be a problem for a person to be able to carry his/her gun that he/she worked hard to get and paid for. The right to have a concealed weapon on campus should be expressed freely. References Barry, L. (2011). Liberty university oks concealed guns on campus. Retrieved from http://www2.newsadvance.com/news/2011/nov/16/5/liberty-university-oks-concealed-guns-campus-ar-1463719/. Burnett, J. (2011). Texas Lawmakers aim for guns on college campuses. Retreieved from http://www.npr.org/2011/02/04/133466058/texas-lawmakers-aim-for-guns-on-college-campuses. Caruso, K. (n.d.). What Happened: The Virginia Tech Massacure. Retrieved from http://www.virginiatechmassacre.com/what-happened-virginia-tech-massacre.html. College Crime Today. (n.d.) Retrieved from http://www.womens-self-defense-instruction-online.com/college-crime.html. Concealed guns. (2011). Retrieved from http://concealedguns.procon.org/. Frantz, A. (2011). Texas considering concealed handguns on campus. Retrieved from http://news.blogs.cnn.com/2011/02/22/texas-weighing-concealed-handguns-on-campus/. Marin, J. (2012). Guns on college campuses. Retrieved from http://schoolsofthought.blogs.cnn.com/2012/01/03/guns-on-college -campuses/. Rearick, J. (2011). Intruders spark safety concerns. Retrieved from http://www.miscellanynews.com/2.1576/intruders-spark-safety-concerns-1.2660011#.TxkPxJit-fQ. Students for concealed carry on campus. (2008). Retrieved

Coping With School Failure and School Achievement

Coping With School Failure and School Achievement DEPRESSION AND ANXIETY IN CHILDREN AND ADOLESCENTS OF SCHOOL FAILURE Tony JREIGE Abstract (100 to 150 words) he present study examined the relationship between goal orientation, coping with school failure and school achievement. Two questionnaires, Goal Orientation (Niemivirta, 1996a) and The School Failure Coping Scale (Rijavec Brdar, 1997), were administered to 1057 high school students (aged from 15 to 17 years). The first goal of this study was to explore whether students can be classified in groups according to their goal orientation. The results identified four clusters of students with different achievement profiles: learning oriented, work-avoidance oriented, both performance and learning oriented and both performance and work-avoidance oriented group. Learning oriented group used emotion-focused coping the least frequently while students with combined performance and work avoidanc orientation used this kind of coping the most frequently. The second goal was to test the relationship between goal orientation patterns and the adoption of emotion-focused and problem-focused coping strategies, and academic achievement. It was hypothesized that goal orientation could predict school achievement directly and indirectly through coping strategies. Coping strategies were considered as mediators between goal orientation and school achievement. Path analysis demonstrated that direct effects of goal orientation on school achievement were not significant. The relationship between goal orientation and school achievement was mediated by coping strategies. Key Words: School failure, Depression, Anxiety, Coping. The problem of school failure is of great importance, as it affects students’ lives and future. In some cases, it leads to marginalization, rejection, alienation and exclusion; hence, the risk of a variety of other problems such as psychological and behavioral may emerge. Patterson and his colleagues (1989) point to an anti-social behavior as a consequence of such marginalization. We say that students who are marginalized and cannot easily adjust tend to drop out school. Although the importance of this topic, unfortunately, literature on the phenomenon of school failure of normally intelligent children and adolescents is still poor. There is a shortage of research that might offer an understanding of school failure in terms of psychological disorders. As a response to this fact, the main objective of this study is to look deep for emotional and psychological disorders accused to be guilty of this failure and, consequently, remove the stigma of being failure and irresponsible from students who lie behind their classmates. The main question we ask is: Do children and adolescents, who fail at school, really suffer from any psychological disorder, particularly depressive and anxiety disorders? And yet, another question emerges: Are females more susceptible to these disorders than males? As potential answers the above formulated questions, the following hypotheses were set up for the study: Children and adolescents who fail at school suffer from depressive disorders Children and adolescents who fail at school show evidence of anxiety disorders There is a gender significant difference in depressive disorders There is a gender significant difference in anxiety disorders LITERATURE REVIEW School failure The term â€Å"school failure† is difficult to define clearly; for some, it would include any kind of failure, repetition or delay in finishing school which usually leads the student to disqualification, and even to being stigmatized, especially because of the segregation between high and low achievers (Bourdieu,1994). On the other hand, researchers advanced several approaches to elucidate school failure, among these approaches we mention: Intelligence based on IQ scores. Supporters of this theory blame low IQs for school failure. Socio-economic status with children’s academic achievement: Supporters of this theory blame the poverty for school failure (Herbert, 1996; Turkheimer et al., 2003; Thomson Harris, 2004; Berliner, 2006, 2009). Interaction theory: Keddie (1973) and many others reproach the teacher for school failure. For them, teachers have a pre-defined opinion of how a student should talk and react and accordingly students are evaluated. Although all the above mentioned approaches, school failure may occur among students of high socio-economic status, beloved by their teachers, and have the ability and intelligence to succeed. Thus, these children get is a stigma of being a failure, a worthless, stupid and irresponsible person, while hidden emotional psychologicaldisorders are often the roots of their inability to meet the school’s standards. For us, several factors may lead to school failure, among these factors we mention depression and anxiety and the incapacity of using appropriate coping strategies. Depression Depression in children and adolescents is often a recurrent and very serious public health problem, it can occur with comorbid behavioral problems, suicidal risk, and psychiatric disorders, touching their whole life by impairing their social, emotional and physical health as well as their learning. Depression in children and adolescents may be expressed differently from that in adults, with manifest behavioral disorders (e.g. irritability, verbal aggression and misconduct), substance abuse and/or comorbid psychiatric disorders. In children aged between 6 and 12 years, the most common signs are classified into are school difficulties, somatic disorders (e.g. Recurrent abdominal pain, headaches), fatigue, apathy, eating disorders, lack of motivation, loss of concentration, irritability, restlessness which often lead professionals to misdiagnose the child with ADHD instead of depression (Melnyk et al.,2003). As for adolescents, the most common signs and symptoms are mood swings, social isolation, hypersomnia, feeling of hopelessness, suicidal thoughts, eating disorders and drug or alcohol abuse (Richardson et al., 1996). Risk factors for suicide in young people are: previous suicide attempts; a close family member who has committed suicide; past psychiatric hospitalization; recent loss of a significant figure (through death, divorce or separation); social isolation; drug or alcohol abuse; exposure to violence in the home or the social environment; and handguns in the home. Early warnings for suicide are talking about it, preoccupation with death and dying, giving away special possessions, and making arrangements to take care of unfinished business. Williams (2009), offers a description to identifying depressed adolescents, such as: Somatic symptoms with features of anxiety. Sometimes poor functioning at school, socially, or at home. Bad behavior, particularly in boys. Rapid mood swings often occur. The fact that children are able to enjoy some aspects of their life shouldnt preclude the diagnosis of depression. Anxiety Anxiety is a normal part of living, it’s a biological reaction. Anxiety keeps us away from harm and prepares us to act quickly when facing a danger; it is a normal reaction to a stressful situation, thus it can help us cope with it. Yet we may find it sometimes in the core of the development of psychological disorders especially when anxiety becomes an excessive irrational worry of everyday situations, and a disabling condition severe enough to interfere with a persons ability to focus and concentrate where it becomes a disorder. Helfinstein (2009) believes that â€Å"anxiety refers to the brain response to danger, stimuli that an organism will actively attempt to avoid. This brain response is a basic emotion already present in infancy and childhood, with expressions falling on a continuum from mild to severe. Anxiety is not typically pathological as it is adaptive in many scenarios when it facilitates avoidance of danger. Strong cross-species parallels—both in organisms’ responses to danger and in the underlying brain circuitry engaged by threats—likely reflect these adaptive aspects of anxiety†. Half a century ago, Grinker (1959, p.56) believed that normal anxiety could be objective and real when we face natural situations that generate anxiety, e.g. child before his exams, parents in front of their child’s illness. Almost a century ago, in his â€Å"A General Introduction to Psychoanalysis† (1920), Freud believed that anxiety was used â€Å"in connection with a condition regardless of any objective†, it’s â€Å"a subjective condition, caused by the perception that an â€Å"evolution of fear† has been consummated†. †¦ Nowadays, for the American Psychologists Association (2013) describe Social Anxiety Disorder and Generalized Anxiety Disorder among the anxiety disorders include where METHOD Sample The sample of this study comprised of 187 children and young adolescents (Males = 122 and Females = 65) aged between 10 and 15 years suffering of school failure and enrolled in the fourth to the eighth grades, randomly drawn from 10 schools located in Mount Lebanon Caza (5 governmental and 5 private). Tools Anxiety The State-Trait Anxiety Inventory for Children (STAIC) developed by Speilberger in 1970 was used. It consists of two 20-item scales that measure state and trait anxiety in children between the ages of 8 and 14. The A-State scale examines the shorter-term state anxiety that is commonly specific to situations. It prompts respondents to indicate how they feel ‘right now’ (e.g. calm, upset) on a 3-point scale ranging from 1 to 3. Summing responses creates a total score that can range from 20 to 60. The A-Trait scale measures longer-term trait anxiety, which addresses how the child generally feels. It asks respondents to choose the best word that describes them in general (e.g. rarely, sometimes, and often) on a 3-point scale ranging from 1 to 3. Summing responses creates a total score that can range from 20 to 60. A separate score is produced for the State scale and the Trait scale to determine which type of anxiety is dominant and which type of treatment is the most appropriate. In 2001, we standardized this scale for the Lebanese children aged between 8 and 17; the cut points for normal children were: A-State scale: 33.36 The A-Trait scale: 37.26 The PROMIS Anxiety scale (AS) is the 13-item Short Form that assesses the pure domain of anxiety in children and adolescents. The PROMIS Anxiety scale was developed for and can be used with children ages 8–17. Each item asks the child receiving care to rate the severity of his or her anxiety during the past 7 days, and is rated on a 5-point scale (1=never; 2=almost never; 3=sometimes; 4=often; and 5=almost always) with a range in score from 13 to 65 with higher scores indicating greater severity of anxiety. The raw scores on the 13 items should be summed to obtain a total raw score. Next, the T-score table should be used to identify the T-score associated with the child’s total raw score and the information entered in the T-score row on the measure. The T-scores are interpreted as follows: Less than 55 = None to slight; 55.0—59.9 = Mild; 60.0—69.9 = Moderate; 70 and over = Severe Depression The Children’s Depression Inventory (CDI), first published by Maria Kovacs in 1992, assesses the severity of symptoms related to depressionand/ordysthymicdisorder. The CDI is a 27-item self-rated and symptom-oriented scale suitable for childrenandadolescents aged between 7 and 17. It asks respondents to choose the best sentences that describe their state during the last two weeks,on a 3-point scale ranging from zero to 2. Summing responses creates a total score that can range from zero to 54. The cut-point of 19 is able to differentiate between normal and depressive children (Doerfler, 1998; Ø ¬ÃƒËœÃ‚ ±Ãƒâ„¢Ã…  ÃƒËœÃ‚ ¬, 2001) The PROMIS Depression scale (DS) is the 14-item Short Form that assesses the pure domain of depression in children and adolescents. The PROMIS Depression scale was developed for and can be used with children ages 8–17; however, it was tested only in children ages 11–17 in the DSM-5 Field Trials. Each item asks the child receiving care to rate the severity of his or her depression during the past 7 days, and is rated on a 5-point scale (1=never; 2=almost never; 3=sometimes; 4=often; and 5=almost always) with a range in score from 11 to 55 with higher scores indicating greater severity of depression. The raw scores on the 11 items should be summed to obtain a total raw score. Next, the T-score table should be used to identify the T-score associated with the total raw score and the information entered in the T-score row on the measure. The T-scores are interpreted as follows: Less than 55 = None to slight; 55.0—59.9 = Mild; 60.0—69.9 = Moderate; 70 and over = Severe RESULTS SPSS for Windows (Version 17) was used for all analyses. The One-Sample T-Test was used to compare our sample’s levels of anxiety and depression with the means of normal children and adolescents of their ages. The Independent-Samples T-Test was used to understand whether anxiety and depression differed based on gender. Overall, Table 1 illustrates a general view Means and standard deviations of our of the study’s participants for STAIC, Anxiety Scale, CDI and Depression Scale where we can notice high means in comparison with their cut-points. These findings are proved by the T-test (Table 2) where the One-Sample T-Test was run to determine whether our psychological variables scores in our participants were different to normal. Defined as a Astate cut-point of 33.36, mean score (38.11 ± 3.06) (see Table 1) was higher than the normal cut-point; a statistically significant difference of 4.75 (99% CI, 4.16 to 5.33),t(186) = 21.21, p= .000. As for the Atrait, mean score (42.08 ± 3.82) was higher than the normal cut-point (37.26); a statistically significant difference of 4.82 (99% CI, 4.09 to 5.55),t(186) = 17.24, p= .000. The Anxiety Scale where the cut-point is 55, mean score (60.23 ± 2.46) was higher; a statistically significant difference of 5.23 (99% CI, 4.76 to 5.70),t(186) = 28.99, p= .000. These result are also noticed in depression scales as the CDI cut-point is 33.36, while mean score (20.02 ± 2.23) was higher; a statistically significant difference of 1.02 (99% CI,0.59 to 1.44),t(186) = 6.24, p= .000. Nevertheless, results on the Depression Scale revealed a mean score (58.79 ± 2.27) higher than the normal cut-point (55); a statistically significant difference of 3.79 (99% CI, 3.36 to 4.22),t(186) = 22.82, p= .000. Table 1. Means and standard deviations for the participants on psychological variables Table 2. T-test for the participants on psychological variables On the other hand, this study found no statistically significant difference on the Astate Checklist between males (37.95  ± 2.98) and females (38.40  ± 3.22) (Table 3),t(185) = -0.956,p= 0.341 > 0.05 (Table 4). Nevertheless, male participants had statistically significantly lower mean (41.61  ± 4.10) than females’ (42.95  ± 3.07),t(185) = -2.308,p= 0.022 On the Anxiety Scale, both males (59.78  ± 2.73) and females (61.06  ± 1.58) differ significantly in their perception of anxiety, t(185) = -3.481,p= 0.001 The main effect was also significant for the CDI, male participants had statistically significantly lower mean (19.71  ± 2.25) than females’ (20.58  ± 2.09),t(185) = -2.586,p= 0.01. This result was also observed for the Depression Scale where males mean score was (58.43  ± 2.42) and females’ was (59.46  ± 1.79) , t(185) = -3.027,p= 0.003 Table 3. Gender differences on psychological variables Table 4. Independant Sample T Test by gender on psychological variables DISCUSSION CONCLUSION The study calls for a fundamental change of attitudes in educational development and policy making and a redefinition of school failure as a consequence not so much of the child’s unwillingness to study, but of his inability to perform well. As a school dropout explained his decision to drop out: