The Technology Industry an Example of the Topic Science and Technology Essays by

The Technology Industry In the technology industry, operation and financial aspect is definitely are major concern of the web corporations. In this industry, the actual business practice is widely influence by various forces in able survive its competition. Nevertheless, the technology is one of the most influential industries on its stakeholders. Need essay sample on "The Technology Industry" topic? We will write a custom essay sample specifically for you Proceed Operation in technology industry, on the other hand, was constantly influenced by the ever changing condition of the industry. Web Corporation's operating power can be enhance through continuous update and upgrade of its system. With the fact that technology industry is obsolescence in nature, web corporations must effectively update their operating system in able to stay influential and in power over their service and its competition, Operating leverage in this industry will be determine through the quality of the operating system to provide high standard service in its clients. Financial leverage, however, depends on the performance of the web operating system, on which profitability will be determine through the performance of the entire web operation. Meaning, financial leverage links on the condition of the whole web operating system. If the web operation is influential, there is a huge possibility the financial status of the company is on higher profitability, on which as well the definition of Web Company's financial leverage. In most cases, higher leverage is detrimental for the firm or company in relation to sales damages. In technology industry, improvement and innovation are amongst the primary higher forces, on which affects the web corporations on its operation and sales. On the case of Inktomi, the high leverage of competition and software innovation are the primary forces that affects them badly in their sales, on which resulted to sales decrease. These forces are detrimental due to the fact that in technology innovation and continuous software development is a must in able to maintain profitability. It affects them due to the fact that influential web operation is a sign of profitability, when in fact theirs are no longer influential, which affects them on sales. In addition to this, technology is one of the industries, which has been recording fluctuations in its business. In able for "Inktomi" to stay influential financially, they must take advantage of the higher leverage to improve their opera ting system and software, to prevent decreases in their revenue or sales. In the end, operating leverage is the area where financial managers have more control. on which these company officials has the key to improve, develop and innovate the entire web operating system in able to achieve higher profitability. The best thing web financial managers can do is to spend their budget wisely for the improvement of their operating system or software, in able to establish web profitability and generate sales through reliable and influential operating system. Reference Electronic Industries Alliance (2004), The Technology Industry at an Innovation Crossroads: Retrieved May 16, 2008 from http://www.eia.org/docs/innovation_playbook.pdf

Response to Phil. of law Essay

Response to Phil. of law Essay Response to Phil. of law Essay Response Paper (6) The holding of the case is in concurrence with the principles the judge used to make his decision. â€Å"The principle which lies at the bottom of the maxim volenti non fit injuria should be applied to such a case, and a widow should not, for the purpose of acquiring, as such, property rights, be permitted to allege a widowhood which she has wickedly and intentionally created† (152). The reasoning is that one cannot take the â€Å"fruit† of crime, or in this case one cannot take the inheritance of another through an unlawful act, or murder. It would also be a reproach of jurisprudence of the country if one could receive monetary items in the instance of one’s life being taken in a feloniously way. The dissenting opinion decides in the opposite way. The courts do not have the ability to change the guidelines of a testamentary, and the judge states, â€Å"I cannot find any support for the argument that the respondent’s succession to the property should be avoided because of his criminal act, when the laws are silent†(152). Therefore the criminal act and the testamentary should be handled as separate means in the courts, and the courts can simply not interfere with a dead man’s final testamentary. Public policy does not specifically define what should happen, or what form of punishment, in dealing with someone who acts criminally in order to gather monetary items. I believe the holding and the reasoning of the majority to best reflect Dworkin’s theory of â€Å"the

Aggression in Humans Essay Example for Free

Aggression in Humans Essay ? There are many different reason why a person may act aggressively towards other human being. The person may act this way because of his background or the way he/she was brought up in life. A person does not; act this way based on natural feeling alone. Is more like a melded, learned behavior. A human being must have both environmental and instinctual factors in order to show aggression. Some of a person’s natural instincts are to desire food, reject some things, escape from danger, fight in a dangerous situations or when challenged. As well also sex desire, care for the young, control, and to accept substandard status. This combination of both instincts and environment determines a person’s behavior and actions throughout life. This is based on the theory that everything human beings do would have to be learned from other human beings. Aggression must be learned as we grow. It is not just simply there from the moment of birth. A person behavior is something that is taught to him rather than being an unmanageable instinct. For example, a newborn baby is breathing because it is an uncontrolled reaction. But on the other hand, a father may tell his young son to beat up the school buly who is picking on him. As a result, the boy is dealing with the situation by using violence. In order for a human being to display aggression, violence and anger, it must be driven by an instinct interacting with that person’s surroundings. The word instinct is defined as â€Å"an inherited or innate psycho-physical disposition which determines its possessor to perceive, and to pay attention to, objects of a certain class, to experience an emotional excitement of a particular quality upon perciving such an object, and to act in regard to its particular manner, or, at least, to experience an impulse to such action.† This definition, explains that people have different reactions for different situations they are put in. Therefore, an individual is expected to act a certain way when he is encouraged to do so from his surrounding environment. For example, an Eskimo does not have an inborn instinct that allows him to survive in his climate. He has to work with his people in order to survive when he is at a very young age. Furthermore, when people are brought up in a society, they learn a certain way of life and traditions. These customs are usually taught to them because it’s part of their society’s way of life, even if some of the customs may be brutal and horrible to others. For example, cannibalism is distasteful to us, but in some prehistoric cultures, to eat an enemy is to gain his or her strength. This aggressive behavior was taught to the people of this culture and is the cause for its existence. People need to have contact with aggressiveness in society in order to act aggressive. For example, there was a tribe in New Guinea, who were violent warriors that were always fighting and killing each other. The children of these people learned this aggressive act from their parents and then acted in the same way. A parent’s method of child rearing has a huge impact on the child’s aggression. For example my own brother found a way, which will convince my parents to buy him what he wants. All he has to do is cry and if he doesn’t get what he wants he will start smashing, kicking and throwing thinks that he find around him. Moreover, when a group of people are isolated, their behavior does not change unless they interact with other people. There was tribe made up of a group of people who were completely isolated fro the rest of the world. They did not show any signs of aggression due to the fact that they had no words for weapon, aggression, anger or war. All they did was gathering food. So the tribe and had no use for weapons. The tribe only used knives and other things that might be thought as weapons or tools to gather food. They even rejected the spear, the bow and arrow because they could not use them to gather food. There could not been anything in their genetic makeup that made them act in an aggressive or peaceful manner. This was just their way of life that was taught from generation to generation, to gather food which was needed to survive. The source of human aggression lies in factors such as society and culture. Aggression is a learned emotion that is built up on different factors in a person’s surrounding environment. It the combination of environment, society and culture that creates aggressive behavior. It is the person’s instincts that are the basis for the three. While one tribe is a peaceful group of people, and the other a group of aggressive warriors. Both of the tribes had  the ability for aggression and peaceful life but it was their environment, society and culture that have driven them to choose totally opposite paths. Aggression in Humans. (2016, Jun 19).

International Monetary Economy Assignment Example | Topics and Well Written Essays - 750 words

International Monetary Economy - Assignment Example PPP and the exchange rate are almost similar, 1 and 1.33. This shows that the value of the Canadian is almost equal to the American dollar. This shows that the Canadian consumers and the American consumers have an equal PPP with their respective currencies. The exchange rate will be stable. PPP= Price in Denmark/Price in U.S=8.08. Comparing the PPP and the exchange rate between Denmark and America is 5.82. The value of the Canadian dollar is undervalued. The Canadian consumers have a loss of the PPP relative to the American consumers. The exchange rate will increase. iTunes price in U.S is 0.99 compared to the price in Euro of 0.99. The PPP between the two countries is 1. The exchange rate between U.S and Euro is $1=0.78 pounds. The value of Euro pound is almost equal with value of the American pound. The Euro and American consumers have almost equal PPP with their respective currencies. The exchange rate between the two countries will be constant (Tanzi and Gupta 145). iTunes price in U.S is 0.99 compared to the price in Japan’s 200 Yen. The PPP between the two nations is 202. The exchange rate of the Japanese Yen compared to the American dollar of 112. There is a loss of PPP of the Japanese consumers relative to the U.S consumers. The exchange rate will increase. iTune price in U.S is 0.99 compared to the price of the iTunes in Sweden of SKr is 9. The PPP of the two countries is 9.10. The PPP of the two countries is almost similar, but not exact. The Sweden consumers and the American consumer have an equal PPP with their respective currencies. However, the exchange will increase between the two countries. iTunes price in U.S is 0.99 compared to the price of the iTune prices in Switzerland SKr is 1.50. The PPP of the two countries is 1.52. The PPP of the two countries is almost similar, but not equal. The exchange rate of the two countries will remain as1.21 or slightly high. iTunes

Should the united states pull out of afghanistan Essay

Should the united states pull out of afghanistan - Essay Example The initial dispatch of troops to Afghanistan was to either capture or kill Osama bin Laden who was the master mind behind the attack and to decimate his network Al Qaeda. If this is the principal reason for the war, now that Osama bin Laden is dead and the Al Qaeda decimated to only 50 members in Afghanistan, is it not time to pull out of Afghanistan. If the reason for our continuing presence in Afghanistan is based on the lofty ideals of nation building of that strife torn country and install democracy, then it cannot be achieved since Afghanistan itself is against that concept and western type of democracy is a fallacy there. We have deployed 100000 troops in Afghanistan and lost nearly 1600 American lives so far and 11541 have been wounded and maimed, many of them seriously and their lives will never be normal. Having accomplished the mission for what they have been sent for, the American troops are longing to come back home. It has been reported that there is no purpose served for prolonging the troops stay over there. The war has a devastating effect on the life of personnel leaving them traumatized. About 25 percent of US army personnel serving in Afghanistan suffer from traumatic stress disorder and close to 16 percent of troops is under medication for mental illness. According to Andrew.J.Belvich â€Å"American Soldiers are now said to face the prospect of perpetual conflict†( Andrew J Belvich). The cost of this longest war in Afghanistan becomes unmanageable with $120 billion a year or $10 billion per month. The Unites State has pumped in $18.8 billion as foreign aid and so far has spent $444 billion on the expenses. The amount so far spent has aggravated our fiscal problem. Our federal government has burgeoning national debt of $1.5 trillion this year which has to be taken care of. Unless we attend to this problem the nation could default on its debt and debt servicing. If we pull out from

Scary Story Essay Example for Free

Scary Story Essay When I finally fell asleep I was running. To this day I do not know what from. Whatever it was it must have been the most terrifying thing ever to exist for I seemed to be running without trying to. It was as if I had almost no control over my body. I wished to see what I was running from so I tried to open my eyes. I don’t know what I was expecting to happen. Perhaps I thought that my body would not respond to my commands as it didn’t with the running. Therefore it was a surprise to me when at my first attempt to open my eyes they did. I so wish I hadn’t. What I saw still haunts me most nights. I know that it was worse than any horror story ever made. For that reason I have great difficulty in dictating what I saw on that dreadful night not just emotionally but for the fact that the words do not exist to express exactly what I saw but I will do my best. It was worse than any horror story ever made there was a thick liquid dripping down the walls that looked suspiciously like blood. And it was not just dripping; it was splattered over the walls as if someone had been brutally murdered there. There were scratches in the walls, like someone- no not just someone- but a child by the size of the marks-had literally worn their fingers down to the knuckles trying to escape, as if that was there only way to survive. It did not seem logical that they stopped there at the time for it looked then like there were miles and miles left before the end of that gruesome tunnel. But then my feet felt as if they were on fire. I looked down and I saw then why those poor unfortunate souls had stopped there. Nails two inches long at least, sticking up out of the floor, and the walls and the ceiling, but these nails were red hot. I mean you could actually see the words scratched lightly on the wall ‘turn back’ ‘this is your doom’ and little scratchy tally marks all over the top of hundreds of tiny little skeletons all stuck on the spikes like spoils of war. As I looked at the skeletons time seemed to turn backwards these pale bleached white bones seemed to grow younger and then it started. They grew rotting flesh on the bones with maggots crawling in and out and then the flesh grew and grew, the maggots still crawling around. Then the flesh started growing and forming skin and then the faces started screaming out in pain calling out for their mothers and fathers. Then the screaming intensified louder and louder until it reached a deafening pitch and volume thousands of dead children screaming in fright, pure terror in their eyes but they were all looking in different directions, at the spikes that were brandishing them where they were slumped. Then the spikes started growing and lengthening. Growing through the bodies of these thousands of children, all still while they are screaming themselves ‘to death’ without taking a single breath. That was the only sign that they were not ‘living and breathing’, that and the fact that the blood from where the spikes bored holes in their young frail bodies was gushing onto the floor faster than I ran through that awful tunnel. The layer of blood was growing and taking over the floor until it was lapping over my still running feet which were stepping, I just realised, on every single spike they could find, until they grew too huge. I tripped while my foot was still speared by the now over foot long spikes. As I fell into the deep layer of blood collecting on the floor I felt the spikes attack every inch of my skin, gouging through my eyes, carrying on through my brain, paralyzing me and then shattering my skull until I was face flat in the blood. The blood of thousands of dead children swelling in my ears, filling my mouth as I try to scream out for help, going up my nose as I try to take a breath. I could feel myself dying. I could feel my own warm blood filling my skull and drenching my hair. I knew I was going to die. I tried and failed for one last breath, the blood of all those poor children. Children whose parents would have never had closure for their deaths, some still thinking that their babies will one day come home, knowing in their heart of hearts that they are dead and never coming back, filling my lungs. And then I woke up drenched in a thick cold sweat, terrified, of ever sleeping again.

Essay --

The Micro and Macro Environment Analysis Macro Environment Analysis On the enterprise marketing management, macro environment can be analyzed from two aspects, beneficial is business opportunities and adverse impact is being threated. Facing different opportunities and threats, industry need environmental analysis to assess the market and put forward corresponding countermeasures. By using PEST analysis, I will analyze political, economic, social and technological factor between SIA and Singapore. Political Factors: Government politics can make a decision whether open a market or not, such as aviation industry and transport service. Previously, the Singapore government decided to open the aviation industry progressively, Low-cost airlines allowed to operate which attend less-demanding customer. Thus, SIA are receiving allowances from the government to improve competitiveness. Economic Factors: The stability of politics affects the currency market, output prices of goods, etc. Recently, oil-producing countries facing political instability, erratic fuel price have a significant im...

Courtly Love in Romeo and juliet Essay

How does Shakespeare show that Romeo’s love for Juliet is real? How do his words and actions differ from when he said he loved Rosaline? In Shakespeare’s play Romeo and Juliet, the introduction of Romeo to the audience is haunted by a melancholic mood. The scene is set in Verona where Romeo’s family is worried about him due to his rejection in love from a woman, Rosaline. However throughout the scenes studied, it seems that love is the primary driving force behind most of Romeo’s actions and words. In general, the theme of love and the course of it intertwine with the fate of the violent peacefulness of this tragedy. His determined desolation from his family stirs unease in his cousin, Benvolio. During the course of this tale, Romeo blooms to become a mature man, who has experienced the double edged blade of love itself. The characterisation of Romeo in the beginning of the play illustrates him as dejected and depressed boy due to his infatuation with Rosaline being rejected. In spite of this, his spoken words of ‘love’ for her, for example: ‘Alas, that Love, whose view is muffled still†¦Ã¢â‚¬â„¢ demonstrates the conventional manner of love that this is. Romeo’s words clarify how he sprouts courtly love poetry, which is machinated and processed. A modern example would be the phrase: ‘roses are red, violets are blue†¦Ã¢â‚¬â„¢ a common phrase which is predictable and an inferior imitation to real love. Courtly love poetry was often used in those days by men with social status to court woman; the purpose behind this courting was to flaunt their skills. Would it be fair to say that Romeo courts for Rosaline’s love because it is the fashion of the season? In Romeo’s first scene, Shakespeare litters the dialogue with negatives, as well as exaggerated words, such as: ‘sad hours seem long†¦Not having†¦short†¦Out of her favour†¦Ã¢â‚¬â„¢ which displays the deep shallowness of his love for Rosaline. Not only Romeo’s word can suggest this, but on the contrary, so do his actions. For example in Act 1 Scene 1, information is revealed to the audience of how Romeo has not yet met Rosaline, but still waffles on about the flawed imperfection of love. His inexperience in real love may be obvious to the reader when he speaks numerous oxymorons. The speech about love starts: ‘O brawling love, O loving hate, O anything of nothing first creates! O heavy lightness, serious vanity†¦Feather of lead†¦Ã¢â‚¬â„¢ which illustrates the confused state that Romeo is in because of love. Leading to the point at which his inexperience and immature manner can be seen. The way in which Shakespeare clutters Romeo speech with riddles may indicate at whether if Romeo’s love or love in general can really be described as brawling and juxtaposed with hate? Shakespeare demonstrates how fickle Romeo really is in the beginning of the play. As known, the words of love from Romeo to Rosaline are all courtly love poetry; fake, clichà ©d and scattered with misrepresented ideas of love. From his initial depression over his rejection of Rosaline’s love, to which he claims an eternity of sadness, to his new professed to Juliet at the Capulet ball. His inconstant change of his receiver of affections hint that his frivolous nature is what defines him. However, his short mourning of Rosaline can suggest of his instant connection with his other half of his soul, Juliet. His halted period of the ‘eternity of sadness’ can only illustrate the strong connection between the two lovers. ‘Love at first sight’ is a familiar phrase to describe how the two fell in love. Could Romeo’s initial fickleness in love demonstrate the vast contrast when he meets Juliet? Romeo soon begins to genuinely fall in love with Juliet as well as idolising her. His first meeting with Juliet at the Capulet ball starts to weave a complicated web of reality, love, fate and death. It is at this moment that Romeo finally grasps/comprehends the true notion of love. His worship and love for Juliet may seem foolish and much like his initial infatuation for Rosaline at the beginning, however it is soon acknowledged that her refusal speaks something differently to him. The full appreciation of this new confound feeling allows Romeo to continue his courting of Juliet with or without her rebuff. His encounter with Juliet could be considered as a ‘reality check’, to which he discovers the differences from his fixated crush on Rosaline to the arduous beauty he compares Juliet to. The unfamiliar sensation begins to broadens his outlook on love; opening his eyes to a fresh, passionate world. Shakespeare indicates the sincere affections of Romeo towards Juliet through their dialogue in the balcony scene, Act 2 Scene 2. Juliet soon teaches Romeo how to love properly and from then Romeo flourishes to appreciate the true meaning of love. A strong example of this is in the balcony scene, at which Romeo in his own peril tries to see Juliet. He sets the foundation of this scene when he begins to compare Juliet to all sorts of things of great beauty. He sees Juliet as light and calls her ‘the Sun†¦Ã¢â‚¬â„¢ He claims that even the moon, the traditional symbol for a woman’s beauty and purity, is envious of Juliet. This characterization is not merely dramatic. The use of these superlatives is meant to convey Romeo’s deep feelings. When compared to his earlier characterization of Rosaline, Romeo’s tribute to Juliet takes on even more significance. The difference between what Romeo says of Rosaline and what he says in the â€Å"But soft† speech about Juliet emphasises his adoration even more. His characterization of Rosaline commences with the traditional comparison to Diana. Romeo acknowledges that Rosaline is â€Å"rich in beauty† and that her beauty is defined in terms of her chastity. It’s part of her appeal to Romeo. Romeo values Rosaline because she will not satisfy his desires; therefore, he thinks of her beauty as lost to ‘all posterity’. However, when he describes Juliet and invokes the sun, he suggests something far more potent: the eternal source of light and life-giving force of the heavens. Juliet’s beauty and warmth will live forever and do not depend upon Romeo’s perceptions. She exists independently of Romeo, and when Romeo thinks of Juliet, he dwells on her and not on what she will do for him. Romeo’s language demonstrates that although he was infatuated with Rosaline; he has no mere crush on Juliet. He is deeply in love, and the depth of his feelings demonstrates Romeo’s maturation. His speech is long and full of devotion, to which Juliet replies: ‘O Romeo, Romeo! Wherefore art thou Romeo? (Oh Romeo, why do you have to be a Montague?)’. Her obvious fondness for her is displayed, although at this point Romeo is still sprouting his ‘courting’ words. In the middle of the dialogue, Juliet dares to interrupt Romeo on one of his ramblings as she is sorely frustrated with Romeo’s pretence. As he swears by the moon, Juliet responds by saying: ‘O swear not by the moon, th’inconstant moon. That monthly changes in her circled orb, lest that thy love prove likewise variable.’ Once Romeo is firmly ‘put in his place’ by Juliet by her professing that he speak directly to her and not swear on something that disappears in the day and is ever-changing. In addition, when at first Romeo kisses Juliet at the Capulet ball, she accuses him of kissing by the book (kissing expertly), which is the ‘Hallmark’ love that was shown in the beginning. Shakespeare illustrates to the audience that Romeo and Juliet’s love in genuine through the comparison between his love for Rosaline and then his love for Juliet. As written by Shakespeare, Romeo proclaims to be in an eternity of sadness (darkness), however, he soon meets Juliet who is his ‘sunshine’ in his ‘darkness’. Even though Romeo had been rejected by Rosaline, he never tried to court her again, as if his determination went down the drain. On the other hand with Juliet, Romeo tried again and again to try to win her favour, to the point where he risked talking to her by sneaking into her garden. Although the language from Romeo in both scenes has been passionate, however a powerful example of their fated love is their first dialogue. In the Capulet ball, their first encounter and dialogue encompasses in total 14 lines, more commonly known as a sonnet. Sonnets were often written about love, and using a sonnet in this sense shows how they are two halves of one soul; fated to be with each other, for without one half the other in incomplete. The language used is potent in every sense, personifying Romeo’s words when he talks to Juliet. His determination to win Juliet’s favour demonstrates his true ardour for her, whereas his lust for Rosaline left him desolated and irresolute. All of these factors lead to the one point that Romeo’s love for Juliet is real compared to his infatuation with Rosaline in the beginning. In conclusion, a possible theory as to why Shakespeare shows this contrast in love, could be to illustrate when later in the tragedy, their deaths (suicides) were not foolish but bred of unadulterated and unconditional love. To emphasise that they were truly intertwined with each other as to the fact that they could not be separated, ‘til death do us part. Furthermore, it could also be said that Shakespeare showed this contrast to suggest that in this world there is a difference between lust and love, and the difference covers a broad horizon. Perhaps Shakespeare wanted the audience to comprehend how sweet love can bring the most violent of outcomes and what is commonly read in poems or tales are unrealistic and not a true representative of what love is truly like. Maybe it was Shakespeare’s own way of providing the audience of a ‘reality check’, just as Juliet did with Romeo in the play. Many things could be understood from this play which interlocks countless themes of love, fate, death, time, individuality etc†¦, all of which conveys the immense expanse of possible ‘whys?’ as Shakespeare was trying to cover.

Gender Issues in the Workplace Essay

Introduction Believe it or not women have had rights in the work force for over two hundred years. Women should be treated as equals with men in the work place, but that is not always the case. Companies need to be careful with gender issues; they could lead to law suits and cost millions of dollars. People whether it is men or women should be hired, promoted, or given raises based on their experience not their gender. Dealing with gender issues in the work place can create many problems that can be solved by treating all employees equally. Women have been denied rights in the work place for many years. There are many laws in place to protect women in the workplace. Not all employers follow these laws; women still on an average make less than men. This is why women should prepare themselves with knowing the current laws that deal with gender issues in the work place. Purpose and Scope To prove that women are just as valuable in the workplace as men are. Women can do the same job as men without complications. A woman working the same job as a man usually makes less money than the man. Women are sexually harassed in the work place. They are not treated as equals. Women should be treated as equals in the workplace. They should get the same pay and benefits as a man does and not be harassed because of their gender, yet this is not always the case. In explaining a little history about women’s rights, these sub-problems will also be answered: 1. Do women know that there are laws in place to protect them in the workplace? 2. How are women discriminated against in the workplace? Why? 3. What steps should women take to solve these problems? 4. What steps should employers take make sure they do not discriminate against women in the workplace? Data Graph 1: This is a graph showing the statistics on women’s human rights issues. (Source:Second Report on the Plan for Gender Equality, 2000) Graph 2: These next few quotes go with the graph. â€Å"But in the last few months, the trend has turned around: since December, job  growth has been significantly stronger for women than men. The number of employed men rose by only 83,000 in the last two months, the Bureau of Labor Statistics reported Friday(March 12, 2012). The number of employed women rose by 192,000† (Leonhardt, D.2012). â€Å"The recent job growth in white-collar sectors that employ large numbers of women, including education, health care, restaurants and hotels, is a major reason. The fact that new jobs continue to go disproportionately to college graduates — and women make up a majority of new college graduates — also plays a role† (Leonhardt, D.2012). Findings Past: In the past gender issues in the workplace were a major problem. Women were assigned to the temporary, part-time, or low responsibility positions because employers believed that their first priority was taking care of their families. When women got married they were likely to quit, and women who were already married would usually quit as soon as they got pregnant. Women who already had children were perceived as caring more about their children then about work. When people thought of women in the workforce they believed a man was more qualified to do the job. What the people in the past did not see; was the strong, highly motivated, and driven women that were right there to work just as hard as a man could. How women came up in the workforce: Women have rapidly climbed up the ladder in the workplace. â€Å"Back in the late 1800’s only about 18% of women were in the labor force. Then the 1900’s it jumped to about 30%.In the early 2000’s it grew to about 60%† (Blau, Ferber, & Winkler, 2006 as cited in Carr 2009). Women have come a long way in the work force, people are beginning to see women as equally qualified as a man in the workforce. In many situations today, after the economy went down, the wife is the bread winner and the husband stays home with the children. Many businesses are slowly adjusting to the new changes, and learning to treat women as equals to men. This is because of the high increase in women in the workforce. With this increase the old attitudes and behaviors had to change. How women are discriminated against in the workforce: When women are discriminated against in the workforce, such as: sexual harassment, promotions, pay, race, and hiring matters are now against the law. â€Å"Maternal and care-giving discrimination comes in all flavors: outright termination because a mother cares for her sick or disabled child; derailing an employee on track for a promotion after she gets married or creating a hostile workplace environment for pregnant employees† (Pacenti, 2008). These are just a few of the many ways that women are discriminated against in the workplace. A few more ways discrimination takes place are based on fairness among employees, race, and sexual orientation. Women should be given the same opportunities as everyone else. Our laws have changed over the past few centuries and there has been many changes in the workforce since women have entered it. Women have the determination to overcome discrimination. Laws: Over the past few decades, people have overcome and adjusted to the new definitions of gender roles. People are now more aware of the laws in effect for these issues. Over the years, many laws have went it to effect. Such as: â€Å" Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits employment discrimination based on race, color, religion, sex, or national origin; The Equal Pay Act of 1963 (EPA), which protects men and women who perform substantially equal work in the same establishment from sex-based wage discrimination; The Age Discrimination in Employment Act of 1967 (ADEA), which protects individuals who are 40 years of age or older; Title I and Title V of the Americans with Disabilities Act of 1990, as amended (ADA), which prohibit employment discrimination against qualified individuals with disabilities in the private sector, and in state and local governments; Sections 501 and 505 of the Rehabilitation Act of 1973, which prohibit discrimination against qua lified individuals with disabilities who work in the federal government; Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA), which prohibits employment discrimination based on genetic information about an applicant, employee, or former employee; and The Civil Rights Act of 1991, which, among other things, provides monetary damages in cases of intentional employment  discrimination† (The U.S. Equal Opportunity Commission). â€Å"The most current The Lilly Ledbetter Fair Pay Act of 2009 law adds a provision to Title VII, which provides: unlawful employment practice occurs, with respect to discrimination in compensation in violation of this title, when a discriminatory compensation decision or other practice is adopted, when an individual becomes subject to a discriminatory compensation decision or other practice, or when an individual is affected by application of a discriminatory compensation decision or other practice, including each time wages, benefits, or other compensation is paid, resulting in whole or in part from such a decision or other practice† (Grossman 2009). All of these laws have helped women progress in the workplace. Women have continued climbing to the top of the ladder. Many employers should keep in mind when conducting interviews and in hiring, they cannot discriminate against the sex of gender of a person, their marital status, their family status, their sexual orientation, their religious beliefs, their age, any disabilities, their race, or their associations. Following these rules when interviewing or hiring will save a company from many law suites and a bad reputation. Conclusion In conclusion women should not be discriminated against because they can perform the job at hand just as well as a man could. In recent years women holding jobs has increased and they have begun to receive equal pay. With all of the new laws and previous laws that are in place women will no longer be discriminated against because there are too many consequences for employers. Hopefully all employers will begin to follow these laws, because there are still employers who do not. In closing all women should make sure they are aware of the laws in place to protect them in the workforce. References Carr, D. (2009). Gender Discrimination. Encyclopedia of the Life Course and Human Development. Retrieved from http://go.galegroup.com.bakerzproxy.planet.info/ps/retrieve Grossman, J. (2009). The Lilly Ledbetter Fair Pay Act of 2009. Find law. Retrieved from http://writ.news.findlaw.com/grossman/20090213.html Leonhardt, D. (2012). Has the He-covery Become a She-covery? (6 month change in employment chart). The New York Times. http://economix.blogs.nytimes.com/tag/women-in-the-workforce/ Pacenti, J. (2008). Workplace Discrimination: Hitting the Maternal Wall. Corporate Counsel. Retrieved from http://www.law.com/jsp/cc/PubArticleCC.jsp?id=1201255554661 The U.S. Equal Employment Opportunity Commission. Laws Enforced by EEOC. Retrieved from http://www.eeoc.gov/laws/statutes/index.cfm The U.S. Equal Employment Opportunity Commission. Federal laws prohibiting job Discrimination Questions and Answers. Retrieved from http://www.eeoc.gov/facts/qanda.html Second Report on the Plan for Gender Equality 2000 (Graph on women’s human rights issues). (2000). Women Watch. Retrieved from http://www.un.org/womenwatch/confer/beijing/national/japan98.htm

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

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ABSTRACT An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ). They may be the first adults to observe or become aware of bullying behavior at school, so it follows that teachers should have input into the creation of school anti-bullying programs in order to ensure the classroom environment, and the school as a whole, is safe for all students. Research objective Conducting a study of teachers’ perspectives on bullying and their classroom management skills could make an important contribution to the creation of an appropriate, successful anti-bullying intervention. Olweus noted that to achieve this â€Å"adults at school and, to some degree, at home [need to] become aware of the extent of bully/victim problems in ‘their’ school; [and to] decide to engage themselves, with some degree of seriousness, in changing the situation† (Olweus, 1993, p66). Bradshaw et al., (2011) confirm that an examination of staff members’ interpretations of bullying is important and constitutes a significant advance in improving how these are understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and improve their skills to manage, the problem of bullying in school settings. Thus, teachers’ knowledge, experience and skills in dealing with students are highly likely to make a us eful contribution to the creation of effective interventions. Proposal structure This research proposal contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and strategy are explored; data collection and analysis is outlined and access and ethical issues are considered. Ideas for sample questions, definitions of terms and research variables are contained in Appendix 1. LITERATURE REVIEW The literature on bullying is comprehensive and studies are now attempting to address why and how bullying occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a working definition of bullying and work with the Department of Education to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the behavior that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or direct bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively blatant attacks on a victim; additionally, children may use disruptive acts that are just as hurtful, but are more difficult to detect. Covert or indirect bullying includes actions such as spreading rumors to damage another child’s character, deliberately excluding others or encouraging other children to dislike another person. Such behavior may happen behind someone’s back, rather than face to face. Porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a friend teasing another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to upset them is classed as bullying. Further, bullying can be defined as a ubiquitous aggression, frequently occurring in schools, which has specific features that distinguish it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying have less access to power than the perpetrators. Cyber-bullying is increasing but verbal abuse is still more common (Childnet International, 2007). During the last two decades researchers have focused on identifying the causes and results of bullying, however there are still significant gaps in the literature. While many studies have investigated students’ views of school bullying, only very few have looked at these issues from staff members’ perspectives (Bradshaw, Sawyer and O’Brennan, 2007; Juvonen, Nishina and Graham, 2008; Goldstein, Young and Boyd, 2008). Newman-Carlson and Horne (2004) state that despite the existence of numerous commended programs in schools to confront the bullying problem, few empirical studies have evaluated or confirmed their effectiveness. Recording teachers’ views based on managing and monitoring behaviors in a classroom setting is therefore valuable in this context. Pellegrini and Bartini (2002) posit that research provides counselors with useful guidelines for developing successful bullying assessment programs. These programs deliver the most precise information when they are conducted over a considerable period of time. Members of a school team, including teachers, who work alongside counselors, may assist the process of creating a more integrated format for successful programs. However Lakewood (2012) notes that while during the last ten years bullying has become the central issue that schools have to tackle, and research has examined programs to assess successful and unsuccessful interventions, there appears to be no single program for bullying prevention or bullying intervention that is likely to work in every environment. Dan Olweus’ Swedish study of â€Å"mobbing†, a term for bullying most prevalent in the Scandinavian countries, as reported in â€Å"Aggression in the schools: Bullies and whipping boys† (1978) was the first notable study of school bullying. Subsequently many other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies show the problem of bullying is prevalent on a national and worldwide level. Increasing reports of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a tendency for bullying to reach its height in late childhood or early adolescence. This implies that taking steps for prevention and intervention in middle school is crucial. The findings from the National Education Association’s Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who perceive that staff members do not respond adequately when told of bullying incidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of Education, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. Data held by the OCR seeks to help school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an influence on the way a bullying incident is reported. Literature review summary Bullying is not just a minor problem; the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, parents, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require training to acquire appropriate knowledge and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011). Research question Teachers and students have different views about how teachers handle bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers’ view is that they intervene in bullying incidents; students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers’ attitudes to and perspectives on the bullying problem and to gain insights into their understanding of it. Further, this study will look at the different methods teachers use to manage their classrooms and the role of training in developing these methods. Through analysis of the collected data, the study will examine the research question: does teacher training adequately equip teachers with effective techniques to tackle bullying in the classroom? The objective of this study is to use the evidence g athered to arrive at sound conclusions that will help inform future anti-bullying programs. METHODOLGY Research philosophy The majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), engaging adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that influence their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and influential position on the subject. If teachers feel respected and their point of view is valued, then intervention programs may be more effective. The planned research will adhere to a positivist philosophy, which holds that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and will examine teachers’ perspectives on bullying, and how they manage the phenomenon in their classrooms. Research approach There have been many international media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fellow students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. Then there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr and Tim Field coined the word ‘bullycide’ to describe these tragic deaths in their book Bullycide: Death at Playtime (2001) and the â€Å"bullyonline† website has a Bullycide memorial page listing the names and circumstances of many young people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, highlighting the enormity of the emoti onal and physical devastation that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative survey of teachers, collecting data and converting it into numerical form in order to make statistical calculations and draw valid conclusions. This will contribute knowledge that will enable improved strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extremes. Research strategy The Brentwood School district includes four middle schools – North, South, East and West – which have a total of about 150 teachers. With permission from the school administration and the Institutional Review Board (IRB), the research strategy is to conduct a survey of teachers’ views across these four schools. The researcher will use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to draw conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as well as the researcher. As a research tool, a survey is cost effective, takes a relatively short amount of time to answer, and is more convenient and less stressful for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in regard to bullying and classroom management. Both male and female teachers will be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the target is to achieve a 55% response rate, which is deemed to be sufficient for making sound judgments (Van Bennekom, 2011). School principals will be asked for permission to approach the teachers for this study and also asked to ensure the questionnaires are placed in the mailbox of the teachers, in each school listed. Data collection Having obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompanying stamped, self-addressed envelopes will be placed in the teachers’ mailboxes. Participants will also receive a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study; however, respondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On completion of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet. Data analysis A good survey design permits a clear and rigorous assessment process via a logical model (Babbie, 1990). The questionnaire for the survey will be designed to measure the attitudes of teachers concerning bullying; a series of questions will allow responses across a Likert scale ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic information, such as age, gender, racial and ethnic background and length of time teaching in this district, as well as a series of questions about teachers’ experiences of observing and dealing with bullying in the classroom, and their perceptions of self-efficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these areas. Bandura (1994) defines perceived self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of accomplishment that are known to â€Å"exercise influence over events that affect their lives† (Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Bandura’s instrument teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to complete and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided closer to the deadline. The research will undertake coding and analysis of the returned questionnaires using a computer program specifically made for data analysis (SPSS). See Appendix 1 for sample questions, definitions of terms and research variables. Access As long as permission is obtained as planned, there are unlikely to be major access issues. The use of a postal questionnaire means that the geographic location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-week period during which forms can be returned is considered to be sufficient time to allow busy teachers to complete the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation between several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools’ anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on social and ethnic backgrounds is also being collected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA. Ethical issues Bullying causes stress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and mental health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy – being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care. Research limitations Due to time constraints, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers’ views on the bullying situations in their classes; how they feel about the programs used in their schools; and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying. CONCLUSION Bullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a new study focused on teachers’ views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. APPENDIX 1 An agreed definition of bullying would ensure that stakeholders have a shared understanding of the issue. Important questions to be considered are: What is the individual teacher’s definition of bullying? This may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the school? This may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying prevention? This may indicate if the teacher will properly implement the program. How does the teacher perceive the target of bullying and the bully? The words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situations? Examining the age and gender differences of teachers, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying. These are the key questions that will be addressed during the development of the study. Definitions Bullying– behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, attacking someone physically or verbally, spreading rumors and deliberately excluding someone from a group. Teachers’ training– any training acquired as part of obtaining teaching credentials, including training about bullying; any additional anti-bullying training received within the current school. Training may include in school seminars and lectures; knowledge and information obtained through the Internet; workshops given by the school or any outside sources; continuing education credits (CEUs); any extra reading, or individual personal knowledge, or certifications, (there should be written documentation by the organization that gave the class or workshop). Teachers’ understanding– teacher’s understanding and interpretation of bullying and anti-bullying terms according to the definitions used by the New York State Board of Education. Increased reporting– as measured by the teachers’ incident reports (counting increases in the report logs). Effective classroom management– decrease of bullying behavior as perceived by the teacher; evidence of the positive cooperation of students formerly involved in classroom aggression toward other students; increase in student work production. Fewer episodes– evidence of decrease in student involvement in name-calling, shoving, pushing, teasing, etc; evidence of decrease in classroom disruptions. Student trust– evidence that students feel more confident about telling the teacher of any uncomfortable circumstances; evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals; evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding– evidence that the student trusts the teacher to help the student; increased disclosure of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The independent variables are: 1.Teacher training; 2. Teacher understanding; 3. Increased reporting by teachers; 4. Effective classroom management. The dependent variables are: 1. Increase in reported bullying incidents throughout the school; 2. Fewer episodes of classroom bullying; 3. Student trust level; 4. Confiding in the teacher. Students’ levels of trust and the extent to which they confide in the teacher can be measured by counting the teachers’ reports of students coming to them to give an account of bullying incidents, demonstrating the extent to which the students trust the teachers to help them. References American Heritage Dictionary (2nd ed.) (1982). Boston: MA: Houghton Mifflin. Atlas, R. S., and Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research. 92(2), 86–99. Babbie, E. (1990) Survey research Methods (2nd ed.) Belmont: CA Wadsworth Publishing Company. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, 71–81). New York: Academic Press. Retrieved from: uky.edu/~eushe2/Bandura/BanEncy.html. [Accessed 18th February 2013]. Blosnich, J., and Bossarte, R. (2011). Low-Level violence in schools: Is there an association between school safety measures and peer victimization? Journal of School Health (81) 2, 107-113. Bradshaw, C., Koth, C., Thornton, L., and Leaf, P. (2008). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science 10 (2), 100-115. Bradshaw, C., Sawyer, A. and O’Brennan, L. (2007) Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, Vol 36(3), Sep 2007, 361-382. Bradshaw, et al. (2011). Findings from the National Education Association’s Nationwide Study of Bullying: Teachers’ and Education Support Professionals’ Perspectives. Washington, DC: National Education Association. Online. Retrieved from: https://docs.google.com/viewer?a=vq=cache:M7Ja_BU9K4sJ:www.bravesociety.org/wp-content/uploads/2011/06/Findings_from_NEAs_Nationwide_Study_of_Bullying.pdf+hl=engl=ukpid=blsrcid=ADGEEShns9qVRsy_wFWvNCgAXTB_C284yPVfTZqGa1DPBVOeKQZ9mPQvpnxJkvYDUG2Dg3VE. [Accessed 18th February 2013]. Brentwood School District home page brentwood.k12.ny.u Boulton, M. J. (1997) Teachers views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology 67:223-233 doi:10.111/J2044-8279.1997.tbd 1239x Brockenbrough, K. (2001). Peer victimization and bullying prevention among elementary school students. Dissertation Abstracts International. (UMI number 3000186). Bullyonline (2005). Bullycide memorial page. Online webpage listing young people who have died as a result of bullying. Retrieved from bullyonline.org/schoolbully/cases.htm. [Accessed 15th February 2013]. Burzinski, A. (2012) Dos and Don’ts of Bullying. Online webpage offering advice on bullying for parents. Retrieved from bullyingpreventioninjds.com/dodont.html. [Accessed 27th February 2013]. Carney, J. V. (2000). Bullied to death: Perceptions of peer abuse and suicidal behavior. Psychology International (2) 21 Retrieved from Argosy University Library Chambless, C. B. (2010). Long term effects of bullying: Exploring the relationships among recalled experiences with bullying, current coping resources and reported symptoms of distress. Georgia State University ProQuest Dissertations and Theses, 117, [retrieved from http://search. Proquest.com/docview/859011968? accountid=34899]. (859011968). Cullen, F. T., Unnever, J. D., Hartman, J. L., Turner, M. G. Agnew, R. (1999). Gender, bullying, victimization and juvenile delinquency: A test of general strain theory. Victims and offenders, 3: 331-349, 2008 Creswell, J. W. (2009). Research design qualitative, quantitative, and mixed method approaches (3rd ed.) Thousand Oaks CA: Sage Crothers, L. M., Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling and Development (82) 4 Dempsey, A. G., and Storch, E. A. (2008). Relational victimization is the association between recalled adolescent social experiences and emotional adjustment in early adulthood. Psychology in the school 45 (4) 310–322. Childnet International. (2007) Cyberbullying. Pages on Digizen.org website. Retrieved from http://old.digizen.org/cyberbullying/default.aspx. [Accessed 27th February 2013]. Espelage, D. and Swearer, S. (2003). Research on school bullying and victimization: what have we learned and where do we go from here? School Psychology Review. 32. (3). 365–383. Goldstein, S., Young, A. and Boyd, C. (2008). Relational aggression at school: Associations with school safety and social climate. Journal of Youth and Adolescence. 37. 6. 641–654. Juvonen, J., Nishina, A. and Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science. 17. 393–400. Kendall, N. (2012). Teachers’ responsibilities must include protecting students from bullying. Online. Retrieved from: http://thesoutherneronline.com/frontpage/?p=843. [Accessed 18th February 2013]. Lakewood, M. (2010) School bullying prevention programs. Just how effective are they? Kids and Teens ezines. Online. Retrieved from http://ezinearticles.com/?School-Bullying-Prevention-Programs:-Just-How-Effective-Are-They?id=7043460. [Accessed 18th February 2013]. Marr, N. and Field, T. (2001) Bullycide: Death at Playtime. Success Unlimited. Milsom, A. and Gallo, L. (2006) Bullying in middle schools, prevention and intervention. Middle School Journal. 37 (3) 12–19. Mishna, F., Scarcello, I., Pepler, D. and Wiener, J. (2005) Teachers’ Understanding of Bullying. Canadian Journal of Education. 28. 4. 718–738. Natvig et al. (2001). Psychosomatic symptoms among victims of school bullying. Journal of Health Psychology. 6. 365–377. Newman-Carlson, D. and Horne, A. (2004) Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle School Students. Journal of Counseling Development. Vol. 82(3), 259–267. doi: 10.1002/j.1556-6678.2004.tb00309.x Nishioka, V., Coe, M. A., Hanita, M., Sprague, J. (2011). Student-reported overt and relational aggression and victimization in grades 3-8. Education Evaluation and Regional Assistance. Institute of Education Sciences (IeS). Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. European Journal of Social Psychology. Vol. 10 (1). Olweus, D. (1993) Bullying at School: What we know and what we can do. 64–107. Oxford: Blackwell Publishers. Online publication. Retrieved from purdue.edu/odos/soc356x/articles/7BullyingatSchool.pdf [Accessed 15th February 2013]. Pellegrini, A.D. and Bartini, M. (2000). A Longitudinal Study of Bullying, Victimization, and Peer Affiliation During the Transition from Primary School to Middle School. American Education Research Journal. Fall 2000. Vol 37. No. 3. 699–725. Porter, J. R, (2009). Children’s tendency to defend victims of school bullying: Genders social identity, and normative pressure. (Doctoral dissertation) University of Florida ProQuest dissertation and Theses 128. Retrieved from: file://localhost/Retrieved from http/::search. Proquest.com, :doc view:304885104%3F accountid=34899. (304885104). [Accessed 18th February 2013]. Project Wisdom – Helping students make wiser choices. Online article. Retrieved from: www.projectwisdom.com. [Accessed 18th February 2013]. Rigby, K. (2002). New perspectives on bullying. Philadelphia: PA Jessica Kingsley publishers LTD. Schroeder, D. (2010) Traumatic Effects of Bullying. Online article in The Pennsylvania Counselor. Retrieved from: https://docs.google.com/viewer?a=vq=cache:_13Cnh263WkJ:www.bullyingpreventioninstitute.org/LinkClick.aspx?fileticket=5AFZRcsh-S8=%26tabid=72+hl=engl=ukpid=blsrcid=ADGEESi4BxkjYE4vTcwl04I0zG8_seTUgflcconYnEGJVouxOFXt_txAEyAMCo2S9VYPPAmgIy_OY9kilogwM3J. [Accessed 18th February 2013]. Van Bennekom, F. (2011) Statistical Confidence in a Survey: How Many is Enough? Online article at Great Brook. Retrieved from: greatbrook.com/survey_statistical_confidence.htm. [Accessed on 18th February 2013]. Wright, J. (2003). Classroom Bullying: What Teachers Can Do. Online booklet. Retrieved from: https://docs.google.com/viewer?a=vq=cache:UX_5qO65ILcJ:www.jimwrightonline.com/pdfdocs/bully/bullyBooklet.pdf+hl=engl=ukpid=blsrcid=ADGEESj4vX4L_rQ5C_2v2WJNgdrqfR8z6gwZ9nk7RruJjTdYKqE9dUodMJ30UcC2uxiXSALUPvDdw7G-iOI0Fx89CSOAxeCrb1GeH1DcVTI_6PDMTeHDk [Accessed 18th February 2013].

The Back injuries prevention and safe lifting practises in JIMS Essay

The Back injuries prevention and safe lifting practises in JIMS CLEANING - Essay Example Accidental back injuries are to blame for thousands of hours of lost productivity in places of work and millions of dollars in lost returns. If you add health related costs, that including employee reimbursement claims and medical care that includes a range from simple first aid to key surgeries, and the expenditures incurred by the World’s business and industries makes them slug behind. Such kind of accidents have seen an increased number of people have their productive years and potency cut short as a result of back injuries and poor lifting practises. Introduction and Scope statement. In this final report, I aim to make available an intensive summary of my knowledge in managing the general operations of JIM’S CLEANING. This final report focuses on highlighting the key issues that have come up during the whole project period, as well as during the assessment of the developed solutions and implemented in response to such issues. Work-related injuries take place every day in workplaces. These injuries frequently arise because new employees are not properly inducted and trained in the appropriate work dynamics. One way to put a stop to workplace injuries is to set up appropriate work measures and train all staff in safe and professional job methods. Initiating appropriate work safety measures is one of the benefits of this project as it tries to initiate and discover on hand or probable job hazards and coming up with the best way to achieve the work and to decrease or eradicate these hazards. Better work methods decreases expenses ensuing from worker non-attendance and workers’ reimbursement leading to improved output. ... Work-related injuries take place every day in workplaces. These injuries frequently arise because new employees are not properly inducted and trained in the appropriate work dynamics. One way to put a stop to workplace injuries is to set up appropriate work measures and train all staff in safe and professional job methods. Initiating appropriate work safety measures is one of the benefits of this project as it tries to initiate and discover on hand or probable job hazards and coming up with the best way to achieve the work and to decrease or eradicate these hazards. Better work methods decreases expenses ensuing from worker non-attendance and workers’ reimbursement leading to improved output. It is imperative to put into consideration that the work measures illustrated in this project report are relatively biased and tend to lean towards the dynamics of JIM’S CLEANING and do not inevitably take account of all hazards, or protections for related jobs in the industry at l arge. PROJECT OVERVIEW/PLANNING. The back injury prevention and health safety project by JIM’S CLEANING is dedicated to provide its employees with the safest workplace conditions, taking into deliberation the state legislative necessities, as per the current Australian Standards in industry best practice. Safety, therefore, is regarded as the core value of JIM’S CLEANING. The company has conceptualized the project’s dream by developing firm guiding principles on safety, as shown in its health and safety policy that aims to protect not just the lives of the client, but more importantly of the employees. The company believes that the recognition of this project

Christian Ethics Moral Compass Essay Example | Topics and Well Written Essays - 2000 words

Christian Ethics Moral Compass - Essay Example Customers normally prefer lower priced goods over the higher priced goods (Griffin, 2010). Going back to the issue, reducing the store prices to the level set by the competitors is economically correct. The store will be able to generate revenues. More customers will flock to the store to buy the products and services. With the high demand, the company or store will be able to stay in business for many years (Johnson, 2011). In addition, the giving of warranties to the customer will achieve the company or store’s purpose. The warranties will encourage the customers to trust the company or store. The warranties assure the customers that the company or store will be able to back up its sales Further, the company or store’s purpose process includes lowering its expenses in order to achieve the revenue targets. Lowering the store’s expenses allows the reduction of the company or store’s selling prices. The company or store correctly used old parts that were re cycled from other machines. The chosen machine sources are either damaged or no longer in use (Gill, 2011). In addition, God emphasized, â€Å"The Lord God took the man and put him in the Garden of Eden to work it and take care of it (Genesis 2:15).† The first man, Adam, was immediately given a purpose in life. His job was to manage the Garden of Eden. Adam was immediately given a purpose in life, to take care of the Garden. As the story goes, Adam was also required to comply with some of God’s rules. The rules include God’s prohibiting Adam from eating the fruit of life. Just like in any organization, everyone, especially the organization’s requiring the leaders to comply with organizational rules. Craig Johnson (2011) emphasized that the purpose of leadership is to ensure that ethical values are implemented.