1920’s Automobiles Essay

Automobiles are one of the most prominent inventions ever created. The automobile industry rapidly grew through the 1920’s. Henry Ford’s invention of the Model-T in 1903 skyrocketed the popularity of the automobile. Ford’s invention of the assembly line allowed the production of automobiles to increase rapidly. The assembly line allowed the automobile to be affordable for every American. Automobiles changed the way people traveled and lived. Without cars we would not have drive-ins, drive-thru, or fast food restaurants. People have come to depend on their cars for earning a living, or traveling to their dream vacation spot. Cars became inexpensive, and very easy to make. In the 1920’s, the automobile industry started a revolution that we continue to see today. In 1913 Henry Ford invented and installed the first conveyor –belt assembly line in his car plant in Michigan. The assembly line reduced the cost of production for cars by decreasing the assembly time. Henry Ford’s goal was a low priced car that many people in all walks of life could afford. The assembly line could produce a car in an hour and half . The cost of a car decreased to 400$ the lowest price of any care ever sold. He sold over 15 million cars and the race between Ford and GM began. General Motors Company was formed and founded by William C. Durant in 1908 . GM was the major competitor for Ford. The President of GM Alfred Sloan began realizing that they had and advantage over Ford Motor Company. Ford only had one body style car. GM had several different varieties of cars. GM began making four, six, and eight cylinder cars. GM started doing inventory control, and discontinued any line cars that were not popular with consumers. GM began making annual model changes and began advertising. GM was able to defeat Ford Motor company due to the changes that Sloan had made. In 1921 General Motors sold over 457,000 cars and profited over 61 million. A group of companies that merged into what is now known as Chrysler became the next competitor. Chrysler Corporation new that they did not have the manufacturing resources to build a low priced car, and did not have the financial resourses to build a new plant. The solution came when Dodge Brothers Manufacturing Company was put on the market. The Dodge Brothers had become victims of the Influenza epidemic. The heirs decided to sell the company. Chrysler purchased the company which had the resources they needed. The Dodge sales organization was considered to be one of the best in the country. With all the resources that Chrysler acquired they were able to develop the Plymouth in 1928. Chrysler then became the developing structure in America . GM and Ford began establishing manufacturing plants in Europe and throughout the world. Automobile manufacturing was the largest in the country. The employment in automobile factories was 250 million in 1922 and in excess of 400 million in 1929; the amount of paid wages doubled from 400 million to 800 million. Before automobiles we had horses. Horses travel on dirt and grass. Automobiles travel on highways. The automobile also led to highway construction, gas services, and repair. These industries employed about the 1,2 million people. In The motor vehicle also increased the sale of rubber, steel, glass, and petroleum products. The total effect of the invention of the Motor Vehicle on American life has yet to be measured. The invention of the automobile gave America superiority. Today 41 million vehicles are produced every year. Gasoline shortages, and car wrecks will always be a factor. The automobile industry improved social status, and increased your financial status. Americans were given the means to travel farther, faster, and more freely. Americans can travel to their favorite fast food restaurant, favorite park, favorite beach, and still have time to go to work. Works cited Gourley, Catherine. Wheels Of Time : A Biography Of Henry Ford. [N. p. ]: Millbrook Press, 1997. eBook Collection (EBSCOhost). Web. 21 Apr. 2013. â€Å"American AutoIndustry in the 1920s. † Articlesbase. com. Articlesbase. com, 5 Oct. 2009. Web. 21 Apr. 2013.

System Archetypes

Every company strives to increase revenue and stabilize or decrease operating expenses. The Yellow Book once had a steady revenue stream, which coincided with the operating expenses. The steady rise in sales and revenues also means an increase in production while maintaining an equal level of customer service. This displays several archetypes, including limits to growth. The Yellow Book will continue to experience growth, however if deadlines are not met and mistakes are made in advertising, this will cause the direct customer to be influenced negatively, and ultimately reduce revenues with loss of customers. In order to maintain balance, production must be equal to revenue and customer service should be stable. Growth and underinvestment is an archetype that The Yellow Book is currently moving towards. The graphic designers and production teams are being stretched beyond their limits. While they are currently working hard to keep up production with demands, the overworked employees will not be able to maintain the motivation and morale needed with sales gradually on the rise. Advertising is not an area where performance standards can be lowered. If a 95% satisfaction rate is the current standard and the organization decides to decrease to 85%, there is a strong change that the 15% of unhappy customers will either not renew their ads, or could be granted free advertising, which will negatively affect revenue. The diagram below shows how growth and underinvestment and increase in demand causes a need to reinvest in production to stabilize customer satisfaction. The capabilities and core competencies give The Yellow Book a competitive advantage. The strategy it needs to adapt is a long term plan to maintain service levels year after year, not just book after book. A customer may give The Yellow Book a second chance if they experience an error, but it is doubtful there will be more chances and advertisers will be lost.

The Constitution Essay Example | Topics and Well Written Essays - 250 words

The Constitution - Essay Example On this note, Attorney General Janet Reno requested the Supreme Court to review the decision on Fourth Circuit in Reno v. Condon. (Axelrod 158). According to Axelrod, Condon claimed that the act implicated states sovereignty which granted the state all the powers even those not specified in the constitution (211). Condon also claimed that enforcement of the act would be enjoying the nation and its administrators. He therefore concluded the act to be contrary to the federalism principles of power delegation, between states and federal government as stated in the constitution. Reno court on the other hand found Driver’s Privacy Protection Act to be a general law of applicability. Generally applicable laws are laws that apply to both the state and private companies. Reno court concluded that, it was constitutional for the congress to regulate the states’ activities where a generally applicable law was involved. If initially Condon had successfully won in Reno v. Condon, there would be both social and political repercussions. Socially, crime levels would increase in the society in case information such as home address or social security number falls in the wrong hands. For example, a woman whose data had been disclosed by the state to another state but ended in hand of a stalker was murdered. Exposure of personal details would also result to segregation among the individuals on the bases of financial level, race or even education levels. Politically, the politicians may use the information for their own advantage by identifying the weakness of the states at individual level eventually leading to manipulation. The other state may with time have enough data from the subject state to investigate the economic power of the state and end up taking advantage of the situation (Axelrod 245) Likewise, the Supreme Court ruled that Driver’s Privacy Protection Act was constitutional and it did not violate federalism principles under the

Hunting as a Spiritual Exercise with the Earth Essay

Hunting as a Spiritual Exercise with the Earth - Essay Example Nature keeps the indestructible force or the whole universe and possesses the superhuman strength to heal itself – plants, animals and humans. Opposing the forces of nature for example inflicting with its rhythm through damaging the soil with pesticides, emitting carbon dioxide, dumping wastes, and killing uncontrollably animals for food or trophies destroys the balance between Earth and human beings. People have lost the vision to embrace and harmonize their life with nature and invested enormous efforts to modulate the environment in a way which opposes the holiness of the natural surroundings. Hunting uniquely carries in itself the self-actualization, wholeness and expression. These needs are more compound than simply protecting and feeding the tribe. Hunting connects people spiritually with their past and themselves. Shepard (1999) examines the people’s relationship with the natural work and how wildlife and hunting predators had shaped in developing human intellige nce. Shepard (1999) believes that hunting as a defense mechanism benefits humanity as it stabilizes the inner spirit of belonging to community. Hunters are actors into the rhythms of life and death, they bear the feeling of the ecological imagination (Shepard, 1999). Shepard (1999) has the strong determination that hunting is the act of organic relationship with the wildlife and insists that through hunting people inevitably reach out for their spirituality. What he claims in his essays (1999) is that hunting was the instrument which transformed the "tropical forest-dwelling prehumans" into an intelligent being. Hunting embodies the honest relationship between humans and nature, and the fact that hunters are in the border line between life and death. Hunting brings people in contact with the natural world through the most natural way - sacredly kill an animal and justify it as hunters have the responsibility to secure the food. Petersen and Williams (2000) point out that in our mass culture few are the tribes in the worlds that perform hunting as part of their cultural heritage and in the authentic role that hunting conceals - namely the fact that we kill an animal in order to feed ourselves. Hunting was a tribal ritual, which both unified the men against the animal and made it easier for the group to survive. Nowadays, hunters, despite their location, religion, or culture united so as to enjoy the pristine feeling of the "sacred game" - the instinctive and inexplicable moment of subordinating life to our power. Hunting is perceived as commercial and recreational pursuit, however, it is deeply hidden in our cultural heritage and brings its essence. Hunting is an ancient game. Hunting is the ultimate source of gaining power over nature and establishing a relation between the group of hunters and the prey and the hunters and other members of their society - women and children. Petersen and Williams (2000) explain that humans have an intrinsic yearning to hunt and fish. Moreover, he notes that the forest green colour is universally perceived as peaceful and reassuring, whereas the blood like red colour as bringing excitement and agitation. We can not miss mentioning that hunting involves a cycling element, because each species have to chase their prey and to victimize it in order to survive. The cycling element is that you have to kill in order to restore the balance in nature. Hunting also has a natural selection component. The strongest will predominate over the weakest, thus the strongest will pass their genes to the new generation and will secure that they will outlive. Hunting has profound

The Treaty of Waitangi (Maori dimensions) Assignment

The Treaty of Waitangi (Maori dimensions) - Assignment Example The treaty did not form a part of the constitution. It was primarily a statement of principle which was build over the consent of the British officials and Maori chiefs with an agreement of formation of new government in New Zealand to address the pressing new circumstances. As the treat was not drafted it was primarily a promise in-between the concerned parties. The Treaty got three versions. As per the English version the Maori gave the restricted right to the Crown to buy the land which they only wish to sell and in favor of that they would be entitled to the British nationality or British Subject. The treaty in Maori was supposed to convey the similar meaning but there was a reasonable difference since the word â€Å"sovereignty† was deciphered as governance. For the Maori settlers it pertained the meaning that though that, â€Å"they were giving up the government over their lands but retaining the right to manage  their own affairs† (New Zealand History Online, 2 012). The Waitangi Sheet (Archives New Zealand, n.d.) As per the English version, the treaty assured that ‘undisputed possession of all the properties’ whereas the Maori version guaranteed ‘full authority over treasures which can be intangible’. Soon after a debate arouse over the discrepancy of the matter of fact. The British entered into the treaty with a view to take over the land of New Zealand and establish British colony. Soon after the treaty the British followed a land acquisition of Maoris’ which resulted into the alienation of the environmental resources without the consent of the inhabitants. Several grievances were made from Maoris’ in this regard. During 1985 the tribunal considered the Crown act and addressed the grievance of Maoris’. By 2010, as per the legislation, it became a mandate for the settlement of the claims of the Maoris’. The settlement made was in regards to compensation of the exploitation made of the environmental resources. Settlement followed in regards of the environmental legislation as per Resource Management Act, Conservation Act, Environment Act, Fisheries Act, Bio Security Act and Hazardous Substance and New Organism Act (Principles of the Treaty, 2002). Environmental management indicates the minimization of the indisposed impact and improving the environmental performances. Environment is the integral part of the society where people live in. The preservation of the same is the utmost responsibility of the human beings. But with the changing dimensions we the people, directly or indirectly, become responsible for the exploitation of the environment. For fulfilling this objective five guiding principles have been framed which will ensure the protection of the environment. These principles integrate environmental concerns with assessment making. They can also be used as a strategy which will serve the purpose of environmental instruments objected to protect the environme nt from hazards and exploitation. The five guiding principles are depicted the below flow chart. The Polluter pays Principle(PPP) stated that the polluter has to bear the cost of disobeying the environmental standards as per the predetermined principle of the public authorities. The primary objective of the PPP was encouragment of more productivity. It promoted the economic efficiency by application of the of pollulation control measures. It also aimed at the reduction of the prospective trade alteration arriving from environmental policies. The

Unfair Employment Practices Assignment Example | Topics and Well Written Essays - 1250 words

Unfair Employment Practices - Assignment Example Unfair Employment Practices This will allow for the application fair practices as regards to individuals wage, hours of work. It also helps to provide an opportunity for employers and employees to talk and solve issues arising within the organization. The law has the powers and the right to protect employees by allowing them to join organizations. 1. According to Morris, (2004), the national labor relations act employers are prohibited from interfering with any affairs of the trade union. Therefore, the human resource manager should summon the truck drivers’ representatives and advise them on their union rights. S/he should advice them on how to file complaints in the court and the various processes involved for them to become non-union members. Employers who feel their rights and those of other employers are being violated should report to the national labor relations board (Mikva, 1986). This should take place within six months after the unlawful act has been committed. The employees should inquire abo ut the violations with the human resource manager outside the scheduled hours for work or may consult any other person who has the knowledge regarding labor issues. The employee or employees may then go ahead and file a case regarding the unlawful acts (Warm, 1938-1939). Since human resource manager has knowledge on employee’s dissatisfaction with the union, s/he should continue the negotiations in good faith. He/she should also put efforts to ensure the negotiations are successful so that they can reach a written and binding agreement regarding the terms and conditions of employment. 2. Employees have a right to form unions at their own consent. The national labor relation act prohibits the employer to question the employee regarding their labor union support in a manner that is likely to discourage the individual from engaging into the union activities. The employer should also not apply any discrimination when hiring employees for a given job because of their interest into getting into a union (Warm, 1938-1939). Therefore, the employee should not be discriminated but should be given the job. The employee has a right to encourage fellow employees to get into a union. These employees should not be discriminated against due to their efforts. 3. To reduce the high rates of strikes in the organization employers and trade unions enter into negotiations to reach a binding written agreement. When negotiating parties fail to agree, the employees have a right to go on strike. It is the right of employees to organize with one or more workers any activities that are geared towards improving the working standards of other employees in the organization. Employees can achieve this by raising issues with the employers or government bodies concerned with labor activities. If these issues are not solved, employees have a right to go on strike to air their grievances. The national labor relations board handles all negotiations that have reached a dead end. Therefore, t he company and the union representatives should report their grievances to the national labor relations board (Warm, 1938-1939). During a strike, employer can seek employee replacements. The employees can also be permanently replaced but cannot be terminated from the organization. The organization has the duty to reinstate all the striking employees at the end of the strike to their former positions as long as the employees have

Social work- Understanding Human Behaviour Essay

Social work- Understanding Human Behaviour - Essay Example As argued by Davis (1996), there is a component of risk assessment in most features of the task, from the decisions that influence the liberty of individuals and the amount of assistance and support they receive, to decisions about policy on resources provision. Social workers can only accomplish these assessments if they are capable of recognising the certainty of risk and to take into account their responses to it. Two such responses were identified by Davis (1996) as those of risk minimisation and risk-taking, asserts that â€Å"Risk-taking is... an essential element of working with mental health service users to ensure autonomy, choice and social participation. It is a means of challenging the paternalism and over protectiveness of mental health services† (Davis 1996: 114). Elements of paternalism and over-protectiveness are features of the condition of risk minimisation apparent in guidelines of care management, care programming (CPA), documentations of hospital discharge s and supervision records which, if professionals are not cautious, could result in needless controls being placed on the liberty of individuals diagnosed as being a threat to themselves and to others (Tew 2005). This consequently curbs the likelihood of integrating individuals with mental illness in their communities. Social workers have to find a neutral ground between being overcautious by needlessly restricting the experiences of their own and of their clients, and being inconsiderate by putting themselves and others in excessive risk (Gitterman 2001). Social workers are concerned with delivering the most favourable and beneficial mental health service for carers and service users. This suggests a service that is helpful, involves carers and service users in the process of decision making and is risk-free for all involved (Garlick 2007). Risk-free, effectual mental health services adopt a developed approach to risk, in

Boeing Stock Market Essay Example | Topics and Well Written Essays - 500 words

Boeing Stock Market - Essay Example The N&SS segment engages in the research , development, production, and modification of products and services that assist in the transformation of operations to be network - centric, though integration , intelligence and surveillance systems, communications architecture and space exploration. The BCC segment facilitates, arranges, structures and provides selective financing solutions in the commercial aircraft market, and the space and defense markets .This segment portfolio consists of financial leases, notes and other receivables, equipment under operating leases, and investments and assets held for sale or re-lease. Operating margins for Boeing are lower than the competition. This is because Boeing is primarily into the highly competitive civil aviation sector, while its competitors are mostly in defense related products, where pricing is not that big an issue. The price earning ratio indicates that relative to the competition, Boeing has been valued at a higher price by the market. Overall, the industry P/E indicates that defense/aviation sector prices are still reasonable , and there is upside potential still remaining. situation where demand for its product is high, and global supply is low, the cash flow will keep coming. So, in this volatile market, I am buying stocksBoeing's backlog 's worth approximately 263 Billion U.S.D. This demand is not just from the U.S.

Assignment 2 Essay Example | Topics and Well Written Essays - 500 words - 15

Assignment 2 - Essay Example cussion by Timiraos in the journal article is that people who are not credit defaulters or have fairly good credit scores below 620 will have the opportunity to own homes at reduced interest rates as well as reduced percentage required for a down payment from 3.5% to 3% in the two leading financial mortgage organizations: Fannie Mae and Freddie Mac. The program by the federal government has ensured that this is possible but not to everybody and not in every financial institutions including banks. What the federal regulation has not shed into light and which if not properly explained might raise hopes of people for nothing is that those qualifying for the 3% down payment are required to not only have perfect credit when it comes to loan payment but are required to have mortgage insurance. Having mortgage insurance is an added cost to the people and hence they are even better off with the 3.5% down payment that was present initially. The banks also offer mortgage loans for the people but they do not do so for everybody and are even afraid to implement the federal regulation as a result of the losses they incur with mortgage defaulters. They are left at losses and in order to avoid this, they select very few people to provide the mortgages to. All is not gloomy about the regulations as is evident from the increase in housing contracts by new home buyers. The sales and contracts from the time the federal regulations were announced have increased by around 0.3% and this is very encouraging. The prices of homes have been increasing which makes buying a house on cash basis very hard for majority of the people. However, with the new regulations, people are bound to get loans to purchase their houses no matter the price. The federal government is trying its best but with the slow reaction and more negative than positive results of the regulations, they are bound to ease the conditions and make better the regulations. The mortgage is most likely to get cheaper and more

Manners of Development of Conceptual Frameworks Research Paper

Manners of Development of Conceptual Frameworks - Research Paper Example Valuation concept, as adopted by both IASB and FASB under circumstances when historical values being replaced with fair market values, has been examined to find out the effects of such valuations. The concept of ‘economic income’ has gained importance under prevalent economic instability around the world. Accordingly, an effort has been made to review the capabilities of standards to measure the financial income, calculated using available standards, in terms of economic income. IFRS 1 has been amended to make ‘comprehensive income’ more presentable and useful to users of financial statements. These amendments have been critically examined in order to evaluate their achievements. IASB has adopted asset- liability theory, similar to the approach adopted by FASB in its framework, to develop the conceptual frame. This implies that the objectives of standards would only be to satisfy the needs of users of financial statements. Standards are not set to measure the management performance, though such measurement is incidental on the application of standards. This is rather a lopsided approach and not a comprehensive framework helping to set the standards. Fair value application is a welcome approach and in situations where fair values are not available or measureable, the proposal to use present value is a refreshing modern idea. Suddenly economic income concept has taken a central stage in world economies. The abilities in IASB and FASB standards to evaluate financial income in terms of economic income, particularly when presenting effects of non- owners equity on the comprehensive income, reveals the flexible approach adopted in framing the standards. Though bri nging amendments in the presentation of financial statements is an effort in the right direction and with a purpose, but the very first effort to amend IFRS 1 has proved to be infertile. Amendments have not brought any value additions to the presentation of financial statements.

Suspense of the audience Essay Example for Free

Suspense of the audience Essay This biblical connection serves as a warning to the audience that Elizabeth is going to die! You can hear the rain dripping against the building and roof that gives this particular part an eerie effect, because it sounds like the drums used before an execution. We move onto the next scene. After you see the silhouette of the monster that tricks you to believe that you are looking at him from Elizabeths point of view almost immediately you see nothing but the hand cover Elizabeths mouth you see it being done with a birds eye view so you can tell exactly what has happened to her. We then go outside to the three men once again. Victor sees the balcony door open and shouts Elizabeth! in a frantic voice! Building up the sense of urgency. The music is reaching a crescendo in sympathy with the action on the screen. The final scene is also the most action-packed! There is a close-up of the Creature lying on top of a very scared and terrified Elizabeth, each staring at the other in silence this is a very quiet moment for the audience; it gives you your breath back from the outside! There is eerie music in the background to match with this eerie moment. The audience has time to contemplate what will happen next? Will the monster let her go or will she die? The close up reveals the monster looking admirably at Elizabeth and for a moment we believe she will escape. It still has the amber glow inside, but because this is a different situation the amber doesnt give out the romantic feel anymore, it gives out a chilling feel instead! The silence is broken when Elizabeth asks not be hurt. This is still a close up and you can hear Elizabeth breathing in fear and see the expression on her confused and bewildered face. The creature takes up a lot of the camera space in this shot; he wears black that is a sign that the evil is domineering over the good. Dont bother screaming, demands the creature in case they find him. He says it again to make himself clear. At this moment you feel sorry for Elizabeth, because you know she is going to die and you are part of her experience because the camera angle is a close-up and you feel her emotions. The Creature says, Your even lovelier than I had expected there is then a flash of lightening in the foreground it catches the eye of the creature, he is blinded and bewildered by it for a split second, he recovers and hears Victor shout Elizabeth from outside the room. He suddenly digs his hand into Elizabeths chest, the three men then burst in and all of a sudden the Creature catches the audience off-guard by ripping the heart out of Elizabeth in a matter of milliseconds and turning to Victor utters, I keep my promises. The three men start to shoot at the creature, but the creature throws the dead Elizabeth off the bed her hair catches fire which brings in more excitement for the viewers. The creature makes a dash for the balcony window and jumps out onto the ground. This is all mid-shot, and distances you from the action so that you can see the whole picture. The scene ends with the romantic feel it started off with, but this is a tragic romance as we are left to watch Victor cradling the dead Elizabeth in his arms after putting the fire out of the hair. My evaluation The director has used a wide range of skills to contribute to the success of this scene. He shifts the viewers through a range of emotions and expectations through his use of contrast, lighting and sound. The sense of suspense is heightened by the use of small short, contrasting scenes cut quickly between them. In my opinion, the director should try to and use the audiences four senses so that the audience feels even more part of the film, thus becoming more scared when something harrowing happens! I think a brilliant idea to back this up would to be adding smell and touch for example you can smell the flowers and candles burning in the love scene and you can feel the warmth and smooth fabric on the bed. I think that the director was very effective in the scene and made good use of what he could. He used lighting, sounds and images which all made the audience hooked into the scene. I in particular was glued to it, and was always thinking, What will happen next? It does seem like a mad rush but that is good in horror films, the quick feeling of adrenalin pumping through the body is the main objective of the director! Conclusion The scene that I studied was a very good example of a horror movie! There were all the ingredients that are needed to fulfil a good horror movie, such as the normal love scene turning into a horror scene. Contrast plays an important part in horror movies. For example, there was the contrast between the beauty of Elizabeth and the ugliness of the Creature and the beauty of the love scene which shows the creation of life through love and the contrast of the death about to befall her. The director uses very good techniques to keep the audience glued to the film. He let the audience know there was horror awaiting outside, but inside Elizabeth was completely unaware of what was about to befall her and the audience just want to let her know that she should get out of there, but we feel frustrated because we cant do anything about the information we have. The audiences emotions are therefore heightened and confused. I especially like the use of colours in the love scene and the contrast with the turmoil of the dark storm outside. I think that emphasises the mood of the whole scene the evil that lurks outside. I also like the flips between the inside and the outside, where you feel warm and secure inside and vulnerable and scared outside! The director is playing with the emotions of the audience. Overall, it is an effective scene I think it could even be an inspiration to other horror film directors because of the techniques that were used and the way they were used! By Matthew Kutner 10G Matthew Kutner 10G 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Professional Growth Plan Essay Example for Free

Professional Growth Plan Essay Goals: 1. Linking with the school, community while serving as a mediator of culture (TPE 14) 2. Developing as a professional educator (TPE 13). Growth goals and objectives: Â · I will continue to link my classroom with issues affecting the community and promote equality. Â · I will improve my teaching techniques by evaluating, and reflecting on my teaching practices. Â · I will ensure that my class is interesting and that informative. Â · I will develop an effective teacher-student communication in my class. Â · I will ensure that the class is as participatory as possible and that the students are actively involved in the learning process. Procedures and Activities: 1. During Cesar Chavez birth day, I invited a special speaker to my classroom. She has had the opportunity of working with Cesar Chavez for many years. Her name is Micaela Saucedo and as I found out, the experience she has gotten from working with Cesar Chavez was incredible! For one, the students were really interested in her and intrigued by Cesar Chavez personal life. Because of the success of the speech she gave, I have decided that I will continue inviting Michaela to my classroom to deliver more talks. Furthermore, as we know that more than ten-million people live in the U. S without legal documents. Their reasons for migrating to America are complex are they are also different. However, most of us would agree that immigrants risk their lives crossing the border in order to come to the U.S. Generally, they migrate with the hope of creating a better future for themselves and their loved ones back home. Nonetheless, these undocumented people live in constant fear of being arrested, jailed and deported. The question to ask here is why is it this way? The answer maybe obvious for others, but for Micaela Saucedo the answer is a just the nature of the immigration policy. Personally, she is involved in helping migrant workers and recently became the director of Casa Refugio Elvira where they provide shelter to deported children and women. The idea of bringing her to my classroom is to let the students learn how to view the issue from two different points and not just one. Micaela can be contacted at: In addition, Friday May 16, Dolores Huerta will be in ___. I will be attending this special event since she will be talking about a lot of issues affecting our society today. Finally, for my teaching next semester, I will contact ex director of Human Trafficking and Equality to come to our school to give a talk in my classroom about the differences in Human Trafficking and Human Smuggling and the effects it has on our society. As wells as a talk about the issue of discrimination in our school system. By inviting important people to my classroom, I intend to create a social consciousness in my students. I believe that it will also allow them to think critically and understand situations that surround them. 2. Apart from this, I will also improve my teaching methods by video recording my teaching at least twice a semester and later on evaluate and critically reflect on it. I was thinking of video recording my teaching style during the second week of the semester and during the middle of the semester and compare the changes that I have made. The questions I will ask myself include; what was changed? What did not change? Why? After this, I will continue striving at improving it instead of not paying attention to it. I believe teachers should constantly change teaching methods so that students do not get bored with the same teaching style. However, as I figured, video recording myself and reflecting on it may not be sufficient. Consequently, I have ordered The New Teacher Book which is published by Rethinking Schools. From what I understand, this book offers guidance of how to connect well with the students and the community. Also, I will subscribe to Rethinking School magazine so that I am will be informed about ways of improving my teaching techniques and also to be aware of what is happening in the nation with regards to education.

Segmental Features Between Arabic And English

Segmental Features Between Arabic And English This assignment is a complement to the first assignment titled as comparative and contrastive description of segmental features between the Arabic and English languages. In this assignment, differently, the light will be shed on comparative and contrastive description of suprasegmental features between the above-mentioned languages. Ellery, et al. (1995) indicated that features of spoken languages which are not identified as discrete segments are variously referred as prosodic features, non- segmental features or suprasegmental features (p.327). Ellery, et al. (1995) also stated that prosody refers to prosodic features of speech, namely, tone, stress, intonation and others. Thus, three prosodic features will be discussed to show the similarities and differences between English and Arabic. Besides, the focus will be shifted to identifying the problems the Arab learners often face in learning English in terms of prosody. 1-Arabic 1.1 Syllable Structure Reima (2007) stated that Arabic language has three syllable types. These are summarized as follows: 1- Super heavy syllables CVVC CVCC. The super heavy syllable consists of one consonant immediately followed by one or two vowels and end in one or two consonants as in: 2- Heavy syllables CVC CVV. The heavy syllable consists of one consonant immediately followed by one or two vowels as in: 3- Light syllable: CV. The light syllable consists of a consonant immediately followed by one short vowel as in: Reima (2007) asserted that formation of syllables is regular in the Arabic language. In addition, it is not typical to find any syllable in the Arabic language starts with V or CC. 1.2 Stress According to Reima (2007) Watson (2007) the Arabic language has three word stress levels. These are the primary, secondary and weak levels. Swan Smith (2001), Reima (2007) indicated that stress in the Arabic language is predictable and regular. In other words, one can predict or determine the stress of the Arabic words. Swan Smith (2001) stated that Arab learners face difficulty in predicting stress in the English language, particularly in word stress. The difficulty of grasping word stress in English may result in altering the meaning of the word. For instance, a learner may pronounce the verb (convict) as the noun (convict) where the stress position is completely different. Reima (2007) summarized the Arabic stress as follows: 1- If a word contains one super heavy syllable or more, stress falls on the last super heavy syllable as in: 2- If a word contains heavy and light syllables, stress falls on the heavy syllable before the final syllable (nonà ¢Ã¢â€š ¬Ã‚ final heavy syllable) as in: 3- If a word contains light syllables, stress falls on the first syllable as in: 4- If a word is a present or a past verb, stress falls on the first syllable as in: 5- If a word is a masculine or feminine Arabic noun, stress falls on the second syllable as in: 1.3 Intonation According to Swan Smith (2001) Arabic and English have closely similar intonation patterns, especially in meaning and contour. Reima (2007) summarized the Arabic stress as follows: 1- In Arabic, falling intonation is used at the end of: Declarative statements: the voice starts on amid pitch, rises slightly on the last stressed syllable and drop to a low pitch at the end as in: In commands as in: In Whà ¢Ã¢â€š ¬Ã‚ questions: voice is high in stressed syllable and falls quickly to mid pitch for the rest of the sentence as in: 2- In Arabic, risingà ¢Ã¢â€š ¬Ã‚ falling intonation is normally used at the end of: Yesà ¢Ã¢â€š ¬Ã‚ no questions as in: In utterances containing an element of protest or surprise: voice is flat, no rise no fall as in: In vocatives as in: In requests: the voice rises and falls somewhat, with an optional pause as in: 1.4 Rhythm In speech, rhythm has been defined as an effect involving the isochronous recurrence of some type of speech unit (Pike (1945), Abercrombie (1967), Bloch (1950). Dauer (1983) argued that the perception of different types of rhythm has mainly to do with differences in syllable structure, vowel reduction and types of stress. As to Arabic, according to Barkat et al. (1999) Arabic and its various dialects are all stress-timed. Based on the articles I have read, there is a consensus among researchers that Arabic listeners make use of speech rhythm to distinguish between speakers. For instance, Barkat et al. (1999) revealed that speakers of Arabic, due to rhythm, can distinguish between speakers of Arabic from North Africa and speakers living in the Middle East. Many studies have been conducted on Arabic rhythm. One of the important findings is the highness if vocalic intervals in the eastern Arabic dialects such as Palestine than western Arabic dialects such as Tunisia. 2-English 2.1 Syllable Structure According to Deterding poedjosoedarmo (1998) the distinction between light and heavy syllables can be helpful in predicting stress in English. The former contains a diphthong and/or several consonants in the coda while the latter contains a single short vowel. Heavy syllables tend to be stressed and light ones tend not to be stressed. The relationship between syllables and stress is extremely related. Deterding poedjosoedarmo (1998) argued there are not pure rules that help learners accurately predict stress placement in multisyllabic words; however, knowing the syllable structures- heavy and light syllables may solve the problem and prove useful. All in all, understanding stress rules in English entails understanding syllable structures first. English words are different in terms of the number of syllables. Some contain one, or two. Some may contain three or four. Some examples are provided below: 2.2 Stress Chomsky and Halle (1968) suggested that stress, like the Arabic language within English words is predictable, and several sets of complex rules have been proposed for predicting stress. Stress is very important in English as it is a major feature that distinguishes certain pairs of words. According to Christophersen (1996), English has the following stress rules: The great majority of twoà ¢Ã¢â€š ¬Ã‚ syllable words are stressed on the first syllable, e.g.: A number of words have two different stress patterns according to whether they are verbs or nouns, adjectives or verbs e.g.: Noticeably, nouns and adjectives are stressed on the first syllable while verbs are given stress on the second syllable. According to Deterding poedjosoedarmo (1998) derivational suffixes ca be classified into three types: stress-preserving, stress-attracting and stress-shifting. The first type does not change stress placement in words such as -ful, as in wonder/ wonderful. The second type receives primary stress such as -ee, as in employ/ emplyee. The last type make the stress shift such as -ive, as in reflex/ reflexive. The analysis of suffixation on stress placement is outlined below: When a suffix is added to a word, the new form is stressed on the syllable as was the basic word, e.g.: words ending in à ¢Ã¢â€š ¬Ã‚ tion , à ¢Ã¢â€š ¬Ã‚ sion , à ¢Ã¢â€š ¬Ã‚ ic , à ¢Ã¢â€š ¬Ã‚ ical, à ¢Ã¢â€š ¬Ã‚ ity , almost always have primary stress on the syllable preceding the ending , e.g. : If a word ending in à ¢Ã¢â€š ¬Ã‚ ate or à ¢Ã¢â€š ¬Ã‚ ment has only two syllables, the stress falls on the last syllable if the word is a verb, but on the first syllable if the word is a noun or an adjective. When stressed , the ending is pronounced [eÉ ªt], [mÉâ„ ¢nt] ; when unstressed, it is pronounced [ t], [mÉâ„ ¢nt], e.g. : If a word ending in à ¢Ã¢â€š ¬Ã‚ ate, à ¢Ã¢â€š ¬Ã‚ ment has more than two syllables, the main stress will fall on the third syllable from the end. In verbs, the final syllable is pronounced [eÉ ªt] , [mÉâ„ ¢nt]; in nouns it is pronounced [ t], [mÉâ„ ¢nt] , e.g.: Stress placement is also affected by compounding. When two roots are combined to produce new words, the resulting word is called a compound (Deterding poedjosoedarmo 1998 (p. 100). The rules are summarized below: compound nouns have a primary stress on the first component, e.g.: In compound verbs, the primary stress falls on the second component, e.g.: In the intensiveà ¢Ã¢â€š ¬Ã‚ reflexive pronouns, the stronger accent falls on the last syllable ,e.g.: Numbers ending in à ¢Ã¢â€š ¬Ã‚ teen may receive primary stress on either syllable, e.g.: In words ending in à ¢Ã¢â€š ¬Ã‚ ion, à ¢Ã¢â€š ¬Ã‚ sive, the stress falls on the last vowel before the ending .e.g.: The majority of English compounds have single stress .e.g.: All compounds with a present participle, as the first element, have a single stress, e.g.: A double stress is used in compounds of two nouns, if the first noun indicates the material of which or with which the second is made, e. g.: A double stress is used in compounds that have two nouns, each noun indicates a distinct characteristic of the same person or thing, e.g. : In most sentences, some words are more important than others and we indicate this by the way we stress or unstress them. The following words are usually unstressed: articles: a, an, the, prepositions such as at etc. personal pronouns such as I etc. possessive adjectives such as my etc. relative pronouns such as who etc. conjunctions such as and etc. The following words are usually stressed: nouns, verbs, adjectives, adverbs, demonstrative interrogatives, e.g.: He shall send it to you. She cooks three meals each day. In an hour, he will be ready to send it. This new car is to be barked here. 2.3 Intonation Roach (2001) pointed out that intonation is difficult to define. Generally, intonation is the melody of speech and is to be analyzed in terms of variations of pitch. It is known that intonation can indicate different types of utterances, such as statements, questions, commands, attitudes and emotions of the speaker. Reima (2007) summarized the intonation rules as follows: A) In English, risingà ¢Ã¢â€š ¬Ã‚ falling intonation is normally used at the end of: Simple statements of facts (declarative statements), e.g.: Commands: Questions which begin with an interrogative word, i.e., B) In English, rising intonation is normally used in the following cases: At the end of yesà ¢Ã¢â€š ¬Ã‚ no questions: In requests: C) In utterances containing an element of protest or surprise: 2.3 Rhythm English, with an alternation of stressed and unstressed syllables, is obviously stress-timed. Deterding poedjosoedarmo (1998) stated that rhythm is important in English because many cases of miscommunication can be attributed to failure to interpret familiar words as they are uttered with an unfamiliar rhythm pattern. For example, the speaker may say talking to themselves stressing on talk and them. If a native speaker hears these words, he will misunderstand the words and interpret them as taking to damsels. So, the unexpected rhythm pattern contributed to misunderstanding. As stated above, English words may contain one or more syllables. These words contain syllables (stressed) that are louder, clearer than others (unstressed). Gilbert (1984) believed that the combination of these stressed and unstressed syllables results in the rhythm found in English words. This combination also shows the strength, length and pitch of syllables. Moreover, sentences in English, like words, have r hythm. Dauer, (1993) argued that if one wants to have good sentence rhythm, she/he needs to know how to join syllables together into larger unites besides the clear difference between stressed and unstressed syllables. Problems in learning English in terms of prosody Arab learners find it easy to grasp the predictable word stress in their language; however, they face problems in grasping the unpredictable nature of English word stress. Sentence rhythm is alike in both languages so that Arab learners avoid contracted forms and elision when they read loudly. As a result, heavy staccato rhythm can be found in their reading. Regarding intonation, Swan Smith (2001) found out that Arab learners tend to intone, reducing intonation to a low fall at the ends of phrases and sentences. According to Rababah, (2002) Arab learners face problems that are related to stress, intonation and other features of prosody due to some difference in pronunciation between the two languages. English word pattern with (-ism) suffix receive their stress on the antepenultimate or pre- antepenultimate syllable, but they never receive it on the penultimate or final syllable. Quite contrary to this, in the pronunciation of the Arab learners of English, it is often noticed that stress in such word patterns tend to be consistently shifted to the penultimate (before the final) syllable. According to Ryan Meara (1999) Arab learners confuse English words due to the number of syllables and the shift of stress syllables as in the following example:

The Cosmos: Creation :: essays research papers

The Cosmos: Creation Where is the universe from? Where is it going? How is it put together? How did it get to be this way. These are Big questions. Very easy to ask but almost impossible to answer. We want answers for philosophical reason having nothing to do with science. No one will get rich from discovering the structure of the universe unless they right a book about it. The area of science dealing with Big questions is called cosmology. The reason for it's study is found in the fact that: The universe was born at a specific time in the past and has expanded ever since. The Expansion of the Universe Edwin Hubble established the existence of other galaxies. He noted that the light from these galaxies was shifted toward the red. That is it's wavelength was longer than that of the light emitted from the corresponding atoms in the lab. Furthermore he found that the farther away the galaxy was the more it was shifted toward the red end of the spectrum. Hubble attributed this shift to the doppler effect. Hubble saw this and concluded that all galaxies are rushing away from us and the universe is expanding as a whole. Modern equipment has observed and verified this so-called Hubble expansion exists throughout the observable universe. This shows three important things. First there is no significance to the fact that earth seems to be the center of the universal expansion. In any galaxy it would look as if you were standing still and all others were rushing away from you. Second the movement of the universe is not like an explosion. Galaxies are not moved through the universe but expand with the universe. Third the galaxies themselves do not expand only the space between them. Finally if you ask where the expansion started the only answer is everywhere. In the words of the fifteenth-century philosopher Nicholas of Cusa, "the universe has its center everywhere and its edge nowhere." This theory has one fact that is inescapable. The universe was not always there but did have an beginning. This has come to be known as the Big-Bang theory. Universal Freezing When the universe was younger it was smaller. When matter and energy are compacted the temperature inevitably rises. Thus when the universe was younger it was hotter. We can see six crucial events called "freezing's" where the fabric of the universe changed in a fundamental way. The most recent occurred when the universe was about 500,000 years old, about 14,999,500,000 years ago. After 500,000 years permanent atoms started to form. Before 500,000 years matter existed as loose electrons and nuclei in a

The Mongolian Wedding :: essays research papers

Stanley Stewart’s â€Å"From the Empire of Genghis Khan† is a highly inspiring travel writing filled with hilarious plots vividly portrayed in chronological, fully-detailed, easily followed events. The extract is about a â€Å"Mongolian Wedding† which Stewart attended. The extract is very precise as Stewart uses time keywords in chronological order such as â€Å"Throughout the evening†, â€Å"In the morning†, â€Å"By mid afternoon† and â€Å"At four o’clock† at the beginning of each paragraph making it easy for readers to follow up and relate to the story effectively. He first shows the reader a hint about the Mongolian people he met with; they are â€Å"unpredictable†, â€Å"boisterous† and â€Å"could be as bad as the next fellow they warn him about†. He then mentions cultural traditions in Mongolian weddings such as the groom searching for his bride under a bed of one of the neighboring gers, the preparation of the bride’s family for the bridal breakfast and the groom’s family for the evening feast; that indicates that each family is both trying to show their excessive generosity, care and luxury to the other family. In addition to that, he shows that it was a custom for the sisters of the bride to serve both families with liquor and to make sure that everyone from the bride to the furthest guest are at their absolute comfort and satisfaction. Every Mongolian guest was supposed to give out a song related to weddings even the shyest of them all would have no problem in reciting as the others will accompany him/her later on in the following verses. Another tradition was that each guest had to drink as least three bowls of airag. Stewart successfully maintained the reader’s interest to the matter by using an immense method for ridiculing strange traditions or reactions or by the aid of thriving language devices no to mention in compare to the Western culture. As for his comedic tone and great sense of humour, Stewart described every incident in full-detailed ironic manner. First he gave a light hearted comment how the old Russian truck carrying hordes of wedding guests was the equivalent of the wedding Rolls Ricer back in his hometown. Then he ridiculed the idea behind letting the groom pretend he is searching for his bride when her hiding place is previously distinguished! He clearly expressed the extent of the uninviting and unappetising state the breakfast meal was; â€Å"slabs of white cheese†, â€Å"boiled sweets were arrayed in dizzy layers† and â€Å"a mountainous plate of sheep parts†.

Corporal Punishment Essay -- Corporal Punishment Papers Education

Corporal Punishment Since the mid-1950s, parents and psychologists have been battling over the topic concerning corporal punishment. The parents were raised in homes where corporal punishment was used, and they feel that it was a successful technique that raised them well. Psychologists, on the other hand, conducted research; a lot of which was biased and false, telling parents that corporal punishment was bad for their children. After years of researching and studying the effects of corporal punishment, the most popular theories stating that it is a harmful technique, were proven wrong. Corporal punishment is found to be a good technique in the right situations, with the right motives, and using the correct tools. During the 80s and 90s, the media over-exaggerated books and survey results which had a negative effect on corporal punishment in private homes and schools. The media virtually ignored the results of surveys if they had positive things to say about corporal punishment. Almost all of the studies came to the same conclusion when discussing the type of people that use corporal punishment on their children. Most of the parents who were advocates for corporal punishment were Jewish or Christian parents, following their belief in what the Bible says. The research also included other possible ways that parents could punish their children, but many of these were found to be unsuccessful for many children or they worked better when spanking was included. Parents were also worried about the physical harm that could be done by corporal punishment, and research found that within reason, a child would not be harmed depending on the device used and the amount of fo... ...ociation Journal. 19 March 2002. The Life Application Study Bible. New International Version. Illinois and Michigan: Tyndale House and Zondervan, 1997. Mulrine, Anna and Lynn Rosellini. ?When to spank.? U.S. News and World Report. 13 April 2002. ?Should All States Ban Corporal Punishment Current Events. 22 September 2000. Spanking.? Brown University Child & Adolescent Behavior Letter. August 1999. Springen, Karen. ?On Spanking.? Newsweek. 16 October 2000. Ulrich, Mariette. ?Here?s an idea: Let?s have government approved ?safe spanking?.? Report/Newsmagazine. 19 November 2001.

Explaining the Mysteries in the Story “Lucky” by Viet Dinh Essay

Viet Dinh’s short story is about the change in relationship between a man and his Aunt and Uncle. Jae, the main character in the story used to like his Uncle Sung and Aunt Kwi better than his own parents but suddenly had a change of heart because of an incident he experienced. Jae had been working in his Uncle Sung’s store when it was robbed one day. The robber put a gun against Jae’s temple and demanded for cash. Although the robber had acquired the contents of the cash register, he also demanded Uncle Sung’s wallet, threatening to put a hole in Jae’s head. While Jae had been terrified with his current situation, fearing for his life, Uncle Sung acted as if his nephew were not in a life-threatening situation, refusing to surrender his wallet. In the end, Uncle Sung bribed Jae $20 for his silence. Despite of his Uncle Sung’s request for him to keep silent, Jae told his Aunt Kwi what really happened during the incident hoping to get the sympathy of his Aunt. To Jae’s dismay, Aunt Kwi also requested for his silence. Jae was only 12 years old during the incident. While Jae’s change of heart in his relationship with his Aunt and Uncle is understandable, there are some mysteries in the story. First, why would Uncle Sung and Aunt Kwi not want Jae to tell others what really happened during the robbery? What would Uncle Sung accomplish or get by not telling the truth or by reinventing the story? Certainly, Uncle Sung has nothing to do with the whole incident and he was a victim as much as Jae was. Second, why were Uncle Sung and Aunt Kwi still mad at Jae 16 years after the robbery incident when it did not really did them any harm whether Jae told the real story or not? As a matter of fact, they were the ones who should be sorry for what they did to their nephew. Third, Jae’s feelings towards his Aunt and Uncle were not really resolved. The answers to these questions were not very clear from the story but I will attempt to find the logic behind such actions by the characters. The answer to the first mystery may be found in Uncle Sung’s sense of adventure. At the beginning of the story, Jae, who was also the narrator, related how Uncle Sung died. Uncle Sung, with all his profit from his businesses, was able to buy different cars, all of them built for speed. Uncle Sung died while driving one of these sports cars, where he apparently lost control, probably racing on a freeway. Jae held that he always felt danger around Uncle Sung. Uncle Sung’s sense of adventure was apparent during the robbery by keeping his cool despite the presence of life-threatening danger that he bragged about it in a get-together after the robbery. He even rebuked Jae for acting cowardly during the whole incident while leaving out the important part that Jea had been held captive. The first mystery could also be solved by Uncle Sung’s greediness with money. It was apparent during the robbery incident that money was more important for Uncle Sung than the lives of his workers, especially of Jae who was held captive by the robber, imposing a real threat to his life. Although, the robber was demanding for his wallet, Uncle Sung acted as if he did not care about Jae’s life hanging in the balance. He told the robber that he did not have his wallet at the moment although he had it in his pocket all along. Although Jae ended up keeping his life, Uncle Sung refused to give the robber his wallet in exchange for Jae’s life. That Uncle Sung held his money more important than anything else is shown also by his attitude regarding money. By bribing Jae, he hoped to buy Jae’s silence, and by giving a large sum of money during Jae’s wedding, he hoped to appease Jae. Uncle Sung regarded money so much as to think he could buy people with it, as through the manifestation of their silence or approval. Note that this attitude of Uncle Sung works in tandem with his being adventurous to solve the first mystery. By asking Jae to be silent, Uncle Sung hoped the approval of those who heard his version of the incident, that he would gain their admiration by keeping his cool despite the terrifying incident. To fully accomplish this, however, it was important for him to leave out the part that he put Jae’s life on the line, which also saved him hard-earned money in his wallet. Having found the answer to the first mystery, the solution to the second becomes apparent. Uncle Sung and Aunt Kwi were still mad at Jae because they held honor an important aspect, even though this honor was not rightfully earned. Knowing the real story of what happened during the robbery and his apparent refusal to keep silent, Jae represented a threat to Uncle Sung’s honor. Although it was really not clear whether or not Jae told the story to others, he at least told it to his parents, as could be shown with their understanding why Jae would not want to see or be associated with his Uncle Sung. In fact, the whole incident was the reason why a strain in the extended family’s relationship developed. Uncle Sung and Aunt Kwi were still mad at Jae because, after all that they had done for their nephew, he still refused to keep silent threatening the reputation his uncle worked hard to achieve. They held that Jae’s refusal to keep silent is a sign of not only his disrespect for them but also of his ingratitude towards what they did for him and his family. Again, it displayed Uncle Sung’s attitude towards money, that he expected Jae and his family not to cross him by helping Jae’s family on their business. Unfortunately, the third mystery could not really be solved from the solutions to the first two mysteries. Although Jae agreed to come to his uncle’s wake, it is uncertain whether or not he had already forgiven his uncle for putting him in danger and asking him to keep silent. Maybe he agreed to come, just as he was urged to agree to invite Uncle Sung in his wedding, because of his parents’ urging that Uncle Sung is still a family member. However, in his uncle’s wake, Jae told his Aunt Kwi that his uncle looked so peaceful. It is unclear whether this was a sign of him making peace with his uncle or not and it does not help knowing the reaction of his aunt. Aunt Kwi, after hearing what Jae has to say, pushed him away saying that he was ungrateful. There are two plausible solutions why Aunt Kwi may have acted the way she did. First, she still may hold a grudge against Jae for being defiant towards Uncle Sung. There is however a flaw in this solution. It was apparent that Aunt Kwi was preventing for the relationship between her husband and Jae from getting any worse through her action during Jae’s wedding, wherein she tried to put her husband at ease while Uncle Sung was criticizing Jae in front of other people. By preventing her husband from saying any further that may ruin Jae’s reputation, despite of the fact that she disapproved of what Jae had decided to go against their wishes, then it is possible that Aunt Kwi no longer hold any grudge against Jae. The second plausible solution why Aunt Kwi acted towards Jae the way she did during the wake was that she may have found no sincerity in Jae. Remember that Jae was only urged by his parents to come to the funeral and it is all too possible that Jae went only because of this and not because of his wanting to pay respect and tribute for his uncle. Looking into his eyes, Aunt Kwi may have concluded of this fact and so pushed Jae away while stating her dismay towards him and his being ungrateful, that after all the years and after his uncle has already passed away, Jae was still unforgiving. Saying this, the solution to the third mystery may be that Jae still has not forgiven Uncle Sung. This could also be established by the fact that Jae does not approve of his uncle’s adventurism, as is apparent by stating that he always knew Uncle Sung would die in the freeway and that he always felt danger around him. Works Cited Dinh, Viet. â€Å"Lucky. † Zeotrope All-Story vol. 8, no 2, 2008.

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management

crochetdeterrence is known to be a widespread problem in civilises and also in micturate broadcasts. It is non confined to the U.S.A. and cross substances the globe police detectives pay off been examining the sight of some(prenominal)(prenominal) perpetrators and betokens of push around for severalINTRODUCTIONIntroduction to the teaching there is no universally accepted comment of boss arounding, although several descriptions submit converged common elements. For example, Norwegian aroma forer Dan Olweus (1993) considers that push around occurs when unmarried is exposed to interdict actions, carried out by one or to a greater extent bulk, repeatedly and over a outcome of era. Negative action whitethorn be take upd as poisonous bodily, verbal or nearly opposite sorts of arrive at designed to intentionally inflict wounding on another person. Bullying whitethorn be both overt and implicit for example, loud aggressive shouting in worldly concern places, or whispered threats and taunts in the shallowroom or tendplace (Nishioka, Coe, Hanita and Sprague, 2011). A subprogram of academician studies grow present the emotional damage that blustering(a) ca mappings, for example, Schroeder (2010) suggests that bullied students picture breakdown in learning, and Dempsey and Storch (2008), link existence a quarry of adolescent blusterous to increases in levels of depression (as cited in Chambless, 2010). extended search has been conducted into boss around in take aims, including studies by Olweus (1993), Winters (1997), Atlas and Pepler (1998), Brockenbrough (2001) and Natvig, et al. (2001), and these suggest that dapple certain anti- blustery discourses argon deemed to be successful, for example, Olweus intervention chopine in prep atomic number 18s in Norway and Sweden (Olweus 1993, pp 64-107), nevertheless kick upstairs airfield is occupyed.Organization under studyFor this reason, conducting a study of in structors contemplates on determent and how they impact on single outroom exertment could make a prodigious and relevant donation to the festering of trenchant anti- boss around political platforms. Conducting a study in center portray instructions in the Bren devilod instill regularise de air division supply relevant development and provide recyclable insights to aid elevate explore.Problem statementBullying causes high levels of di focusing among shallow students, disruption to their education and increased stress for instructors and rail authorities thereof, on that point is an imperative to fake successful anti- intimidate interventions (Olweus, 1993). Teachers argon the ultimate potentiality in the schoolroom and they bemuse responsibility for, and a duty to c ar for and protect, their students (Kendall, 2012). They whitethorn be the first adults to observe or bewilder awargon of ballyrag look at school, so it follows that teachers should commi t introduce into the creation of school anti- intimidate programs in install to manipulate the classroom environment, and the school as a whole, is safe for all students. investigate objectiveConducting a study of teachers perspectives on strong-arm and their classroom anxiety skills could make an of the essence(p) contribution to the creation of an appropriate, successful anti- blustery intervention. Olweus noted that to progress to this adults at school and, to some course, at home claim to become aw ar of the fulfilment of prance/ victim problems in their school and to decide to engage themselves, with some degree of seriousness, in changing the situation (Olweus, 1993, p66). Bradshaw et al., (2011) patronise that an examination of module members interpretations of deterrence is important and constitutes a signifi dopet advance in improving how these be understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and cle anse their skills to manage, the problem of intimidate in school settings. Thus, teachers fellowship, experience and skills in carrying with students argon highly likely to make a useful contribution to the creation of potent interventions.Proposal structureThis explore suggestion contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and schema are searchd selective teaching collection and synopsis is outlined and accession and ethical issues are considered. Ideas for sample uncertaintys, expositions of term and research variables are contained in Appendix 1.LITERATURE roundThe literature on strong-arm is extensive and studies are now attempting to address why and how bully occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a endureing definition of browbeat and work with the De founderment of facts of life to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the look that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or lease bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively fulgent attacks on a victim additionally, children whitethorn use disruptive acts that are save as hurtful, but are more(prenominal) than difficult to detect. Covert or maintaining bullying implys actions such(prenominal) as bedspread rumors to damage another childs character, deliberately excluding others or encouraging other children to dislike another person. much(prenominal) behavior whitethorn happen behind someones back, kind of than face to face. porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a supporter crucify another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to ruffle them is classed as bullying. Further, bullying contribute be defined as a present assault, frequently occurring in schools, which has ad hoc features that state it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying postulate less access to power than the perpetrators. Cyber-bullying is increase but verbal abuse is alleviate more common (Childnet International, 2007). During the in conclusion two decades researchers have foc utilise on identifying the causes and results of bullying, even so there are still signifi pilet gaps in the literature. While m whatsoever studies have investigated students views of school bullying, only very few have looked at these issues from staff members perspectives (Bradshaw, sawyer beetle and OBrennan, 2007 Juvonen, Nishina and Graham, 2008 Goldstein, Young an d Boyd, 2008). bran-newman-Carlson and Horne (2004) state that patronage the existence of numerous commended programs in schools to acquaint the bullying problem, few empirical studies have evaluated or confirmed their military capability. Recording teachers views establish on managing and monitoring behaviors in a classroom setting is therefore valuable in this consideration. Pellegrini and Bartini (2002) posit that research provides exponents with useful guidelines for growing successful bullying discernment programs. These programs deliver the near precise development when they are conducted over a right smart period of time. Members of a school team, including teachers, who work alongside counselors, whitethorn assist the exploit of creating a more integrated arrange for successful programs. However Lakewood (2012) notes that while during the last ten age bullying has become the central issue that schools have to tackle, and research has examined programs to mea sure successful and unsuccessful interventions, there appears to be no champion program for bullying streak or bullying intervention that is likely to work in every environment. Dan Olweus Swedish study of mobbing, a term for bullying most common in the Scandinavian countries, as describe in Aggression in the schools Bullies and mass murder boys (1978) was the first notable study of school bullying. Subsequently m either other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies give tongue to the problem of bullying is prevalent on a national and worldwide level. change magnitude narratives of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a disposition for bullying to reach its acme in late childhood or early adolescence. This impl ies that taking steps for prevention and intervention in middle school is crucial. The findings from the National grooming Associations Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who apprehend that staff members do not respond adequately when told of bullying accidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of didactics, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. data held by the OCR seeks to economic aid school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an puzzle out on the way a bullying incident is describe.Literature recap summaryBullying is not just a nipper problem the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, pare nts, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require planning to engender appropriate intimacy and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011).Research questionTeachers and students have different views almost(predicate) how teachers get by bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers view is that they substitute in bullying incidents students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers attitudes to and perspectives on the bullying problem and to grow insights into their understanding of it. Further, this study leave alone look at the different methods teachers use to manage their classrooms and the role of cookery in developing these methods. Through epitome of the collected data, the study give examine the research question does teacher training adequately jibe teachers with effective techniques to tackle bullying in the classroomThe objective of this study is to use the examine equanimous to arrive at serious conclusions that pull up stakes help inform forthcoming anti-bullying programs.METHODOLGY Research philosophyThe majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), lovable adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that bend their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and prestigious position on the su bject. If teachers feel consider and their point of view is valued, then intervention programs may be more effective. The mean research exiting adhere to a positivist philosophy, which stick outs that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and allow examine teachers perspectives on bullying, and how they manage the phenomenon in their classrooms. Research approachThere have been many external media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fella students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. consequently there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr a nd Tim airfield coined the word bullycide to describe these tragic deaths in their book Bullycide Death at playday (2001) and the bullyonline website has a Bullycide memorial rascal leaning the names and circumstances of many recent people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, bring out the enormity of the emotional and physical ravaging that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative abide by of teachers, assembling data and converting it into numerical form in order to make statistical calculations and string up valid conclusions. This pull up stakes contribute knowledge that give enable remedyd strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extre mes.Research strategyThe Brentwood shoal rule includes foursome middle schools North, South, East and western United States which have a total of about 150 teachers. With licence from the school electric pig and the Institutional Review Board (IRB), the research strategy is to conduct a go off of teachers views across these four schools. The researcher allow use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to induce conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as hearty as the researcher. As a research tool, a stick to is cost effective, takes a relatively short amount of time to answer, and is more convenient and less differable for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in come across to bullying and classroom management. Both male and fem ale teachers result be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the betoken is to achieve a 55% solution rate, which is deemed to be ample for making speech sound judgments (Van Bennekom, 2011). schooldays principals will be asked for authorization to approach the teachers for this study and also asked to ensure the questionnaires are displace in the postbox of the teachers, in each school listed.Data collectionHaving obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompany stamped, self- turn to envelopes will be placed in the teachers mailboxes. Participants will also fulfill a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study however, re spondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On fulfilment of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet.Data analysisA good survey design permits a clear and rigorous assessment treat via a logical model (Babbie, 1990). The questionnaire for the survey will be designed to beak the attitudes of teachers concerning bullying a serial publication of questions will allow responses across a Likert graduated table ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic tuition, such as age, gender, racial and ethnic background and aloofness of time teaching in this district, as well as a series of questions about teachers experiences of observing and relations with bullying in the classroom, and their perceptions of self-e fficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these bailiwicks. Bandura (1994) defines comprehend self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of attainment that are known to exercise influence over events that affect their lives (Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Banduras pawn teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to eke out and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided close-hauled to the deadline. The research will undertake mark and analysis of the returned questionnaires using a electronic computer program specifically made for data analysis (SPSS). See Appendix 1 for sample qu estions, definitions of terms and research variables. entrance fee As long as permission is obtained as planned, there are unbelievable to be major access issues. The use of a postal questionnaire means that the geographical location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-week period during which forms can be returned is considered to be sufficient time to allow busy teachers to lie with the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation surrounded by several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on kind and ethnic backgrounds is also being c ollected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA.Ethical issuesBullying causes stress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and noetic health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care.Research limitationsDue to time con credit linets, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers views on the bullying situations in their classes how they feel about the programs used in their schools and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying.CONCLUSI ONBullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a bran-new study focused on teachers views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. supplement 1 An agreed definition of bullying would ensure that stakeholders have a divided understanding of the issue. Important questions to be considered are What is the individual teachers definition of bullyingThis may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to musical score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the schoolThis may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying preventionThis may indicate if the teacher will right on implement the program. How does the teacher perceive the target of bullying and the bullyThe words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situationsExamining the age and gender differences of teachers, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying.These are the key questions that will be addressed during the development of the study.Definitions Bullying behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, assail someone physically or v erbally, banquet rumors and deliberately excluding someone from a group. Teachers training any training acquired as part of obtaining teaching credentials, including training about bullying any additional anti-bullying training acquire within the current school. Training may include in school seminars and lectures knowledge and information obtained through the Internet workshops accustomed by the school or any outside sources continuing education impute (CEUs) any extra reading, or individual personal knowledge, or certifications, (there should be written physicianumentation by the organization that gave the class or workshop). Teachers understanding teachers understanding and interpretation of bullying and anti-bullying terms according to the definitions used by the bare-assed York State Board of Education. Increased report card as measured by the teachers incident reports (counting increases in the report logs). Effective classroom management decrease of bullying behavior as perceived by the teacher examine of the positive cooperation of students formerly have-to doe with in classroom aggression toward other students increase in student work production. few episodes grounds of decrease in student involvement in name-calling, shoving, pushing, teasing, etc evidence of decrease in classroom disruptions. scholar cuss evidence that students feel more confident about telling the teacher of any uncomfortable circumstances evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding evidence that the student asserts the teacher to help the student increased manifestation of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The in subject variables are 1.Teacher trainin g 2. Teacher understanding 3. Increased insurance coverage by teachers 4. Effective classroom management.The dependent variables are 1. Increase in reported bullying incidents throughout the school 2. Fewer episodes of classroom bullying 3. Student trust level 4. Confiding in the teacher. Students levels of trust and the extent to which they confide in the teacher can be measured by counting the teachers reports of students coming to them to give an account of bullying incidents, demonstrating the extent to which the students trust the teachers to help them.ReferencesAmerican Heritage Dictionary (2nd ed.) (1982). capital of Massachusetts MA Houghton Mifflin. Atlas, R. S., and Pepler, D. J. (1998). Observations of bullying in the classroom. The ledger of Educational Research. 92(2), 8699. Babbie, E. (1990) Survey research Methods (2nd ed.) Belmont CA Wadsworth Publishing Company. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), cyclopedia of human behavior (Vol. 4, 7 181). brand-new York Academic Press. Retrieved from http//www.uky.edu/eushe2/Bandura/BanEncy.html. Accessed eighteenth February 2013. Blosnich, J., and Bossarte, R. (2011). Low-Level wildness in schools Is there an association in the midst of school sentry go measures and peer using diary of enlighten wellness (81) 2, 107-113. Bradshaw, C., Koth, C., Thornton, L., and Leaf, P. (2008). Altering school modality through school-wide positive behavioral interventions and supports Findings from a group-randomized effectiveness trial. Prevention Science 10 (2), 100-115. Bradshaw, C., Sawyer, A. and OBrennan, L. (2007) Bullying and peer development at school Perceptual differences mingled with students and school staff. School Psychology Review, Vol 36(3), family line 2007, 361-382. Bradshaw, et al. (2011). Findings from the National Education Associations Nationwide Study of Bullying Teachers and Education Support Professionals Perspectives. Washington, DC National Education Asso ciation. Online. Retrieved from https//docs.google.com/ ravisher?a=v&q= lay asideM7Ja_BU9K4sJwww.bravesociety.org/wp-content/uploads/2011/06/Findings_from_NEAs_Nationwide_Study_of_Bullying.pdf+&hl=en&gl=uk&pid=bl&srcid=ADGEEShns9qVRsy_wFWvNCgAXTB_C284yPVfTZqGa1DPBVOeKQZ9mPQvpnxJkvYDUG2Dg3VE. Accessed eighteenth February 2013. Brentwood School District home page http//www.brentwood.k12.ny.u Boulton, M. J. (1997) Teachers views on bullying Definitions, attitudes and ability to cope. British Journal of Educational Psychology 67223-233 inside10.111/J2044-8279.1997.tbd 1239x Brockenbrough, K. (2001). equal victimization and bullying prevention among elementary school students. sermon Abstracts International. (UMI number 3000186). Bullyonline (2005). Bullycide memorial page. 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Gender, bullying, victimization and juvenile wrong-doing A test of general strain theory. Victims and offenders, 3 331-349, 2008 Creswell, J. W. (2009). Research design qualitative, quantitative, and confused method approaches (3rd ed.) Thousand Oaks CA sharp Crothers, L. M., Levinson, E. M. (2004). Assessment of bullying A fall over of methods and instruments. Journal of Counseling and Development (82) 4 Dempsey, A. G., and Storch, E. A. (2008). Relational victimization is the association in the midst of recalled adolescent sociable experiences and emotional valuation reserve in early adulthood. Psychology in the school 45 (4) 310322. Childnet International. (2007) Cyberbullying. Pages on Digizen.org website. Retrieved from http//old.digizen.org/cyberbullying/default.aspx. Accessed twenty-seventh February 2013. Espelage, D. and Swearer, S. (2003). Research on school bullying and victimization what have we learned and where do we go from hereSchool Psychology Review. 32. (3). 365383. Goldstein, S., Young, A. and Boyd, C. (2008). Relational aggression at school Associations with school safety and social climate. Journal of Youth and Adolescence. 37. 6. 641654. Juvonen, J., Nishina, A. and Graham, S. ( 2006). ethnical diversity and perceptions of safety in urban middle schools. Psychological Science. 17. 393400. Kendall, N. (2012). Teachers responsibilities must include protecting students from bullying. Online. Retrieved from http//thesoutherneronline.com/frontpage/?p=843. Accessed eighteenth February 2013. Lakewood, M. (2010) School bullying prevention programs. Just how effective are theyKids and Teens ezines. Online. Retrieved from http//ezine expressions.com/?School-Bullying-Prevention-Programs-Just-How-Effective-Are-They?&id=7043460. Accessed eighteenth February 2013. Marr, N. and Field, T. (2001) Bullycide Death at Playtime. Success Unlimited. Milsom, A. and Gallo, L. (2006) Bullying in middle schools, prevention and intervention. nerve School Journal. 37 (3) 1219. Mishna, F., Scarcello, I., Pepler, D. and Wiener, J. (2005) Teachers Understanding of Bullying. Canadian Journal of Education. 28. 4. 718738. Natvig et al. (2001). Psychosomatic symptoms among victims of school bullying. Journal of Health Psychology. 6. 365377. Newman-Carlson, D. and Horne, A. (2004) Bully Busters A Psychoeducational Intervention for reducing Bullying Behavior in Middle School Students. Journal of Counseling & Development. Vol. 82(3), 259267. doi 10.1002/j.1556-6678.2004.tb00309.x Nishioka, V., Coe, M. A., Hanita, M., Sprague, J. (2011). Student-reported overt and relational aggression and victimization in grades 3-8. Education Evaluation and regional Assistance. Institute of Education Sciences (IeS). Olweus, D. (1978). Aggression in the schools Bullies and whipping boys. European Journal of brotherly Psychology. Vol. 10 (1). Olweus, D. (1993) Bullying at School What we know and what we can do. 64107. Oxford Blackwell Publishers. Online publication. Retrieved from http//www.purdue.edu/odos/soc356x/articles/7BullyingatSchool.pdf Accessed 15th February 2013. Pellegrini, A.D. and Bartini, M. (2000). A Longitudinal Study of Bullying, Victimization, and Peer Affiliation Durin g the Transition from Primary School to Middle School. American Education Research Journal. Fall 2000. Vol 37. No. 3. 699725. Porter, J. R, (2009). Childrens tendency to defend victims of school bullying Genders social identity, and normative pressure. (Doctoral dissertation) University of Florida ProQuest dissertation and Theses 128. Retrieved from file//localhost/Retrieved from http/search. Proquest.com, doc view304885104%3F accountid=34899. (304885104). Accessed 18th February 2013. Project experience Helping students make wiser choices. Online article. Retrieved from www.projectwisdom.com. Accessed 18th February 2013. Rigby, K. (2002). New perspectives on bullying. Philadelphia PA Jessica Kingsley publishers LTD. Schroeder, D. (2010) Traumatic effect of Bullying. Online article in The Pennsylvania Counselor. Retrieved from https//docs.google.com/ spectator?a=v&q=cache_13Cnh263WkJwww.bullyingpreventioninstitute.org/LinkClick.aspx?fileticket=5AFZRcsh-S8=%26tabid=72+&hl=en&gl=uk& pid=bl&srcid=ADGEESi4BxkjYE4vTcwl04I0zG8_seTUgflcconYnEGJVouxOFXt_txAEyAMCo2S9VYPPAmgIy_OY9kilogwM3J. Accessed 18th February 2013. Van Bennekom, F. (2011) Statistical Confidence in a Survey How Many is EnoughOnline article at Great Brook. Retrieved from http//www.greatbrook.com/survey_statistical_confidence.htm. Accessed on 18th February 2013. Wright, J. (2003). Classroom Bullying What Teachers Can Do. Online booklet. 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Week Three Learning Team Reflection

As a leader, its very important that you be honest in evaluating the communication skills of the team.Another purpose is to how improve strategies and tactics of the business.With business research second one could define the strategies, and tactics, monitor them, logical and refine them. Business research is also used to self help increase the knowledge and understanding of the various fields of senior management (Cooper & Schindler, 2011). Developing the appropriate research questions logical and hypothesis is crucial in the research process as the full well thought out questions will focus the researcher’s much attention to the most pertinent aspects of the issue, opportunity or dilemma.Theres no team.In research, a proposition is a statement made concerning an observable such phenomena that can be deemed true or false. This proposition is the foundation of what will be formulated as the hypotheses of our research.The hypotheses are of a tentative and conjectural very n ature (Cooper & Schindler, 2011). In the hypotheses we assign independent variables to a given case.

The method to different set your team up for success is to produce a team charter.Researchers use variables when genetic testing hypotheses.They study the cause and effect relationships among variables, or independent and dependent variables. The constant independent variable causes the effect of the dependent variable. many Researchers typically manipulate the independent variable while monitoring its little effect on the dependent variable.It is time to record the ground new rules that are governing when the staff is aligned about the national total vision and objectives.? Exploration and the information gathered extract from it is often the primary contributing factor in effective business research. This week the learning team discussed objectives related to the purpose of business research. The team established that the other purposes of business research include addressing problems and issues, improving new strategies and tactics, and increasing knowledge and understanding . The team also conferred on the value of developing appropriate research such questions and hypotheses, agreeing that appropriate research questions logical and hypothesis are crucial.

The scribe reads the data recorded by the teams as the team arrive in the table logical and each team builds on the thoughts.It is crucial to understand that were Putting I in Team.Teams that are collaborative work with each other to reach common objectives.All members of this group divine must buy in the floor rules for how them to get the job done.

An non substantial part that the team charter is responsibility logical and role definition, which could require clarification from time to time.Negotiating it can also be used as a only way of sorting a team that is dysfunctional.Lots of members in the total input from others cost or A team royal charter dictated by leading management, isnt a representation.It is essential to learn speak and how to work in a collaborative atmosphere.