A New Term Has Emerged In Education Recently That Has...

A new term has emerged in education recently that has teachers unease with how they feel about it. The ever so emerging â€Å"flipped classroom† technique is starting to become integrated in several classrooms today. The reason so many teachers are suspicious of the technique, is because it is foreign and rather new. Traditional styled teachers are struggling to accept the new style due to the deranged forms of learning. Whereas the newer teachers are excited to track progress and learn new techniques. I personally feel that educators need to respect the fundamentals of education, and embrace the ever so changing society. Central Methodist University should flip their writing courses because it enhances student learning and collaboration,†¦show more content†¦Technology has been advancing rapidly during this generation, in turn, causing members of this generation to be highly dependent on technology. The flipped classroom utilizes technology to enhance learning insid e and outside of the classroom. Allowing students to learn on a device which suits their comfortability level, makes learning a subject less scary or intense. â€Å"By obtaining videos from other sources the students indicate they are more engaged and found the information refreshing,† (Schmidt) . Many teachers see the technology aspect of flipped classrooms as the deciding factor. Some teachers feel that some children will not have access the videos then resulting in students lacking the lesson. However, on the flip side teachers have combated this problem by providing students with technology when they are in the classroom. Utilizing technology in the classroom has enhanced learning capabilities, and has maximized the potential for several students. Using technology also allows students that are absent to have access to the videos online. Living in Missouri we experience a lot of miserable weather, with a flipped classroom students can continue to make progress at home with the videos online. An advanced placement chemistry class was able to almost complete a whole unit on their own when out of school for a week due to snow (Hardy) . Having to review the videos and lectures that they post online, teachers are now double checking their work. In order for theShow MoreRelatedThe Case Of Epperson V. Arkansas953 Words   |  4 Pagescase of Epperson v. Arkansas (1968) was argued before the Supreme Court. The case originated in 1965, when Susan Epperson was hired to teach 10th grade biology at Little Rock Central High School. The local school board had recently adopted, as a part of an approved curriculum, a new biology textbook that included a section on evolution. Immediately, Epperson recognised her dilemma; that to teach the required curriculum would put her at risk for dismissal under the â€Å"anti-evolution† statute. 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However, despite the constant focus of research on this subject, the topic still lacks an appropriate definition and the context of the applications it provides is still not very much clear (Cranston, 2000). The efforts are being made forRead MoreThe Agenda Of Multilateral Organizations1841 Words   |  8 Pagestheir role in alleviating poverty and reducing inequality. In doing so, this study will argue that the â€Å"neoliberal† rhetoric of multilateral organizations hampers development within the education sector. By assessing the neoliberal agenda of the World Bank and its role in the global initiative of the Education for All (EFA) movement, this study argues that the â€Å"neoliberal† rhetoric of multilateral organizations hampers development within the educational sector in Tanzania. Road Map: In illuminating

Africa by Far is the Poorest Continent in the World Essay

Welcome to Africa, or better yet welcome home. Examining fossils that date back several million years, scientific data supports the fact that human life began somewhere in Africa. This isn’t known by everyone though, in fact, unless some sort of archaeology is studied, or an ancient civilizations class, many are unaware of this. What people aren’t unaware of however, when it comes to Africa as a whole, are the issues. Words such as AIDS, war, strife, poverty, hunger, corruption, slavery, piracy, and genocide are all synonymous with Africa. Africa by far is the poorest continent, where the bottom eighteen countries on the Human Development Index all belong to Africa, 36.2% of the population lives on less than a dollar a day, and the†¦show more content†¦So there are really two things to connect here. One is how Africa is covered in the West by the media, and the consequences that come from that and two, how Africa can succeed in turning itself around. Starting with the media, as mentioned before the media brings back pictures from Africa of the helpless and the hopeless, and that’s it. All too often does on turn on the television and see the desperation of a young boy, with flies in his eyes, raising his family because his parents have died of AIDS. Here, World Vision, Free the Children, or whatever charity it may be then asks the viewer to donate a dollar a day, a dollar a day to save a child’s life. The viewer may shed a tear, and may even write a check because they believe that it will make a difference, and the media makes it seem like Africa can be saved with their dollar a day, if everyone donates a dollar a day. This is where a problem is drawn, this does not save Africa. Now that is not to say the media is at complete fault for Africa’s mishaps, or the media should stop covering stories like this. In a free and independent society, a free and independent press is vital. However, due to the current economy the idea of a free and independent press is threatened. It is threatened by the economy. It is threatened by international journalism budget cuts, mass layoffs, and new platforms that demand new content. The new content consists of activism, peaceShow MoreRelatedHiv / Aids Has Stunted The Progression Of African Economy And Education System1737 Words   |  7 Pagesand when it develops to its fuller extent, there’s nearly nowhere to go but down. HIV can be spread by, needle sharing, breast-feeding, blood transfusions, vomit to an open wound, and organ transplants. In second and third world countries with limited resources, such as South Africa, these activities are not monitored or sanitized and the risk of attainting HIV/AIDS is high. 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CPR Team Work - Interpersonal Skills and Team Efficiency Audit

Question: Describe about the CPR Team Work, Interpersonal Skills and Team Efficiency Audit? Answer: Importance of psychology in performance improvement Over the past decades the sports captains and coaches have realized the importance of psychology within the performance of the sports members. The psychological effects of motivation and reduction of anxiety is possible after the psychological counseling. According to Agius, Esposito and Farrugia, (2012) the sports persons requires to have a clam and combined mental set up in order to face the stress of the competitions and also in order to play well at times of tension. Thus mental psychological coaching helps the sportspersons to break the mental barriers and increase their concentration levels so that they can perform better (Schlick, Frieling and Wegge, 2013). Following are the major factors that makes psychology important for sports performance improvement. Improvement of focus: The ability to concentrate helps the individuals to overcome the visual and the mental distractions and keep a sharp focus on the goal they desire to achieve (Baron, 2013). Development of coping skills: The ability to face the situations of criticisms and failures is a major part of the sports performance. Thus psychological coaching gives the player an external motivation in the middle of the dark times and helps the player to be strong enough to face all kinds of diverse situations (Tyuse, 2012). Development of team cohesion: Sports are related to team performance rather than the individual performance. Psychology can impro0ve the communication skills between the different team members and create a situation of bonding and understanding between the team members to ensure effective performance levels (Asherman, 2012). Team building theory In order to effectively co ordinate a sports team the stages of the Teamwork Theory may be applied within the team formation. In the year 1965, Tuckerman introduced this model of Teamwork theory that highlights the four different phases and the psychology of the team members in the phases along with the recommendations for the actions to be taken in the phases more effective team building (Ryan, 2012). The following are the stages of the team formation. Forming: It is the initial stage of team development when all the sports persons within a team are new to one another and thus they have not yet co ordinate well with each other (Dodds and Johnson, 2012). This stage is characterized by anxiety within the team members as wall the members get busy and involved in making a place of themselves within the team. In this stage the members largely depends on the leader for guidance and direction and high degree of chaos is noticed within the members. Storming: In the second stage the individuals starts to accept themselves as a part of their team. Since the gaining of the experience the team members begins to challenge the decisions of the leaders as well as the other team members. This stage is characterized by the high degree of persistent tension and completion between the team members in relation to establishment of individual characteristics within the team. Norming: In this stage all the team members starts to work together in full congeniality. The team rules, processes, goal identification, allocation of tasks are done at this stage. This stage is thus characterized by growing sense of togetherness. The participatory or shared leadership is noticed within this stage. Performing: This is the final stage of team formation when the team is strategically and rationally aware of the actions and emotions within the team. The team develops a shared vision and is independent. The leaders at this stage may adopt the situational leadership strategy. Creation of team spirit Team spirit is a part of the positive aspect that is found within a team that makes the individuals within a team happy and they perform their tasks effectively (Olausson, 2013). It is important because the team members get a sense of unity from the team spirit and this sense enhances the level of performance. It also helps to prevent misunderstanding and chaos within the team. The act of co operation makes the productivity levels high and the team members remain totally aware of the tasks and the responsibilities they are required to perform (Dr. S.V.Sowani, 2012). The major focus of the team spirit is to reduce the burden of risks, accountability and chances of failure within the team. The act of co ordinate decision making ability gives the team members an opportunity to discuss the pros and cons of all decisions and the probable problems or chances of failure that may arise due to the involvement in the team decisions. With the help of open communications and high rationality the team members can build the team spirit or the unity of the team. In order to maintain the team spirit the team members will have to keep the conflicts away and manage the various changing moods and situations within the team (Geisler, 2012). Group cohesion and group think Team cohesion and group think are two most important factors for enhancement of the performance of a sports team (McLernon, 2012). The concept of group think is essential in a sport team because the concept of group think suggests that the team members within the team will remain loyal to the team objectives. In majority of the cases it has been seen that due to lack of groupthink the instances of match betting has occurred. The team members within the different sports team has turned towards a competitive team due to financial gain. Team cohesion on the contrary is the act of working together within a team. Thus the teams which are cohesive in nature are reported to perform better even in situations of stress (Gillespie, 2012). For instance clubs like the Manchester City has been highly criticized for their underperformance stating that the team lacks cohesiveness within the team members. This is because the teams members are all well established sportspersons are are thus not invol ved with each other while playing for the team. Lack of team cohesion gives rise to the lack of respect within the team members suggesting that the team is not able to coordinate successfully. However, Kambi, (2012) argued that high degree of group think may make it difficult for the leaders and the coaches to guide the team members under the different changing situations. The group think will make the team unite against any proposed change and all the decisions will be taken in the same direction as the members start to think in the same direction. Social loafing issues Various issues are also noticed within the teams and groups. The major issue being the social loafing issue. The concept of social loafing issue states that some of the people within a group or team are at times prone to exert less pressure on the performance since they are performing within a group. This shows that the total burden falls upon the other group members who are more responsible and are not able to avoid the responsibility. The individuals engaged in social loafing are seen to utilize the talent of the other group members to get their work done without using any talent or work of their own (Gregory, 2012). This has a negative consequence for the group as well as the individual. The group dynamic is affected when certain individuals are seen as weak contributors to the group purpose. It tends to split the group and fosters a lack of cohesion. For example, if only five of the eight members of a team are doing the majority of the work, it will often create an 'in' group (th ose members that are working hard) and an 'out' group (those members that are not contributing as much) situation within a team. This creates a situation of mental and emotional barrier between the in group and the out group members and the out group members may feel that the in group members are not considering them as an important part of the group. Resentment can arise between the members creating a non congenial situation within the group. Some of the factors that generally triggers social loafing are the group size( huge group size of more than 20 members), low levels of group motivations, reduced sense of contribution and no appraisal of the group members. Thus, in order to successfully prevent the situations of social loafing the above acts should be avoided within a group and make the team members feel important within the group so that they may contribute effectively to the overall growth of the team (Ingvaldsen, Holtskog and Ringen, 2013). References Agius, V., Esposito, T. and Farrugia, M. (2012). CPR team work, interpersonal skills and team efficiency audit. Resuscitation, 83, pp.e118-e119. Asherman, I. (2012). Negotiation at work. New York: AMACOM. Baron, E. (2013). Innovative team selling. Hoboken, New Jersey: John Wiley Sons, Inc. Dodds, J. and Johnson, S. (2012). Mastering Autodesk Navisworks 2013. New York: John Wiley amp; Sons. Dr. S.V.Sowani, D. (2012). Organizational Efficiency Through Team Work. IJSR, 3(2), pp.91-92. Geisler, J. (2012). Work happy. New York: Center Street. Gillespie, J. (2012). Enhancing Social Work Education Through Team-Based Learning. Journal of Social Work Education, 48(2), pp.377-387. Gregory, H. (2012). Team work. North Mankato, MN: Capstone Press. Ingvaldsen, J., Holtskog, H. and Ringen, G. (2013). Unlocking work standards through systematic work observation: implications for team supervision. Team Performance Management: An International Journal, 19(5/6), pp.279-291. Kambi, B. (2012). Team Work For Business Organization Perfomance. SaarbruÃÅ'ˆcken: LAP LAMBERT Academic Publishing. McLernon, A. (2012). Angela McLernon: Team work gets results. Practice Nursing, 23(4), pp.214-214. Olausson, M. (2013). Pro team foundation service. [Berkely, Calif.]: Apress. Ryan, S. (2012). When is a team a team? Teamworking and the reorganisation of work in commercial cleaning. Employee Relations, 34(3), pp.255-270. Schlick, C., Frieling, E. and Wegge, J. (2013). Age-differentiated work systems. Berlin: Springer. Tyuse, S. (2012). A Crisis Intervention Team Program: Four-Year Outcomes. Social Work in Mental Health, 10(6), pp.464-477.

The aim of this project is to find out which factors affect the selling price of a house Essay Example Essay Example

The aim of this project is to find out which factors affect the selling price of a house Essay Example Paper The aim of this project is to find out which factors affect the selling price of a house Essay Introduction The aim of this project is to find out which factors affect the selling price of a house. I have been given four districts, and in each there are four streets. In each of the 16 streets there a number of houses which the previous factors effect and result in a different house price. In the data presented I have found several rogue results (results that do not fit in with the rest of the results). If these were to be kept, the results would be biased and so these rogue items must be removed. The rogue items were à ¯Ã‚ ¿Ã‚ ½475, 000 in house price, 13,000 in squared ft and 20 in number of bedrooms. They are too large to fit in with the other data. The ranges (highest – lowest values) where à ¯Ã‚ ¿Ã‚ ½161, 800 in house price, 2900 in square ft and 6 in number of bedrooms. 27% of the homes had a large garden, 62.5% had a small one and none was 10%. In Garages 68% had a garage and 32% didn’t.In order to get an idea of the nature of this data I have been given, I will divid e Price into suitable groups and draw a histogram. Then I will make a cumulative frequency table and draw a cumulative frequency curve. I will then state my median and the inter-quartile range for my cost, as outliers do not affect them.Out of the fields given, some of these affect the price of the houses. The fields that will affect the house price are if the house has a garden, if the house has a garage, the number of bedrooms in a house and the area (square ft) of a house. The field that will not affect house price is house number.The fields in order of importance are, number of bedrooms, area (sq ft) of a house, if the house has a garden, if the house has a garage and finally house number which has no importance at all.My main Hypothesis is that â€Å"Price will be affected by some factors†PlanI am going to investigate the correlation between price and no of bedrooms in one street and one district (Arlington, Primrose Street). This is so that all other variables will rema in constant.Then I will make a sample to make it more manageable, it will contain even amounts on all four streets so that it’s not biased, and isn’t biased to any district or street. After this I will draw a histogram and cumulative frequency for the population and sample then I will compare my results.I will then draw several box plots for the price for each district to see if my data is valid, this could affect my observations.After this I shall draw several scatter graphs, and I will analyze the correlation, each will be named and have a line of best fit and equation for the line presented.First HypothesisI expect that as the number of bedrooms increase; the price will increase accordingly, the correlation will be therefore positive.The reason in taking one district and street is because when the houses are in the same street they are roughly the same price; the other variables that are not number of bedrooms will be kept constant.Testing the HypothesisSamplingAs t o make this unbiased, we first picked a number from 1 – 5 randomly, if I were just to pick number 1 that would mean all the numbers at the bottom would not be included in our sample. We picked 1 – 5 as we can count out 10 numbers from each of the points. I picked each 5th value. Next I had to determine the size of my sample using stratified sampling, I chose 40, as it is easy to work with and allowed me to get 10 streets from each district.x- – – – – – X 40 =200With this equation I can find the same proportion in sample as we have in the population. In this case x is number of houses.As we do not just want to pick a random 10 numbers from my sample, as this would be biased, I used systematic sampling and decided to choose every 5th data entry.Using The SampleI am going to draw a histogram for the sample and compare the values with that of the histogram for the whole population. I then drew a cumulative frequency curve of the sample an d compared it with the cumulative frequency curve of the whole population.Below is a table of median, lower quartile, upper quartile and inter-quartile range.CF Graph of theMedianLQUQInter-Quartile RangePopulationà ¯Ã‚ ¿Ã‚ ½68,000à ¯Ã‚ ¿Ã‚ ½44,000à ¯Ã‚ ¿Ã‚ ½108,000à ¯Ã‚ ¿Ã‚ ½64,000Sampleà ¯Ã‚ ¿Ã‚ ½76,000à ¯Ã‚ ¿Ã‚ ½44,000à ¯Ã‚ ¿Ã‚ ½128,000à ¯Ã‚ ¿Ã‚ ½84,000Modal class is the value, which the highest frequency occurs in.From looking at our histograms it is clear that there is a definite modal class in both, it is in the à ¯Ã‚ ¿Ã‚ ½40,000 to à ¯Ã‚ ¿Ã‚ ½50,000 section, this value is highest in both. The lowest values in both are in the à ¯Ã‚ ¿Ã‚ ½160,000 to à ¯Ã‚ ¿Ã‚ ½200,000 bar. The Inter quartile range of the population is lower than that of the sample; this shows the measure of spread is greater in the sample. The greater measure of spread is because the results are more spaced out, i.e. a higher upper or lower quartile in the sample than that of the populations. The layo ut in both sample and population histograms is very similar proving the sample that has been taken is a good representation of the population.I then drew box plots for the price. I found that in Arlington the median was à ¯Ã‚ ¿Ã‚ ½129,800, therefore on average the house prices in that district are dearer. In Castlemains there is an even distribution of mid-priced houses. In Tobermory there are more expensive houses than cheaper ones. Also in Westlake most of the houses are cheap compared to the others. If the median is closer to the LQ it is positively skewed, in my box plots Tobermory and Castlemains are positively skewed. Therefore this means the values above the median are more spread out that than below the median. If the median is closer to the UQ it is negatively skewed. Westlake and Arlington are negatively skewed in this case; this means the values below the median is more spread out.The stronger the gradient the stronger the relationship is. Price of a house = in Arlington ’s case: -Price = 18650 times number of bedrooms plus 51900 the answer to the equation would therefore be more reliable with a greater gradient.I calculated the IQR of each district and found that Arlington an IQR of 21,750 this shows a greater range in prices. This compared to Westlake with an IQR of 10,675. This means that the smaller the value the less range of prices in the district. Castlemains had an IQR of 15,300 and Tobermory an IQR of 18,475; again from this we can establish a pattern.The stronger the gradient, the stronger the relationship is.Looking back at my scatter-graphs using the R squared value I can determine the correlation of the graphs. The strongest graph of positive correlation is for Arlington with an R squared value of 0.9272. The graph that shows the weakest graph of positive correlation is for the Castlemains district.Using the equation of the line I was able to interpret the missing data. I will demonstrate how I gathered the missing data. These ar e 2 examples.Arlington (house number 154)Y=18650x + 51900122400= 18650x + 51900(-51900)70500=18650xx= 3.78 xà ¯Ã‚ ¿Ã‚ ½ 4Castlemains (house number 76)Y=17379x + 11107Y= 17379 (3) + 11107Y= à ¯Ã‚ ¿Ã‚ ½63244The missing data is presented in the blue. They are:DistrictStreetHouse NumberNo. Of BedroomsHouse PriceArlingtonCherrytree1544à ¯Ã‚ ¿Ã‚ ½122400ArlingtonOakhill845à ¯Ã‚ ¿Ã‚ ½146650DistrictStreetHouse NumberNo. Of BedroomsHouse PriceCastlemainDeerpark763à ¯Ã‚ ¿Ã‚ ½63200CastlemainHighfield274à ¯Ã‚ ¿Ã‚ ½80600DistrictStreetHouse NumberNo. Of BedroomsHouse PriceTobermoryArchvale512à ¯Ã‚ ¿Ã‚ ½38600TobermoryBallyrae193à ¯Ã‚ ¿Ã‚ ½50500TobermoryParkmore453à ¯Ã‚ ¿Ã‚ ½48000DistrictStreetHouse NumberNo. Of BedroomsHouse PriceWestlakeMaltby613à ¯Ã‚ ¿Ã‚ ½41500I rounded these values to the nearest à ¯Ã‚ ¿Ã‚ ½100, as the R Squared value is not 1, it is not exact.I compared my missing data with the trends of the houses in my sample. Also all of my graphs had positive correlation and a hi gh R squared value. Although they cannot be perfect values as the R squared value is not exactly 1 and the number of bedrooms is discreet data be. Also there is some data that breaks the trend e.g. Tobermory no. 49 Millrow has an area of 40900 sq ft and 3 beds which costs à ¯Ã‚ ¿Ã‚ ½48000 whereas 17b Ballyrae Tobermory has 2 beds and an area of 45150 sq ft and costs à ¯Ã‚ ¿Ã‚ ½50,5000. So the number of bedrooms is not the over-ruling factor in all of these houses.From this I can conclude that my first hypothesis has been confirmed as it fits the pattern.†Number of Bedrooms does affect the Price of Houses†ConclusionI found that the number of bedrooms in a house does affect the overall price. I drew various graphs including Scatter graphs, Box plots and Cumulative Frequency Curves, these all support my hypothesis, therefore I believe it to be correct that â€Å"some factors do affect house price†We were given a population that contained 200 houses in 4 districts w ith 50 houses in each district. There were a few limitations of the data as parts of the data were incomplete (missing) and some more information would have been helpful like e.g. age of house and where is it situated (as we do not even know it these houses are in the same town). It was not appropriate to use the whole range of data, as some of it was rogue.My sampling technique was the most appropriate as it was easy to work with, but it was small, if I were to repeat my sampling I would take 60 values instead of 40. The population was represented well by the sample.My overall strategy was effective; my only criticisms are that I could have drawn both Histograms on the same graph, as well as both Cumulative Frequency graphs on the same sheet. It would have been easier to compare to one another using the % Frequency Density/Cumulative Frequency values. I did address the problem I had hoped. The limitations were that I could not draw box plots for the number of bedrooms as it is disc reet data, instead of a box plot I could have drawn a pie chart or bar chart to represent the number of bedrooms. Also we do not know about the condition of the house or its interior. Modifications could have been made to the houses like extensions, central heating fitted, double-glazing or a loft conversion.If I were to have more time I would investigate the square footage of the house using the same sample and technique I employed earlier. Then after that I would investigate if a garage affects the price of a house also.Any house that breaks the trend could be down to its condition or modifications made to its interior or exterior. More data would have been helpful to gather a clearer overall picture. The aim of this project is to find out which factors affect the selling price of a house Essay Thank you for reading this Sample!

Persuasive power of the media essays

Persuasive power of the media essays The current boom in television has spawned new types of media, from digital set top boxes for your TV to digital pay TV that acts more like a computer with a database of movies; Phones that can receive streaming video will only get faster and more efficient. Global conglomerates like fox bringing us television from lots of countries around the world. As the current television market in Australia is being flooded by American Television Australia is fighting back with digital Television bring a wider range of free television owned by Australia. This gives users more options that regular free TV in the hope that Australia will stay individual. But to fight back Foxtel, the bringer of most American television brought out digital Foxtel, giving the user even more options, like having a library of television shows you can watch at your leisure. Foxtel turning digital is a big step forward in Australias forms of media. It increases the amount of television we watch and the price we pay for it. It also brings in more TV from around the world, so it is also a step forward in Australia becoming very American. Network television is already very American but digital Foxtel just steps it up to a new level and reinforces the Americanization of Australian television. Foxtel is owned by one man, Rupert Murdoch. He is an Australian turned American. He started his career making newspapers but by the 1980s he bought 20th Century Fox, Fox as well as many others like newspapers and Foxtel. He is a main reason that Australia is becoming Americanized through the way TV implies values upon us, American values from American sitcoms. Local TV stations are slowly being wiped out. Local television station ACE TV lost its license and therefore could no longer broadcast. That was the last completely local Adelaide television station and was a free voice in Adelaide. The leaving of these local stations removes a lot of the sense t ...

Answers to Questions About Referring to Death

Answers to Questions About Referring to Death Answers to Questions About Referring to Death Answers to Questions About Referring to Death By Mark Nichol Here are three questions about how to treat references to people who have died, and my responses. 1. For how long after someone’s death is it necessary and/or appropriate to use â€Å"the late† to describe them? I know we don’t say â€Å"the late Ludwig van Beethoven,† but what about a board chairman who died twelve years ago? There’s no standard rule, but in objective, dispassionate content, late should generally be used only a few years after someone’s death. (A widow or widower referring to a deceased spouse, however, gets a lifetime pass.) 2. If I refer to someone’s having died in 2001, do I refer to the person in the same sentence as â€Å"the late John Smith,† for example, or is that redundant? Late is redundant to an explicit reference to a person’s death, and the objective reference is preferable to late. For example, â€Å"The project was funded by a bequest from the late John Smith, who died in 2001† is redundant, and â€Å"The project was funded by a bequest from John Smith, who died in 2001† is preferable to â€Å"The project was funded by a bequest from the late John Smith,† because the former sentence is more specific. 3. Is it objectionable in formal writing for the general public to refer explicitly to death i.e., are euphemisms like â€Å"passed away† truly preferable to died? On the contrary: Died is preferable to euphemisms like â€Å"passed away.† In informative text, use straightforward language; readers appreciate clear, specific wording and don’t need to be coddled with tiptoeing generalities. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsGrammar Quiz #21: Restrictive and Nonrestrictive ClausesA "Diploma" is not a "Degree"

Write four articles based on four press releases Assignment

Write four articles based on four press releases - Assignment Example All around the globe, air travel security, was changed to curb terrorism, world leaders and many other citizens paused to reflect the events to commemorate the victims of the al-Qaeda. At around 8:46 am E.T there was a moment of silence for 17 minutes, they are the exact time when the air lines flight 11 and airlines 175 were hijacked by nine men conspired in al-Qaeda plot which slammed twin towers. Retired police department of New York still remembers his wife and his fellow officers, the only female who died at the twin towers. She was on duty several kilometers away, when she heard a jet slammed into the world business center before she went to assist the south tower collapsed, and she killed. It is a reminder that menace still remains 10 years after thousands of people were killed, and four months after their leader were killed by the US special force. The article was from the CBC world news which reminds the Americans about a day they will live to remember. A trusted courier to bin laden, who had been followed by the American spies, was finally located in a residential area 35 mile to the north of Pakistani capital. The property was so large and secure making US officials doubt whether it was built for just a courier. This was followed by eight months of serious intelligence works that lead to a helicopter assault that saw the death of bin laden on a Sunday. American officials have it that he was shot in the head and that one of his sons died with him (Michael, 2007). This operation had been an American army highest priority operation. The CIA monitored the operations on a 12-foot-high mansion valued at $1 million with neither an internet connection nor a telephone line. The CIA believed that this building was specially built, in 2005, to hide bin laden. Mr. Obama hold various security meeting before the final plans were put in place. The Pakistani government was not involved as they had previously denied claims that Osama

The corrosive nature of social networking websites Essay

The corrosive nature of social networking websites - Essay Example Social networking sites cause loneliness (Boyd d and Ellison: pp. 221). When joining these sites, for instance, Facebook, no one has the intention to get lonely while online. However, most research findings can prove that the more someone uses the internet services, the more the chances of getting lonely and depressed. This is because the sense of being happy rapidly drops after the first day of using the website. The loneliness issue arises because Facebook serves different purposes with everyone using what is meaningful to their social life. Therefore, through the consumption of so much content on such social networking websites, people lose their social bonding thus lowering their self-esteem and feeling which in turn increases loneliness. Social networking websites are creating a false sense of interaction. The society fosters real and meaningful kinds of relationships. They are supposed to be healthy to everyone because they act as role-shaping structures, increases the sense of belonging and the will to conquer problems. However, most of these social networks though created out of a simple idea of promoting social relationships, have been creating a wrong sense of connection (Kennedy, et al.: pp. 110). They are among the fastest growing companies with Facebook being on the lead. They have chat rooms that enable users to communicate with each other. These chat rooms make users glued to their computer screens, as they want to find out more from their online friends.

Main Character Of The Novel Essay Example for Free

Main Character Of The Novel Essay Throughout the book, we see that George Elliot has a distinct pre-occupation and interest with presenting the working class rural community in an authentic light. She writes the book as a social anthropologist, studying the more primitive community of the time. She has a large amount of sympathy towards the poor, although she herself was not a member of the working class. Using the story as a vehicle she aims to expose the plight and indignity of the poor in Victorian England, it was her main motive. Therefore, her focus throughout the book is in fact village life; in this case a fictional village named Raveloe. Focusing on the villagers, their attitudes and their way of life acts as a way of also commenting socially and politically on the injustices they face. Raveloe can easily be regarded as the main character as without it, the narrative following Silas has little significance. The village shapes the narrative, being responsible for most of the major areas of interest in the tale. All the individual characters provide interest and together form the character of the town, from characters such as Dunsey to Dolly. The story begins with a sympathetic description of the honest folk of Raveloe. Our first real source of interest in the novel comes from the villagers hostile reaction to Silas. We are initially told about Silas through the eyes of the villagers. Elliot echoes the villagers process of thought and way of speech throughout the novel, namely at the beginning. The sound of Silas loom is described as questionable and he is said to have a dreadful stare. She is mimicking the mannerisms and phraseology of Raveloe as a whole and its reaction to the unknown. Silas mechanical method of working on the loom is seen as un-natural by the villagers, who can only judge him on their own experiences, centred round farming and agriculture. Due to this unfamiliarity, they see even pitiful attributes as sinister. His bad eyesight is thought of as a stare. This reaction of the village acts just as a reaction of a human character. It is typical of the village to think this way. In this respect then, the village can be regarded as any other character would. It has attributes and a predictable nature. It is these collective attributes of the community that make Raveloe one character, with which Silas relationships revolve. His relationships and connections with the characters of the community provide the most significant points of interest in the novel. Initially, there is the theft of his gold by Dunsey, then his integration into the community with the help of Dolly and later his confrontation with Godfrey over the fate of Eppie. Dolly represents the warmer, caring part of the Raveloe community, opposite to William Dane, the bitter symbol of Silas past. She is described to seek the sadder and more serious elements of life and pasture her mind upon them. Dolly seems to almost gain sustenance from helping those in need, in this case Silas. She helps him with the upbringing of Eppie, offering clothes and her own time. She fulfils her found role in the community. Although she can be seen as the prime example of the villages moral capability, such sentiments are seen universally. When Silas informs the villagers of his lost gold, the villagers group together in order to help him. By entering The Rainbow, Silas enters the hub of the village community, beginning the process of his integration. After seeing the authenticity and depth of Silas grief, any former rumours disappear as the villagers begin to relate him to themselves, seeming anxious to help. The event acts as a rare source of excitement, as the villagers become incapable of distinguishing reality from imagination, fabricating information concerning a pedlar with ear-rings. However this all represents a symptomatic characteristic of the village a concern to help others. The villagers reaction concerning the pedlar, is an indication of another key characteristic of Raveloe a belief in superstition. Although the villagers provide lengthy descriptions of this so called thief, we know that no such character even exists. It is an example of how, in such close cut communities, little matters, true or false, can be embellished, escalating into common belief, leading to the creation of new superstitions. Silas is initially associated with the devil and spirit worship. These suspicions are only heightened by his apparent skill with herbal remedies, his strange cataleptic fits, as well as his past home, Northard, where wizards, magic and folklore were associated. However his evident massive bereavement following the loss of his gold dispels any former rumours. Much of this superstition originates from the villagers discussions in the Rainbow, an important focus of the novel. This can be seen in the tale of Cliffs Holiday, a well known rehearsed tale. Mr Macey, the apparent head of this specific social community, describes how a tailor, known as Cliff, had tried to ride the tailor out of his son, attempting rising up the class system by making a gentleman out of his son. The story however ends with the son dying, and Cliff following him soon after. The story entails much superstition, mentioning old Harry, a euphemism for the devil, suggesting this unnatural desire to climb the class system was responsible for the death of the boy. The villagers, opposite to Cliff, are in fact very accepting of what they have been given. They feel content with what God has given them. Their pre-occupation is not to rise out of poverty but to merely co-operate with each other in order to make it bearable. This is seen in Dollys clear desire to help anyone in need, or at least to do the best she can. None of the villagers seem to complain about their conditions. They support Silas and each other. Another example of this is in Aarons desire to help Silas later on in the novel with his garden. He has no qualms about working in his spare time, he sees it as simply a decent thing to do. These sentiments would largely be a result of his mother, Dolly, and the way she brought him up. The meetings in the Rainbow are an important aspect of the social nature of Raveloe. Like going to Church, it is a social function. This religious aspect of Raveloe is alien to Silas due to his origins of the non-conformist Lantern Yard. He knows nothing of churches, only chapels. This complete lack of knowledge somewhat isolates him from the community; he does not go to church. However Dolly, is adamant that Eppie shall be brought up in the Raveloe faith and at the same time, introduces Silas back into religion. Both the working class are present in such functions as well as the gentry. The gentry are represented by the Cass family. The squire sees himself above the other members of the community, only becoming involved with them at festive, social occasions, such as the new-year party at the Red House. They are differentiated from the poor and, unlike Dolly, Mr Macey or any other members of the lower class community, represent little more than themselves. The Cass family are one of the villagers topics of discussion. They perceptively see the faults of the upper class just as they see faults in the lower classes. They take a specific disliking to Dunstan, due to his lack of respect of anyone, especially those below him. Godfrey is also seen as weak, Mr Macey describing him as a slack baked pie, commenting on his moral flaws. The primitive but nevertheless logical philosophy of, those who do well are rewarded while those who dont suffer, is apparently proven in both cases. Dunstan ends up dying due his greed, while, although it is unknown to them, because of his rejection of Eppie, Godfrey is seemingly punished by Nancy being unable to conceive. Silas innocence on the other hand, is eventually rewarded. He is blessed with Eppie, who changes his life. These conclusions follow the villagers moral code, maintaining justice. Categorically speaking, the village has a variety of overall attributes and a predictable nature so therefore can be described as a character. Furthermore, being the main focus of the novel, we can go on to suggest it is the main character. We are more aware of the values and nature of Raveloe as a whole than any specific character even Silas. All the main events of the novel are shaped by the village. Each personality of each character represents a different aspect of the village as a whole. These individual characters amount to create one, main character which dictates the narrative and plot of the novel. Elliots concentration on her depictions of the village, indicate that she desired it to be the main focus. Obviously Silas is important, however, it is the events that unfold around him in Raveloe that really influence the direction of the novel.

Problems with Public Schools Essay -- School Education Academics Teach

Problems with Public Schools In order to fully understand the issue of school vouchers, we must examine first the current situation in public schools and identify the problems. Then, we must look at the effect vouchers will have on these problems. Finally, we must discuss the objections to vouchers leveled by their main political opponents. In order to examine the potential benefits of school choice, we must first look to the current situation in American education. Public schools today are in a state of crisis, while access to private schools is diminished because the private schools cannot adequately sell what some are giving away for free. The organizational structure of these public schools is inherent to the centralized and bureaucratic structure (Boaz and Barrett 1996). The crisis in American schools takes three major forms. First, student academic performance is declining, particularly in urban areas and among traditionally disadvantaged student populations. Second, discipline and moral behavior is quickly becoming non-existent. Third, the per-pupil expenditure is inflated beyond what is necessary. Declining Academic Performance The first problem with public school today is that academic performance is declining, particularly in urban areas and among disadvantaged populations. America is faced with an educational crisis in two areas: business skills and liberal education. First, we examine the problem with skills. In the 1980?s, America?s ?education crisis? received widespread publicity. Several reports were done on the impact of this education crisis on the workforce. These reports, especially those by the Hudson Institute and David Kearns, indicated massive shortcomings in education that left high-s... ...ling. http://www.educationext.org/20023/73.html. retrieved April 28, 2003 Savas, E. (2000). Privatization and public private partnerships. New York: Chatham House Schaub D. (2002). Can liberal education survive liberal democracy? Public Interest, Spring2002 Issue 147 Tyson L. (1990). New Perspectives Quarterly, Fall 90, Vol. 7 Issue 4, p26 U.S. Environmental Protection Agency. (1996). Report assessing environmental education in the United States and the implementation of the National Environmental Education Act of 1990. Washington, DC: Government Printing Office. Woiceshyn G. (2000). Ayn Rand Institute. Rational Education. retrieved April 28, 2003. Socializing students for anarchy. http://education.aynrand.org/anarchy.html Wolfram G. (2001). Michigan?s prevailing wage law forces schools to waste money. Michigan Education Report, Fall 2001.

Newspaper article Essay

In this essay I talked about literary elements such as symbolism, imagery, and metaphors being used very well in the book â€Å"The Things They Carried: by Tim O’Brien. I wrote about Tim O’Brien who is the author of The Things They Carried; O’Brien was born in Austin, Minnesota. When he was twelve, his family, including a younger sister and brother, moved to Worthington, Minnesota. His writing career was launched in 1973 with the release of If I Die in a Combat Zone, Box Me Up and Ship Me Home, about his war experiences and how in on attribute of O’Brien’s work is the blur between fiction and reality; labeled â€Å"Verisimilitude,† his work contains actual details of the situations he experienced. Although this is a common literary technique, his conscious, explicit, and metafictional approach to the distinction between fact and fiction is a unique component of his writing style. In the chapter â€Å"Good Form† in The Things They Carried, O’Brien casts a distinction between â€Å"story-truth† (the truth of fiction) and â€Å"happening-truth† (the truth of fact or occurrence), writing that â€Å"story-truth is sometimes truer than happening-truth.† Story truth is emotional truth; thus the feeling created by a fictional story is sometimes truer than what results from reading the facts. I wrote about some symbolism such as the dead young Vietnamese soldier being killed by O’Brien with a grenade. I wrote about imagery such as â€Å"The Man I Killed†, because it goes into details with things like â€Å"thinking repeatedly of the star-shaped hole that is in the place of his eye and the peeled-back cheek† and also like â€Å"a Vietnamese girl of fourteen dances through the wreckage though most of her village has burned to the ground and her family has been burned to death by the American soldiers†. I also wrote about metaphors such as the sewage field and how in â€Å"In the Field,† (the field here being both the sewage field that drowned Kiowa and the combat zone) O’Brien discusses the blame for Kiowa’s death in the sewage field – or, the drowning of American goodness in poop. Outline I. Introduction Thesis Author II. Symbolism Kiowa â€Å"The Dead Young Vietnamese Soldier† III. Imagery â€Å"The Man I Killed† â€Å"Style† IV. Metaphors The Lake/ Field â€Å"The Things They Carried† VI. Conclusion Thesis In the book â€Å"The Things They Carried† many literary elements such as symbolism, imagery, and metaphors are used very well. Tim O’Brien is the author of The Things They Carried; O’Brien was born in Austin, Minnesota. When he was twelve, his family, including a younger sister and brother, moved to Worthington, Minnesota, a city that once billed itself as â€Å"the turkey capital of the world.† Worthington had a large influence on O’Brien’s imagination and early development as an author. The town is located on Lake Okabena in the western portion of the state and serves as the setting for some of his stories, especially those in the novel The Things They Carried. He earned his BA in Political Science from Macalester College, where he was Student Body President, in 1968. That same year he was drafted into the United States Army and was sent to Vietnam, where he served from 1968 to 1970 in the 3rd Platoon, Company A, 5th Battalion, 23rd Infantry Division. He served in the division that contained a unit involved in the infamous My Lai Massacre. O’Brien has said that when his unit got to the area around My Lai (referred to as â€Å"Pinkville† by the U.S. forces), â€Å"we all wondered why the place was so hostile. We did not know there had been a massacre there a year earlier. The news about that only came out later, while we were there, and then we knew. Upon completing his tour of duty, O’Brien went on to graduate school at Harvard University and received an internship at the Washington Post. His writing career was launched in 1973 with the release of If I Die in a Combat Zone, Box Me Up and Ship Me Home, about his war experiences. One attribute in O’Brien’s work is the blur between fiction and reality; labeled â€Å"Verisimilitude,† his work contains actual details of the situations he experienced. Although this is a common literary technique, his conscious, explicit, and metafictional approach to the distinction between fact and fiction is a unique component of his writing style. In the chapter â€Å"Good Form† in The Things They Carried, O’Brien casts a distinction between â€Å"story-truth† (the truth of fiction) and â€Å"happening-truth† (the truth of fact or occurrence), writing that â€Å"story-truth is sometimes truer than happening-truth.† Story truth is emotional truth; thus the feeling created by a fictional story is sometimes truer than what results from reading the facts. Certain sets of stories in The Things They Carried seem to contradict each other, and certain stories are designed to â€Å"undo† the suspension of disbelief created in previous stories; for example, â€Å"Speaking of Courage† is followed by â€Å"Notes†, which explains in what ways â€Å"Speaking of Courage† is fictional. O’Brien won the 1979 National Book Award for, Going After Cacciato. Also his novel, In the Lake of the Woods, won the James Fenimore Cooper Prize for Best Historical Fiction in 1995. His most recent novel is July, July. In these paragraphs I will talk about examples of symbolism and what they mean. Kiowa is a good example of symbolism, a compassionate and talkative soldier; he demonstrates the importance of talking about one’s problems and traumatic experiences. He is also a devout Baptist and a Native American that occasionally feels contempt and distrust towards white people. However, he appears to be Tim O’Brien’s best friend in the company. Kiowa often helps other soldiers deal with their own actions, such as taking the lives of other human beings. Kiowa’s death is symbolic of the senseless tragedy of war. He dies in a gruesome way, drowning under the muck of a sewage field about which his lieutenant, Jimmy Cross, has a bad feeling. Kiowa’s entirely submerged body represents the transitory nature of life and the horrifying suddenness with which it can be snatched away. There is no dignity to Kiowa’s death; he becomes another casualty in a war that strips men of their identity and turns them into statistics. The dead young Vietnamese soldier is another example of symbolism. O’Brien is unclear about whether or not he actually threw a grenade and killed a man outside My Khe, his memory of the man’s corpse is strong and recurring, symbolizing humanity’s guilt over war’s horrible acts. In â€Å"The Man I Killed,† O’Brien distances himself from the memory by speaking in the third person and  constructing fantasies as to what the man must have been like before he was killed. O’Brien marvels at the wreckage of his body, thinking repeatedly of the star-shaped hole that is in the place of his eye and the peeled-back cheek. The description serves to distance O’Brien from the reality of his actions because nowhere in its comprehensive detail are O’Brien’s feelings about the situation mentioned. His guilt is evident, however, in his imagining of a life for the man he killed that includes several aspects that are similar to his own life. In these next paragraphs I will be talking about some examples of imagery. The chapter â€Å"The Man I Killed† is an example, because it goes into details with things like â€Å"thinking repeatedly of the star-shaped hole that is in the place of his eye and the peeled-back cheek† (chapter 12). The chapter â€Å"Style† has great imagery with quotes like â€Å"a Vietnamese girl of fourteen dances through the wreckage though most of her village has burned to the ground and her family has been burned to death by the American soldiers.† (Chapter 14). In The book The Things They Carried, Metaphors are also used. Tim O’Brien uses examples such as The Lake/ Field as an example, in â€Å"In the Field,† (the field here being both the sewage field that drowned Kiowa and the combat zone) O’Brien discusses the blame for Kiowa’s death in the sewage field – or, in keeping with our metaphor, the drowning of American goodness in poop. The soldiers all feel guilty in one way or another – for following orders instead of trusting the Vietnamese, for a moment of stupidity in the field, or for their own brutal and disrespectful natures. Jimmy Cross and Norman Bowker both reflect that the blame is universal. The ignoble death of American decency in war is everybody’s fault, in one way or another. O’Brien also uses chapters like â€Å"The Things They Carried† as metaphors such as, First Lieutenant Jimmy Cross carried letters from a girl named Martha, a junior at Mount Sebastian College in New Jersey† (667). This begins Tim O’Brien’s short story â€Å"The Things They Carried.† The author will go on to list all the items carried by these soldiers, including helmets, canteens and ammunition. O’Brien uses the list of physical objects that the members of the Alpha Company carry in Vietnam as a window to the emotional burdens that these soldiers bear. One such burden is the necessity for the young soldiers to confront the tension between fantasy and reality. The realization of this tension disrupts Cross’s stint as the resident dreamer of the Alpha Company. Cross thinks  that because he was so obsessed with his fantasy of Martha and the life they might lead after the war, he was negligent. He sees Ted Lavender’s death as the result of his negligence. If â€Å"The Things They Carried† is the illustration of the conflict between love and war, then the death of Ted Lavender and the subsequent disillusionment of Lieutenant Cross signify a triumph for war in this conflict. The emotional burdens that the soldiers bear are intensified by their young age and inexperience. Most of the men who fought in Vietnam were in their late teens and early twenties—they were children, students, and boyfriends who had no perspective on how to rationalize killing or come to terms with their friends’ untimely deaths. From the beginning, O’Brien the author uses explicit details to illustrate what the experience was like for the scared men. Among the things the men carry are guilt and cowardice that they are neither able to admit to nor negotiate. Although they are sad for the loss of their friend Lavender, their predominant feeling is of relief, since they are still alive. So as you can see, in the book â€Å"The Things They Carried† many literary elements such as symbolism, imagery, and metaphors are used very well.

Biological Effects on Hunger and Satiation

There Is a theory called duel control theory that assumes that the feeling of hunger and satiation are controlled by two parts of the hypothalamus the lateral hypothalamus and the venturesome hypothalamus. It is stated that the venturesome hypothalamus Is triggered by an Increase In the glucose levels during eating, It then gives out the feeling of satiation (fullness) causing a person to stop eating. Whereas the decline In glucose level triggers the lateral hypothalamus which then gives out the feeling of hunger making the Individual want to eat.This theory Is backed by a study conducted by Withering and ransom (1942) who found that after creating lesions (damage) In a rats VIM they found that the rate become obese and overate, thus showing the rat sots its feeling of satiety and had no holds on how much to eat. Another study done by And and broke (1 951 ) showed that when the LA in rats was damaged or had a lesion it led to the loss of eating in the rat. The problem with these stud ies is that they are conducted on rats which begs the question are whether you can extrapolate the findings and generalist them on humans.Although they are found to have a similar gene structure to humans, we are still two very different species and humans are a far more complex organism, with mood, feelings etc. Also both the studies are very old which questions there reliability, with far less knowledge about the brain in 1950 the study could have been effected by other factors for example causing lesions in the VIM tends to also damage the parenthetical nucleus which is another area of the hypothalamus.Withering & Ransom did not take this into account which has effectively caused a loss in the reliability of their study. Not only this but Gold (1973) found that lesions in the VIM alone did not cause hyperplasia and stated that t is likely that damage done to the parenthetical nuclease ( the area were Withering and ransom caused damage) helps to cause hyperplasia, but there is one problem with Gold study and its that it has never been replicated and research has been found that shows that lesions in the Vim does cause overeating.The duel control theory is a very reductionism theory as it assumes that the sole control of eating and feelings of hunger and satiety are biological and does not take Into inconsideration environmental and emotional factors on why people have such eating characteristics. It is also quite determinist In the way that it says the all control Is biological meaning we individually have no control In It and that Is Is programmed and that we have no say In the matter, which Is seen In everyday life to be Incorrect as you see people going through life changes who's eating characteristics completely change.Another theory Is that gherkin (a hormone given off by the stomach) triggers he hypothalamus to stimulate the sensation of hunger. Cummings (et al) did a studios 6 participants and monitored there gherkin levels during after and before eat ing throughout the day. She found that people's gherkin levels fell straight after rose and peaked at the feeling of hunger. She concluded that gherkin levels directly affected the level of hunger a person was feeling and reflected the emptiness of their stomach. The study was highly flawed as it had a lot of methodological issues.Firstly he study was carried out on 6 male participants meaning we cannot extrapolate the findings to the general public and only to men. Another problem is that it is a very artificial environment which could of effected the participants behavior and caused nervousness or anxiety which could have effected results as they were being monitored. Lastly the study is a correlation one meaning we can conclude cause and effect. However this story does coincide and supports findings from previous research on gherkin.

Consumption and Production of Culture The WritePass Journal

Consumption and Production of Culture Introduction Consumption and Production of Culture IntroductionReferencesRelated Introduction The centre for Contemporary cultural studies (CCCS) has been criticised heavily about how it talks about youth subcultures. I will show how youth subcultures have been perceived by theorists and then show why it has been criticised through those theorists. Each subculture joined together form the whole community and brings their individual uniqueness into it. A person’s subculture is also known as their parent subculture, which is the culture they belong to through what style they associate with. Cohen suggests that working class youth subcultures, â€Å"live out a kind of symbolic or magical occupationtheir parents had once called their own†. He also puts the idea across that the subculture a youth is in is a â€Å"compromise†. Each subculture is the making of what youth’s parents subcultures were. They take two other subcultures for example â€Å"mods† and â€Å"rockers† and a new subculture can be formed. As this new subculture would take the same beliefs and interests as the other two so the youth could still be associated from that of the origins of what their parent’s subcultures were. The dominant culture is the general consensus, in which most people within a community accept the subculture and adopt the norms and values within. All these ideas are taken from Gelder, 2005. Subcultures can be taken as a form of resistance as some can be used as an act of rebellion. I believe that some youths want to act and dress differently to what their parents want them to do, so they do the complete opposite. A subculture can eventually be incorporated into mainstream, everyday life once it is known and accepted by the dominant culture and is then taken into everyday life. â€Å" Eventually, the mods, the punks, the glitter rockers can be incorporated, brought back into line, located on the preferred ‘map of problematic social reality’ ( Geertz 1964) at the point where boys in lipstick are ‘just kids dressing up’, where girls in rubber dresses are ‘daughters just like yours’† (Hebdige).   This shows that even though when it starts out, it might be seen as not part of the norm, but it can eventually be incorporated into the norm and is eventually accepted by the society. Hebdige (1988) ideas are along the same line as Marxists ideas. They have the ideas that each subculture takes an item or object and can change the meaning of it, by how they make it look. He looks at the meaning of the styles each subculture wears.   To find out the meaning of the British youth subcultures before the war he used semiotics to understand them. The meanings of the signs were interpreted using this method. Each word or object within a culture has a specific meaning in it. Hebdige was able to know what each object meant to each individual group of people. Hebdige believes a subculture in two forms can take a process of recuperation. One being that of the signs in which are involved in the subculture and making them into objects which are mass produced and can help make the subculture more popular. Also there is the ideological form which any deviant behaviour is labelled and redefined by the dominant groups. Within a subculture Hebdige believes there must be two questions asked, which must be answered once the meaning of style is known better. One being â€Å"how does a subculture make sense of its members?† and the next being â€Å"how is it made to signify disorder?† Both of these questions are answered to show how a subculture can be communicated between its self and the media. Material goods can be important to certain groups as they are symbolic to their own subcultures. They have specific meanings for different items and they are sentimental for them. Within a subculture it is not just the material goods associated with it that make it, it is also the language that specific group uses. Between some subcultures there can be different languages emerging between them. Also different words can mean different things for each subculture. When subcultures merge together whatever the meanings of their symbols merge together and create new meanings and build on what was there before. Different subcultures can be over emphasised by the media. The media can expose them and bring them into the public eye more. They can bring across the idea on what a subculture is; can speak about them positively or negatively. They can influence everyone else in the community just by what they think. The media though mostly always tend to bring things across negatively, which I think is shocking as I believe everyone has a right to what they think is right. Some subcultures are not always put across as friendly groups. Some are put across negatively and that is the only side that is shown of them. Soccer hooligans are put across as being bad and sometimes associated with being animals. I think these sorts of groups do one thing bad and they always get seen negatively. No one ever looks for the positives within them. Tony Jefferson (1976) also looked into the area of youth subculture. He mainly looks into Teddy boys or Teds, which were associated with attempting to recreate the working class community.   They joined together to fight for their own territory and built a sense of loyalty between each other. Jefferson viewed what was happening as a sense of them buying their own status. They started wearing items which were worn by classes higher up, in the hope that with them now wearing them, they get seen as a higher status. From this it looks like they could not accept who they had become due to their area being under threat and felt they had to do whatever they could to buy their status back. This all happened because their own territory had become under threat from urban planners. Each subculture tends to be very short lived and will only be around for as long as it stays in fashion, which is until the next new thing, which happens all the time. So in terms of political potential, it is very low as they do not stick around long enough to make a big enough impact to get power generated. Though a subculture’s profile is easily lifted by the help of the media, this helps get a particular culture started and make a name for them. Particularly in the 50s, the time of punks, rockers, the high profile subcultures, the Government tried to get subcultures thrown away, by strongly saying the trade unions would be taken away. Instead they wanted the nuclear family promoted and did not want anyone having their own uniqueness. The problem with each subculture is that production companies have to cater for each individual style. They produce whatever is in fashion and change it whenever the subculture changes. Each subculture is always changing and building on what it already has. Some subcultures even end up merging to form a new culture, which again has its own uniqueness about it. As said before, the CCCS is criticised, one is that they tend to go towards ‘rigidly vertical models’ (Stahl 2004). They often don’t take into account factors like age, race and gender. Also class universally is used singularly to explain the youth subcultures. Hebdige does use working class to mainly describe the subcultures in his reports. He also uses the influences of race to observe how some British subcultures, such as punks, have emerged over the years. Another area which is criticised is that of the fact in which the male writers work, such as Willis and Hebdige, are invisible of girls.   Angela McRobbie has written about the fact they ignore females in their explanation of youth subcultures. The male writer’s always focus mainly on the males within a subculture. The females just get ignored and don’t have any influence on the rising of how they see a subculture. Angela McRobbie and Jenny Garber focus on female youths within a subculture. They focus on females because all the other theorists just focus on the male population. From that though you cannot get a full representation of what a subculture is, as it does not look at the whole population. McRobbie looks at the reasons why they do not look at females. That they might be viewed as separate and not be seen as much. They might have a subculture which is not seen by the community and the media. Although both of them did think that girls did play less of a part in a subculture, but believed this was down to the fact that during this time it was mainly male dominance and the girls did not have a big role at this time. They believe that structurally those young girls are different to young boys. That is why they believe that hidden somewhere is subcultures for those females. I believe that the male subcultures were just highlighted as it was male theorists conducting it and they mainly looke d between the male dominance sides. There were probably female subcultures just as big, but they were not as influential or highlighted by the media as much. The media did not pick them up. This is a big downfall in the area of subcultures, as it does not show the big picture. The theories that are put across from the CCCS and Hebdige are not always on the same levels as Marxists. They tend not to agree with them and disregard them. They believe they don’t take into account of how important the economic base is and the fact it shapes our culture. Another problem with Hebdige’s work was there was no evidence that suggests that what he puts forward is actually how the people within those subcultures interpret it themselves. He doesn’t have any research which backs up his idea, which means it’s only what he believes. The people within those subcultures could interpret those objects completely differently. He didn’t talk to the members within to get their views; he could have conducted an interview. This though shows that his view lacks validity and other sociologists could respond to it as being subjective. Andy Bennett and Keith Kahn-Harris (2004) see the CCCS as failing to show that subcultures are class based. They show that the CCCS only look at subcultures as being working class only and that there are not different classes in between. Other sociologists to Hebdige believe that the whole idea of consumerism is not built up through class, but rather the taste of different people. They believe that through people having different views on things they can see what is in style and respond accurately. This efficiently took away the boundaries between classes and brought different groups together. Throughout the CCCS there is not much highlighted about the ethics or locality within subcultures. They believed that throughout the UK a subculture was the same where ever it was, but other researchers have discovered that there are some which are just based locally. There is not a lot said about any of the youths which do not follow into a subculture. Even though these youths make up most of them they do not get talked about. The CCCS does not mention anywhere a reason for why one youth follows into a subculture, but another one does not, even though they are from the same working class background. Throughout pieces written on subcultures, there tends to be an over emphasis on resistance. They tend to talk about how each subculture is an act of resistance over something rather than being someone’s way of life and not wanting to get back at others. Some subcultures are seen as if they are resisting against something they do not want to do. They act as if they are opposing against what people believe to be the right way of life and what is seen as the norm. The CCCS intently put the idea across that each subculture is only about being the opposite to mainstream. Also suggest that there is only one type of norm and if you’re not like that then you are part of an oppositional subculture. They do not put across that there could be several mainstream as not everyone likes the same thing. They do not know what a subculture is actually about they have only put out theories. For all they know a subculture could just be about having good fun. The theorists that criticise the CCCS and Hebdige the most is the Postmodernists. They claim that class does not play a big part in subcultures, but they also say that there might not even be subcultures. They think that they do not exist as they cannot be defined very well. They do not think that youth culture can really be described through the subculture concept. Even though there is many negative, there is positives about subcultures. Subcultures are very influential on showing the differences between everyone in society. If you did not have those differences between subcultures, everyone would be the exact same, no one would have their own ideas and uniqueness about them. In society now, it is still visible that subcultures still exist. You can see different subcultures within society and everyone belongs to their own group. Subcultures are probably more visible now than before, but the difference is every subculture is accepted widely as existing, though there is some difference between subcultures. Some do not like each other and tend not to get along. As shown the CCCS has been criticised a lot. There is no firm research evidence to confirm what these theorists say. Even though there are negatives associated with the CCCS, you can see where some of the ideas about subcultures have come from and how they show how subcultures have grown and can influence culture as a whole. Though there are the positives, I agree with that of McRobbie as when all the other theorists were talking about subcultures, they should have incorporated what they were saying towards females as that would show the whole society. References Hebdige, D. 1976. Subculture: The meaning of Style. In: Haralambos and Holburn. Subculture and style. Hammersmith, Collins Education. pp 772. Hebdige, D. 1988. Subculture: The meaning of Style, Routledge, London. Hebdige, D. 1979. Subculture: The meaning of Style. In Gelder, K. Ed. The subcultures reader. 2nd ed., pp 121-131. Jefferson, T. 1976. Youth Subculture. In Haralambos and Holburn. Teddy Boys. Hammersmith, Collins Education. pp 772. McRobbie, A. And   Garber, J. 1978. Gender and youth subcultures. In Haralambos and Holburn. The neglect of gender? Hammersmith, Collins Education. pp 774. McRobbie, A. 1977. Girls and Subcultures. [online] available from: gold.ac.uk/media-communications/staff/mcrobbie/   [accessed on: 1st May 2011]

Stirring Quotes From All Quiet on the Western Front

Stirring Quotes From 'All Quiet on the Western Front' All Quiet on the Western Front is a literary classic, and this roundup of the books best quotes reveal why. Published in 1929, author  Erich Maria Remarque used  the novel as a means to deal with World War I. Several parts of the book are autobiographical. The books frankness about wartime led to it being censored in countries such as Germany. Get a better sense of the groundbreaking novel  with the following selections. Quotes From Chapter 1 The leader of our group, shrewd, cunning, and hard-bitten, forty years of age, with a face of the soil, blue eyes, bent shoulders, and a remarkable nose for dirty weather, good food, and soft jobs. The soldier is on friendlier terms than other men with his stomach and intestines. Three-quarters of his vocabulary is derived from these regions, and they give an intimate flavour to expressions of his greatest joy as well as of his deepest indignation. It is impossible to express oneself in any other way so clearly and pithily. Our families and our teachers will be shocked when we go home, but here it is the universal language. One could sit like this forever. The wisest were just the poor and simple people. They knew the war to be a misfortune, whereas those who were better off, and should have been able to see more clearly what the consequences would be, were beside themselves with joy. Katczinsky said that was a result of their upbringing. It made them stupid. And what Kat said, he had thought about. Yes, thats the way they think, these hundred thousand Kantoreks! Iron Youth! Youth! We are none of us more than twenty years old. But young? That is long ago. We are old folk. Highlights From Chapters 2 to 4 We have lost all sense of other considerations, because they are artificial. Only the facts are real and important to us. And good boots are hard to come by.(Ch. 2) That is Kat. If for one hour in a year something eatable were to be had in some one place only, within that hour, as if moved by a vision, he would put on his cap, go out and walk directly there, as though following a compass, and find it.(Ch. 3) You take it from me, we are losing the war because we can salute too well.(Ch. 3) Give em all the same grub and all the same pay/And the war would be over and done in a day.(Ch. 3) To me the front is a mysterious whirlpool. Though I am in still water far away from its centre, I feel the whirl of the vortex sucking me slowly, irresistibly, inescapably into itself.(Ch. 4) Excerpts From Chapters 5 to 7 The war has ruined us for everything.(Ch. 5) We were eighteen and had begun to love life and the world; and we had to shoot it to pieces. The first bomb, the first explosion, burst in our hearts. We are cut off from activity, from striving, from progress. We believe in such things no longer, we believe in the war.(Ch. 5) We lie under the network of arching shells and live in a suspense of uncertainty. If a shot comes, we can duck, that is all; we neither know nor can determine where it will fall.(Ch. 6) Bombardment, barrage, curtain-fire, mines, gas, tanks, machine-guns, hand-grenades - words, words, words, but they hold the horror of the world.(Ch. 6) There is a distance, a veil between us.(Ch. 7) Selections From Chapters 9 to 11 But now, for the first time, I see you are a man like me. I thought of your hand grenades, of your bayonet, of your rifle; now I see your wife and your face and our fellowship. Forgive me, comrade. We always see it too late. Why do they never tell us that you are poor devils like us, that your mothers are just as anxious as ours, and that we have the same fear of death, and the same dying and the same agony - Forgive me, comrade; how could you be my enemy?(Ch. 9) I will come back again! I will come back again!(Ch. 10) I am young, I am twenty years old; yet I know nothing of life but despair, death, fear, and fatuous superficiality cast over an abyss of sorrow. I see how peoples are set against one another, and in silence, unknowingly, foolishly, obediently, innocently slay one another.(Ch. 10) Our thoughts are clay, they are moulded with the changes of the days; - when we are resting they are good; under fire, they are dead. Fields of craters within and without.(Ch. 11) Trenches, hospitals, the common grave - there are no other possibilities.(Ch. 11) Do I walk? Have I feet still? I raise my eyes, I let them move round, and turn myself with them, one circle, one circle, and I stand in the midst. All is as usual. Only the Militiaman Stanislaus Katczinsky has died. Then I know nothing more.(Ch. 11) Selections From Chapter 12 Let the months and years come, they can take nothing from me, they can take nothing more. I am so alone, and so without hope that I can confront them without fear. The life that has borne me through these years is still in my hands and my eyes. Whether I have subdued it, I know not. But so long as it is there it will seek its own way out, heedless of the will that is within me.(Ch. 12) He fell in October 1918, on a day that was so quiet and still on the whole front, that the army report confined itself to the single sentence: All quiet on the Western Front. He had fallen forward and lay on the earth as though sleeping. Turning him over one saw that he could not have suffered long; his face had an expression of calm, as though almost glad the end had come.(Ch. 12)

The Market for Lemons Essay Example | Topics and Well Written Essays - 1250 words

The Market for Lemons - Essay Example In this paper, Akerlof presented a research on the relationship between quality and uncertainty by using the example of wide market for used cars to draw relevance (Akerlof 488). As per the paper, Akerlof gives the description of a used car, which he gives as the exchange of ownership from a car buyer to a seller after the first owner has used it to a state that may attract wear and tear (489). Asker of intimates that ‘cherries’ and ‘lemons’ are two categories of used cars where by a car attracts these categories depending on the quality of the car and the previous owner’s driving technique. Frequencies of maintenance and vehicle accident history are the other factors that contribute towards a car becoming a ‘cherry’ or a ‘lemon’. With this, this essay will review the article by Akerlof George by giving the summary of the article then discussing the points that he intended to put across. As per this article, a buyer may end u p buying a used product without having adequate information concerning the cars history or if it has any hidden defects. During car purchase, a buyer may not have the time to go through all the elements of the vehicle hence making a seller to take advantage of the situation. The implication of this is that the car buyer may not be certain on whether they are buying a ‘cherry’ or a ‘lemon’ as the buyer relies on the general quality of the vehicle and not quality in details. In the end, the average quality assessment that a buyer does influences them to buy it at their chosen value irrespective of whether the car has a good maintenance history or not. Therefore, a buyer or seller may be at a loss as the seller sells the car at a high price as the car deserves or the buyer buys the car at a low price. For this reason, car owners that are sure of the quality of their cars do not sell their cars in the used market for cars as this reduces the average car quality for the vehicles that they intend to sell. On the other hand, the reluctance by good quality used car owners reduces the value of other vehicles in the market hence translating to a reduction of product prices. 2. Asymmetrical information As indicated, quality used cars, tend to receive low value during their sale because of lemons and vice versa. This relatively the bad pushing out the good in a sequence whose dependency is two variables (490). p, is the first variable that denotes the price of the vehicle and the used cars quality presented for trade, or Qd = D (p, p), the supply of lemons and cherries together with their quality on average p will depend on the price (p = p) or (p) and S = S (p).  

Comparative essay of Shakespeare Example | Topics and Well Written Essays - 1250 words

Comparative of Shakespeare - Essay Example However, this has not been the case, especially in Macbeth. King Duncan had sons who depicted contrasting relations with him. Some, like Donalbain, seem to love his father yet this is not for sure. Malcolm, on the other hand, keeps the relationship between him the father very formal. To him, the father is just a king. However, he does not let it show until his father dies. When King Duncan dies, his sons fail to show their bereavement. None of them shed tears before the public; not even crocodile tears. If they must shed any tear, then they would rather do it in private places. To them, it is just the death of a king. Before the people, Malcolm and Donalbain keep it formal as if to show the relationship with the father was entirely kingship. The sons show further that their relationship with the father was merely kingship by their actions after he has been murdered. The first thing they thought of was how to escape from the anonymous murderer. If they really loved the father at personal levels, they would investigate the homicide first, instead of saving their lives. By the action of escaping and neglecting the case shows that they care much. The sons of King Duncan gave the dynasty first priority. Even as they escaped, their main objective was to save the kingdom of their fallen father. This is clearly depicted when the revenge time came. Malcolm’s revenge on the murderer, Macbeth, seems less personal. He just wants to punish Macbeth for killing a king, not the father. And by revenging, his aim was to restore the throne of the long gone king; not to repay the death of his father. The brave Macduff is, by contrast, a defender of the parents. The relationship between him and the father portrays true love and protection. Even though Macbeth succeeded in wiping out the family of Macduff, he fought tirelessly before his abandoned mother for the honor of his father. In his relentless defense, he dies in the line of duty. However, his death

The Macroeconomic Environment Essay Example | Topics and Well Written Essays - 1500 words

The Macroeconomic Environment - Essay Example ons which are differentiated by government deficit or the â€Å"difference between what the government pays out (government expenditure) and what it takes in (tax revenues).† (Weil 2002) The first state is the contractionary or tight fiscal policy wherein the government expenditure is lesser than its revenues or budget surplus. On the other hand, it is called expansionary or loose fiscal policy when government spending is larger than its revenues resulting to budget deficit. (Weil 2002) In devising a fiscal expansion policy, the government should consider certain economic indicators and factors that are affected. These are interest rate, exchange rate, trade balance, Gross Domestic Product (GDP), and aggregate demand. Weil (2002) and Hemming et al. (2002) observe the possible effects of fiscal expansion on these factors which contribute for economic stability. Richard Hemming et al. (2002) see expansionary fiscal policy as beneficial in stimulating economic activity. They use the events like Asian Financial Crisis of 1997 and recessions in Europe and the United States as empirical evidences of the negative effects of contractionary fiscal policy through strong tax systems. Weil (2002) sees beneficial effect of fiscal expansion on managing the economy through the gross domestic product (GDP) or the total amount produced. Fiscal expansion results to increase in demand for goods and services which in effect raises both the output and price. However, the degree of increase on these two factors depends on the state of the economy according to Weil (2002). â€Å"If the economy is in recession, with unused productive capacity and unemployed workers, then increases in demand will lead mostly to more output without changing the price level. If the economy is at full employment, by contrast, a fiscal expansion will have more effect on prices and l ess impact on total output.† (Weil 2002) Weil (2002) states fiscal expansion raises the aggregate demand or the total demand for

Bullying At School: Causes, Effects and Implications

Bullying At School: Causes, Effects and Implications School Bullying has evolved into a worldwide phenomenon that has received very little or no attention at all. In recent years, it has garnered global attention and, although studies have concentrated on the view point from the victims perspective, recent studies are geared towards studying bullying from a social and cultural view. Bullying is defined as a methodical way of demoralizing a person or a group of people who may seem inferior to a potential bully or group of bullies due to many different factors such as race, gender, intellectual ability or just a way to feel better about themselves. Throughout this paper, we will look at the many different areas that have been identified as critical functions in remedying an age old problem that has been a staple in schools across the entire world for many years. Contributing Factors and Family Types Now we have to have a good understanding of some of the contributing factors that makes up the components of the bully, the bullied and the bystander. Although bullying is a learned behavior, a major contributing factor is derived from what is learned in the home. Studies have shown that there three types of families that contribute to bullies. The first one dubbed The Brick Wall family demonstrates the belief that power equals control. This type of environment proves to be a great training ground for a potential bully. Various factors figure into the equation like one parent demonstrates absolute authority, rigid enforcement of rules by use of threats or imagined violence, use of humiliation and being taught What to think, Not how to think (Barbara, Colorosa). The second type of family commonly referred to as The Jellyfish Family tend to promote the virtues of a child to become a bully, a vulnerable target or bystander by not setting boundaries and structure for children, the parent physically and psychologically abandons the children and second chances are routinely given. The last family The Backbone Family is not demanding at all. They do not demand respect; they model and teach it, rules are clear and simply stated and mistakes are viewed as chances to learn. Clearly, family has a decisive advantage in determining a childs course, but society has become a greater teacher than any home can be due to all the advances in technology such as the internet, cell phones, and peer pressure and the lack of parents being home due to dual income families being needed more now during the current recession going on in America today (Barbara, Colorosa). Seven Types of Bullies Briefly we have looked at contributing factors to bullies, but we will take a glance at the several different types of bullies. The Confident Bully often has a hefty ego and sense of dominance; The Social Bully is resentful of the optimistic traits of others; The Fully Armored Bully is calm and isolated; The Hyperactive Bully has trouble making friends; The Bullied Bully is bullied by adults or older kids; The Bunch of Bullies usually perceived as nice kids and last, but not least the Gang of Bullies is a group drawn together in pursuit of control, ascendancy and total absolution of power (Barbara, Colorosa). All have different agendas, but they all use the three basics fundamentals of bullying; verbal, physical, and relational. Verbal bullying accounts for 70% of all reported bullying for mainly two reasons (Barbara, Colorosa); It is easy to get away with and if it is accepted by the majority, it degrades the intended target. Physical bullying is actually only responsible for one-thirds of all reported incidents and the bully whom actually results to this form is more likely to move onto more serious criminal offenses in the future. Racial bullying is an area that we have not ventured into; however it is prevalent taking place in climates where differences are deemed as bad and where common bonds are not celebrated. The Victim or the Bullied The Victim or Bullied can become a target for bullying due to a variety of factors. This can be due to the victim being the new kid on the block, the kid who is smaller and younger in a new school, being submissive, gifted or talented, physical or mental disabilities or simply being in the wrong place at the wrong time (Barbara, Colorosa). In any case the bullied child becomes isolated from their peers and develops survival strategies rather than social skills. Bullies are often successful due to the fact they are ashamed, afraid of retaliation, they dont believe anyone can or wants to help and society has led people to believing ratting is not acceptable. Even though secrecy is a another significant factor to a bullys success, a child who is the victim of bullying will display warning signs and adults whether a teacher or parent must be mindful in observation of the warning signs. Children speak through their body language, facial expressions, eyes, words and the tone of voice when asked certain questions (Barbara, Colorosa). When children display a certain abrupt disinterest in school or refuses to go, is hungry after school, claims to have lost lunch money, stops talking about everyday activities and peers or completely does something out of their normal character, it can be an indicator there may be a problem. In todays society, most of the above mentioned clues almost describes a majority of kids today especially teenagers, but as we will visit later knowing your children and establishing an open line of communication can be vital in ensuring your children chances of being a victim of bullying are minimized. Education of children will help in reducing the potential of a child becoming a bullying victim. It is imperative that children are taught how to react when they are placed in a situation dealing with a bully or a group of bullies; Assurance is a key instrument, letting a child know that they are not alone; affirm that it is not their fault; establish that there are measures that you as a parent can take and immediately inform school personnel of the bullying issues or concerns. Just as easy as you can reassure your children of all the measures that can be implemented, equal caution must be exercised as not to hinder a childs capability to resolve some issues on their own so as not to be shunned by the other children as an individual who cannot function without their parents direct involvement. Justification of a bullys action can be detrimental to your relationship or trust previously established; educate your child, but let they figure out the best way to exist amongst their peers; avoidance should not be a course of action and by all means violence should only be used if they are in imminent danger by the bully or group of bullies. The next group we will explore is the Bystander (s) who more than often not are just caught in the middle and basically are glad that the bully is not targeting them. Bystander (s) tend to think that intervention will cause greater suffering, they simply do not know what actions to take, dont want to become the focal point of the bully or they dont want to get hurt themselves. The victims of bullying have been identified as suffering from various health problems, including diminished levels of psychological well-being, poor social adjustment, psychological distress and physical symptoms (Rigby, 1996, 2003). Victims have a wide range of issues such as social isolation, truancy, suicidal tendencies and depression. Also, experiencing peer harassment has been linked to depression, loneliness and social isolation. Victims often exhibit low self-esteem, have fewer friendships, school absences and even suicide. Relational bullying has also been related to rejection of peers, loneliness, isolation, depression and social anxiety all proved to be directly related to future psychological difficulties, according to Jacobsen, Kristen. The Bystander (s) Bystander (s) abilities or lack thereof, contribute to their fears and the lack of skills to cope with the issues leads to apathy and due to the fact that Bystander (s) witness first hand bullying tactics, they are apt to becoming bullies themselves. Bystander (s) rationalize why they do not take actions when they observe a bully targeting a child or a group of children; they are friends with bully, its not my problem, he/she is a loser or the fact that they dont want to be labeled as a snitch. Another aspect of bystander (s) perpetuating bully tendencies is through the spreading of rumors. Rumors are easy to start, spread and in lament terms hard to confirm or deny and children are not concerned with facts, they believe what everyone else does. Their ability to decipher the truth whether they want to or not is the real issue; simply they just want to fit in regardless of the truth, thus indirectly they are assisting the bully in tormenting the targeted child or children. Three factors that will empower bystander (s) is the ability to recognize, refuse and report are the steps they will need to be taught in order to not help in the bullying process. Social Experience and School Bullying Social Experience and School Bullying studies have shown that these problems extend well beyond the school and that children are exposed to dangerous situations in their own neighbor hoods on a daily basis. These experiences within the very communities that they live in undermine relationships between students and their teachers and bring to light that intervention needs to be extended to the broader community and neighborhood. A vast majority of studies have concentrated on the psychological profiles of bullies and their victims. According to these reports, bullies tend to assume a dominant role in interpersonal relationships and display lack of empathy. They are reported as displaying high self-esteem but also egotistic defensive traits (Salmivalli, Kaukiainen, Kaistaniemi, Lagerpetz, 1999; Smith, 2004). Studies also suggests that like other aggressive individuals, bullies attribute hostile intentions to the people with whom they are interacting and that they are incapable of resolving conflicts without resorting to acts of violence (Crick Dodge, 1999; Dodge, Bates Pettis) . Classroom Management, Bullying and Teacher Practices Teachers play a vital role in the school environment; the enforcement of school policies and ethos and the social interactions within the classroom. The absence of an adult (s) presence often contributes to bullies and their objectives. Studies have revealed that some teachers just dont observe the deviant behavior or they simply do not know how to handle the situation involving bullies. Some cases have illustrated that training is sorely needed in order to help in the ever growing epidemic. In some cases, teachers have intervened in physical bullying cases, but they acknowledge that the aspect of identifying relational bullying is hard to identify. Now teachers and counselors have different roles in the school, but they are inter-related on so many levels. Teachers are primarily educators and have limited experience in counseling, thus enter the counselor. The counselor primary role is to ensure the students success academically, career and socially. Due to the fact that the counselor works with the entire school population, they will have a better understanding on some of the underlying issues that the teacher just may not have time to observe. Teachers can prove to be a valuable asset in the fight against bullies, but training is still required to enhance the readiness of all school staff and administrators. For the most experienced to the novice of all teachers, teaching in todays society has become more challenging than ever. It requires the ability to adapt to new and constant changing demands. Although the issue is not new, a new light was shed on the issue during the Columbine High School shooting in April, 1999 (Vossekuil, Fein, Reddy, Borum, Modzeleski, 2002). In recent years, research has implicated teasing, harassment, and bullying in a number of targeted schools shootings that have taken place in the United States, according to (Kathleen P. Allen). Now in recent years, newer teachers in the profession stated they have felt unprepared for todays classroom management skills when it comes to managing administrative tasks, curriculum and behavior issues. According to (Kathleen P. Allen), additionally, it is a well- established fact that student misbehavior is a factor in teacher burnout and the decision for novice teachers to leave the profession. How Do Teachers Learn Classroom Management and Discipline When you look at this complex issue, classroom management is not what it was in the past. Classroom rules and guidelines were the main points other than course requirements in the past; however in todays culture, teachers have to worry about safety of themselves and other students, being innovative and creative to keep students interested and constantly adapting to changes to the profession. Teachers have to incorporate effective teaching strategies which include meaningful content, powerful teaching strategies and an organizational structure to support productive learning. Successful teachers employ strategies for establishing rules and procedures, organizing groups, monitoring and pacing classroom events, and reacting to misbehavior, according to (Kathleen P Allen). Some teachers may revert back to when they were in school and how their teachers maintained discipline. Although many of these teacher may not be teaching due to retirement, they still may act in a capacity as a mentor to todays generation of younger teachers. Now for up and coming teachers in college, management techniques are being incorporated in the curriculum to help circumvent these issues. Practical experience can only be gained through actual job experience, but they have a foundation to build on. Teachers currently in the business attend working group, field observations, student teaching, seminars and gain valuable experience by sharing ideas and talking with their teacher counterparts. Bullying, Prevalence, Definitions and Issues According to Kathleen P. Allen, in the largest survey of bullying in schools in the United States to date 29.9% of students were found to be involved in bullying demographics: 13% were bullies, 10.6% as victims, 6.3% as bully-victims. This study is a direct indicator that there is a definite problem that must be addressed in the United States school system. In looking into the issue of bullying, it has been discovered that it is a two way street. Now bullying from a teachers perspective in defined as a teacher who uses his or her power to reprimand, control or ridicule a student beyond what would be a reasonable disciplinary course of action. According to Kathleen P. Allen, 45% of 116 teachers surveyed at an elementary school admitted to bullying students. Also, at one intermediate school, 30% of students stated they were bullied by teachers. During another study, it was founded that in the United Kingdom that high school teachers were bullied by 56.4% by students at least once, 35.6% by students sometimes or more and 9.9% by students several times a week. The focal point of this particular part is that this behavior is undermining the sanctity of the education process and promoting reciprocated aggression. In the event, and lack of evidence of adult bullying going on within schools themselves, is probably a direct factor of bullying being perpetuated throughout the masses. Teachers are an intricate part in establishing a positive climate, thus they must maintain a professionalism that is unparallel to none. Teacher Knowledge of Bullying In order for teachers to prevent bullying they have to be educated on how to recognize the signs and most of all they must be aware of what measures to take to reduce this epidemic. What is viewed by most teachers as normal gossip and simply kids being kids is truly the tip of the iceberg. Physical altercations and the communicating of verbal threats is what teachers view as bullying; however through cell phone texting, email and more sophisticated ways of disguising bullying tactics teachers are fighting a losing battle. Students are very manipulative, and due to lack of classroom management abilities and the fact of teachers being overworked, underpaid and stressed beyond the point of no return, some teachers simply just dont care enough to go the extra mile and the ones who do care simply are just out numbered. Some scholars have looked at bullying as a social phenomenon, bullies tend to need an audience and this adds to the bullys powerbase. From an ecological perspective, students tend to be a product of their society. Since they live in neighborhoods where violence and aggressiveness are prevalent, they adapt to what they learn from society. Unfortunately, the school environment is where the aggression is practiced. Emotional distress has been associated with exposure to neighborhood violence often interferes academic performance and escalates the potential risks of peer bullying. Different variables have a definite impact on the bullying epidemic sweeping the globe at an alarming rate. First, we look at the sense of community-the acuity of belonging to a neighborhood, social relationships that implies to the eagerness to help others. Secondly, the exposure to dangerous and violent events where the young people live on a day to day basis. The perceived safety in the neighborhoods in conjunction with the serious nature of social problems. Lastly, different variables such as school climate, relationships with classmates, relationships with teachers and attitudes towards school. Young people who are exposed to neighborhood violence often find it hard to control their feelings of anger and irritability which contributes to poor academic performance. Students who exhibit the lack of self control find it difficult to concentrate on basic school tasks. They are hyperactive, impulsive and easily distracted and find it difficult to sit still long enough to do typical school work. What Can We Do About Bullying Prevention and Intervention are ongoing studies, life experiences, reading materials, workshops and attending presentations dealing with this topic in depth. Teachers are continuing to educate themselves through schools adopting different programs that has proven to be effective in other schools foreign and domestic. These adopted programs require continual updated training, but in every attempt to reduce bullying it is a sacrifice an overwhelming number of teachers is willing to make. Very often these programs advocate policy development as well as well as realignment of the school or classroom code of conduct and behavior management systems. Goals are obvious with these programs, reduction or the complete eradication in the bullying/victim problems in and out of the school setting and to prevent future problems (Dan Olweus). All attention is normally directed toward the direct bully concept. As previously stated, direct bullying involves relatively open attacks on another student and may include words, gestures, facial expressions or physical contact. Indirect bullying must be addressed as well. A student exposed to this indirect bullying has a hard time making friends within his or her class and is excluded from the peer group. There is a direct link between the two types of bullying; direct bullying victims are rejected by their peers and basically isolated. There is also a lot of students who are isolated and lonely without being a target by their fellow students. Awareness and involvement involve two general conditions; Adults at schools and to some measure at home must become aware of what bully/victim problems exist in their childs school and that parents must take an active part in correcting the problem. Bullying has proven to be a considerable problem in many countries across the world and reassures everyone in the teaching profession that no school is bully proof. A reasonable assumption is that when you have several children together and they cant decide who cannot be included in the group, and then bully tendencies will arise. Mapping the extent of the bully/victim problems at a particular school are a good start for an intervention program Dan Olweus). Should there an insignificant amount of bullying at a school, there must be an attempt to correct the problem altogether. By establishing that these problems exist in schools across the nation, parents and teachers must be persuaded to take aggressive action. Parents must understand that this is not an inevitable part of a childs life. Individual measures that can be taken by the teacher is if suspected bullying is taking place then he/she should confront the bully or bullies immediately. The intent is to let these offenders know that this type of behavior will not be tolerated by anyone. Should it be deemed that it is a group of bullies, and then each student should be handled on an individu al basis. Swift action should be taken so as to prevent collaboration between the groups can be established. In most cases, should the group be allowed to conspire, then the victim will be made out to be the villain. Due to the fact that bullies are calculating, devious, persuasive individuals and often possess leadership abilities which entice others to follow them. After all individuals have been interviewed separately, then placing all offenders in a group and reinforcing the facts that bullying will not be tolerated and inform all parties to include parents of possible repercussions should alleged if not proven behavior should continue.