A Research Study On Animal Research - 961 Words

Imagine waking up one morning to find your husband or wife lying unconscious in bed spewing a pool of black bile from their mouth and onto the pillow gently supporting their head. Imagine having to call the paramedics to rush your loved one to the emergency room only to find out that your partner has been diagnosed with a rare and deadly disease. Imagine the frustration you feel when the doctor pulls you to the side of the waiting room to inform you that a vaccine has proven to be effective in treating this disease in lab rats. Would you accept the doctor’s suggestion and have your soul mate be treated with this vaccine not knowing whether or not it would work? Or knowing that the cure may have come from unwilling test animals? Or would you ultimately let nature run its course and let your spouse die? Over the years, animal research has led to the development of numerous vaccines and cures that are now used to save lives in several countries across the globe. Scientists and do ctors alike acknowledge this and recognize how essential and beneficial animals are in biomedical research. However, before discussing the different views that are associated with conducting biomedical research experiments on animals, one must understand its history. It is a common misconception that animal research is a new scientific and medical practice, but it is actually an ancient procedure. Animal research began in ancient Greece, â€Å"†¦ where Greek physician-scientists, such as Aristotle andShow MoreRelatedA Research On Human And Animal Studies773 Words   |  4 PagesMy dissertation research has provided successful evidence of non-pharmacological approach to personal precision medicine. Human and animal studies both in vitro and in vivo have provided potential mechanotransduction pathways underlying bone regeneration and remodeling. 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Latino Community At Risk Youth Focus Group Of Forsyth County

â€Å"Unidos† Gang Prevention Welcome, to our Latino community at-risk youth focus group of Forsyth County, in North Carolina. Our mission of the â€Å"Unidos† Gang Prevention and Education Program is to lower gang involvement, violence, with providing education, knowledge, community and family involvement. This program will target Latino students from ages 11-17 that show involvement to be at risk of being a member or have affiliations with a street gang. However, all students are welcome. The program will be available during school hours as part of their school curriculum and afterschool Monday – Friday from 3:30 p.m. to 7:30 p.m. for extracurricular activities. This program will consist of 15 intense weeks where students will participate in†¦show more content†¦The at-risk youth will have the opportunity to attend various presentations with probation officers, police department, and District Attorney’s office and the gang violence victims. Now, to help the engagement and educate the community about gangs, parents or legal guardians will be encouraged to attend workshops, in English or Spanish, that will teach them how to identify possible gang involvement and will be provided resources they can have access to in the community. The program will be broken down as follows: 1. Welcome/Introduction 2. How to respond to violence at school and the community. †¢ They will be taught how to deal with bullying. About 10-15 percent of students bully others, and 85 percent of boys of girls and 80 percent of boys have experienced harassment. (Feldman 331). Therefore, it is important to teach or train students to stand up for victims. This is known to have reduced bullying. 3. Teach healthier lifestyle choices. †¢ Drug and alcohol avoidance. †¢ Risks of drug and alcohol abuse. Adolescents develop personal fables, and it is important that we share the risks of drug and alcohol abuse. Personal fables makes them feel invulnerable to the risks they take. (Feldman 364) †¢ Advocate to healthy relationships. †¢ Nutrition and physical fitness. †¢ Refusal to negative peer pressure. It is important to show teach these children how to refuse to negative peer pressure, because at this point in theirs live children

Crash Essy Free Essays

Julius M Dix Professor Gail Lighthipe Writing 106 Section 1 12 November 2013 Crash Essay Crash is the perfect analogy of how we as a human race deal with life, people and our own experiences. Physical characteristics and racial differences may be interpreted as two distinguishing traits that separate us. I think it’s what keeps us apart. We will write a custom essay sample on Crash Essy or any similar topic only for you Order Now That leaves several abstract questions that the film Crash illustrates. What are the origins of personal prejudice? Do individuals experience stereotypes? Can people battle internal struggles within their own ethnic group? What prohibits us from vercoming these prejudices? The writers of the Crash managed to extend my viewing experience beyond the 90 minute film, thus forcing me to analyze my own prejudices and racial stereotypes towards others. I always thought that racism occurred as a result of a person’s upbringing. If your parents were racist, there is a good chance that you will be a racist too. At first glance, Matt Dillon’s character exhibits characteristics typical of this theory. Dillon exhibited a close bond with his father and later, we discover the roots of his racism. I naively assumed that Dillon as absorbing external cues from his father regarding his attitudes towards black people. It turns out that his father was not racist towards black people. It was Dillon who, in combination with his father’s negative experiences and his own as a member of the LAPD, formed his own perceptions towards blacks. Another example of this occurred at the beginning of the film when the Persian family was attempting to purchase a gun. The clerk at the gun shop made a few blatantly racist comments about the perceptions of the customers. There were several references to the twin owers and planes. It didn’t matter that the two were Persian, not Arab. A recurring theme was that post 9/1 1, all Middle Eastern people became potential terrorists. It is amazing that people have the ability to interpret bad events and cast their own prejudices on different ethnic groups to mask their feeling of anger and frustration. Perhaps stereotypes have maintained their prevalence because there are so many people that perpetuate them. It is often believed that all young black men are destined to be thugs, criminals and drug dealers. Additionally it is a common statistic hat the majority of incarcerated males are African American. As a young black man, it is difficult to break free of that stereotype. â€Å"Things will never change. † That attitude along with the perpetuation of existing stereotypes may be largely responsible for negative racial longevity. Ludacris’ character was one of the most interesting to me. Here was this articulate young black man that spent his life stealing cars from white people. â€Å"Rap music is the music of the oppressor,† he said. It is often easier to blame others for your shortcomings than it is to confront them head on. On the reverse, rouble facing stereotypes can occur anywhere. They are not simply restricted to skin-tone and neighborhoods. Racial discrimination transpires through social class as well. This creates division within the same racial groups. In the film, Cameron was portrayed as a wealthy, black, television actor. He achieved success as a nard working black man, but at what cost? Films like Crash are forcing us to look outside our own lives and fears, to realize that we’re more alike than we think. Aside from the 2% genetic differences between us, we all have problems and internal struggles. That’s what makes us human. How to cite Crash Essy, Papers

Work Health And Safety Management of an Organisation-Free Samples

Question: Discuss About The Work Health And Safety Management System? Answer: Duty holders and define WHS responsibilities The duty holders of who are involved in Sydney City Council are supervisors, senior managers, workers, etc. The senior managers must demonstrate a very visible and activity regarding leadership an in work safety and health within their responsibility areas (Bahn, 2013).The workers who are in charge of supervising others within their area of responsibility need to identify the hazards and work safety and health risks from various activities under their supervision(Chan-Mok, Caponecchia Winder, 2014).The workers must take reasonable care regarding their own safety and health and abide with the instructions in association to safety and health at work. Financial and human resources required by the WHS management system The human resources that are required by the WHS management system at Sydney City Council include any individual who can take reasonable care of their as well as the health and safety of others. These individuals should be able to comply with the instructions regarding work safety and health and should be able to report regarding work related hazards, incidents and injuries promptly (Engelbrecht et al., 2015). The financial resources those are essential for the implementation. These are to be decided by making effective planning of inventory of each item that is to be used in the WHS system of Sydney City Council. Effective and compliant participation arrangements for managing WHS in a work area To set up and maintain participation arrangements In order to work with the workers and their representatives in accordance to the legislation of WHS, effective planning regarding identification of hazards is needed to be done by Sydney City Council. The assessment of risk and hazards along with devising the control of risks and hazards is also to be conducted during the set up (Faithfull-Byrne et al., 2017). Legal and other requirements are needed to be focused on while devising the assessments and controls of the risks and hazards. The safety and health objectives along with the target of Sydney City Council are also to be kept in mind while structuring the risk and hazard assessments. issues raised through participation and consultation arrangements Resolution and consultation regarding issues between the workplace and the employees is a very crucial part of the effectively structured and managed safety and health in the environment of workplace. The authorities of the Sydney City Council needs to consult with the employees so that the workers may happen to contribute to the workplace decisions regarding the execution of the systems and practices associated with safety in terms of designing and ensuring safety, welfare and health of employees. The involvement of employees at every levels of Sydney City Council is very important in order to ensure a safe workplace (Ward Wasson, 2016). The authorities in the workplace needs to ensure that there is an effective sharing of important information regarding safety, welfare and health with the employees and other individuals working Sydney City Council such that the individuals are provided with the scope and opportunity for expressing their opinions in a regular pattern to the resolut ion of issues associated with welfare, health and safety in the workplace. Moreover, the views and opinions of the individuals working in the workplace are considered and valued (Faithfull-Byrne et al., 2017). Information about the outcomes of participation and consultation to workers Fellow workers play an important role in the demonstration of practices associated with safe work which would help in the assistance of the new worker at Sydney City Council. It is important for encouraging the workers and provides consultation to them by motivating them to ask questions and raise views regarding any kind of issues regarding the health and safety in the workplace (Ward Wasson, 2016). Every worker needs to be informed regarding any kind of emergency procedures for the work environment and what are needed to be done if any kind of injury occurs which also includes reporting the requirements. This way the workers will be ensured regarding the convenience of access and understanding of the policies. Procedures for effectively identifying hazards, and assessing and controlling risks in a work area The first step of the procedures regarding maintenance and resolution of effective identification of hazards and controlling risks in the workplace include planning process. Planning is essential for developing and establishment of a system that can assist in maintaining the safety system along with the improvement of the system on a continuous basis (Faithfull-Byrne et al., 2017). The initial planning of Sydney City Council must include the objectives, actions and strategies regarding the activities that are to be used for achieving the objectives associated with safety and health in workplace. The design, implementation of the plan would include the resource allocation and integration of purchasing and maintenance of the equipment of the infrastructure and equipment necessary for combating the hazards. Procedures for ongoing hazard identification, The procedures for prevalent identification of hazard, assessment and risk control at Sydney City Council would include the steps of identification of risks, assessment and implementation of the risk along with monitoring and reviewing of the procedures. Investigation of all the incidents and accidents for recognizing the probability of reoccurrence is a must (Engelbrecht et al., 2015). Identification of the factors that are associated with the risk and reviewing of the health and safety information from sources that are relevant has to be conducted. The hierarchy of control needs to be implemented for elimination of risk. Hazard identification at the planning, design and evaluation stages Identification of the factors that have the possibility to contribute to the hazard and risk is a must for every workplace (Chan-Mok, Caponecchia Winder, 2014). The review of the information associated with the health and safety of the workplace from asignificant and authoritative source has to be conducted. Evaluation of the possibility of the reoccurrence of the incident and the probableseverity also needs to be done. Procedures for selecting and implementing risk controls The implementation of the risk control can be well defined by the use of hierarchy of control. In the cases where there is a risk assessment, the significance of measures associated with risk controls, such procedures needs to be taken in accordance with the relevant individuals (Bahn, 2013). The first step includes the elimination of the risk or hazard physically. Then replacement of the hazard is done. The isolation of the people in the workplace from the risk or hazard is done. Changing the manner in which people work is necessary .Finally, protection must be provided to the workers by giving them personal protective equipment. Inadequacies in existing risk controls The inadequate supply of human resource, training to the staff, irregular supervision, adequate funds for purchasing the protective gear, and other equipment, allocation of time for training and supervision, effective management and support are the insufficiencies. The workplaces need to engage a direct supervisor only for health and safety management in the workplace. Effective management system must be integrated. AWHS representative of Sydney City Council must be engaged (Faithfull-Byrne et al., 2017). Requirements for expert WHS advice, and request this advice as required The Sydney City Councils workplaces need to have experts for providing WHS advices so that effective assistance can be obtained for the resolution, management, and implementation and monitoring of the WHS policies(Chan-Mok, Caponecchia Winder, 2014).Consultation and feedback regarding the safest and health in the workplace can be ensured and provided to all the individuals. Evaluate and maintain a work area WHS management system WHS induction and training program for all workers The Sydney City Council workplace needs to have induction and training program regarding WHS for making its employees aware about the health and safety factors while working in the organization. Formal training sessions need to be conducted by engaging external Radiation Experts. Special training needs to be provided for additional safety and health roles such as First Aid Officers, Safety Support Officers and Emergency Wardens. An annual program regarding training courses must be designed regarding health and safety in the workplace (Faithfull-Byrne et al., 2017).Consultation session, communication programs, reporting, documentation, data control aspects and management of operational risk needs to be included in the induction and programs for training. To allow identification of patterns of occupational injury and disease in the organization, The pattern of risk assessment through a ranking system can be used to analyze the level of risk for different aspects involved in the workplace. It would present increased levels of controls for higher risks. The system for WHS record would include a scale and rating system which would have negligible, minor, moderate, major, substantial as the remarks to evaluate the consequence of the hazards and risks. This way the extent and severity of the harm caused by the risks and hazards can be identified. Measurement and evaluation of the WHSMS Having effective and strong hazard identification and risk control polices with regards to WHS norms would rate any workplace to be very efficient and competitive (Engelbrecht et al., 2015). The quality of the service that the workplace would be providing to its customers would be very much reflected through the way it ensures the health and safety of its own employees. Implementation of improvements to the WHSMS Many aspects can be suggested for improving WHSMS the organizations WHS objective. The representative for health and safety department should be engaged for effective regulation of the WHS polices. The organizations needs to devise and use interpreters, translated information, literacy or multilingual signs training regarding the health and safety policies for individuals who are unable to understand the language in which business is conducted in the workplace(Ward Wasson, 2016).All the procedures and strategies regarding WHS policies should be oriented to the objectives of the workplace. Compliance with the WHS legislative framework to achieve, as a minimum The organizations need to have compliance with the legislative frameworks which include the new work health and safety legislation such as the Work Health and Safety Act 2011, Codes of Practice and Work Health and Safety Regulation 2011 for having effective and ensured implementation of health and safety polices. References Bahn, S., 2013. Workplace hazard identification and management: The case of an underground mining operation. Safety science, 57, pp.129-137. Chan-Mok, J.O., Caponecchia, C. and Winder, C., 2014. The concept of workplace bullying: Implications from Australian workplace health and safety law. Psychiatry, Psychology and Law, 21(3), pp.442-456. Engelbrecht, M., van Rensburg, A., Rau, A., Yassi, A., Spiegel, J., O'Hara, L., Bryce, E. and Nophale, L., 2015. Tuberculosis and blood-borne infectious diseases: workplace conditions and practices of healthcare workers at three public hospitals in the Free State. Southern African Journal of Infectious Diseases, 30(1), pp.23-28. Faithfull-Byrne, A., Thompson, L., Schafer, K.W., Elks, M., Jaspers, J., Welch, A., Williamson, M., Cross, W. and Moss, C., 2017. Clinical coaches in nursing and midwifery practice: Facilitating point of care workplace learning and development. Collegian, 24(4), pp.403-410. Ward, S. and Wasson, G., 2016.Bridging the gap: improving safe prescribing from university to workplace.International journal of clinical pharmacy, 38(5), pp.1023-1026

5 English Writing Resources for Better Punctuation

5 English Writing Resources for Better Punctuation 5 English Writing Resources for Better Punctuation Has anybody seen the best punctuation lesson ever given? It was a presentation by a great pianist Victor Borge. He used different sounds for each punctuation mark, and it’s called Phonetic Punctuation. Proper Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n hÐ ¾ldÃ'• a vÐ µrÃ'Æ' Ã'•Ã'â€"gnÃ'â€"fÃ'â€"Ã' Ã °nt Ã'€lÐ °Ã' Ã µ Ã'â€"n the English lÐ °nguÐ °gÐ µ, Ã'•Ð ¾ muÃ' h Ã'•Ð ¾ thÐ °t a holiday wÐ °Ã'• founded in 2004 tÐ ¾ honor Ã'â€"t. Have you ever heard about the NÐ °tÃ'â€"Ð ¾nÐ °l DÐ °Ã'Æ' Ð ¾f PunÃ' tuÐ °tÃ'â€"Ð ¾n? EvÐ µrÃ'Æ' 24th Ð ¾f September, buÃ'•Ã'â€"nÐ µÃ'•Ã'•Ð µÃ'•, media organizations, Ð °nd Ã'•Ã' hÐ ¾Ã ¾lÃ'• Ð °Ã' rÐ ¾Ã'•Ã'• the UnÃ'â€"tÐ µd StÐ °tÐ µÃ'• celebrate the Ð µvÐ µnt tÐ ¾ rÐ µmÃ'â€"nd people Ð ¾f thÐ µ importance of using Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n mÐ °rkÃ'• properly. WÐ µll, improving ones wrÃ'â€"tÃ'â€"ng Ã'•kÃ'â€"llÃ'• Ã'â€"Ã'• the buÃ'•Ã'â€"nÐ µÃ'•Ã'• nÐ ¾t only Ð ¾f Ã'•tÃ'â€"Ã' klÐ µrÃ'• fÐ ¾r Ã'€rÐ ¾Ã'€Ð µr Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n but also Ð ¾f Ð ¾rdÃ'â€"nÐ °rÃ'Æ' people lÃ'â€"kÐ µ Ã'Æ'Ð ¾u. Nobody wÐ ¾uld Ã'•tÐ °nd rÐ µÃ °dÃ'â€"ng a document Ð ¾r tÐ µxt Ã'•Ã'€rÃ'â€"nklÐ µd with lÐ ¾tÃ'• Ð ¾f commas. And Ã'â€"Ã'•nt it tÃ'â€"rÃ'â€"ng tÐ ¾ rÐ µÃ °d a lÐ µttÐ µr or an essay thÐ °t dÐ ¾Ã µÃ'•nt hÐ °vÐ µ Ð °nÃ'Æ' comma or Ã'€Ð µrÃ'â€"Ð ¾d at Ð °ll? WÐ ¾rÃ'•Ð µ, Ã'€Ð ¾Ã ¾r Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n can Ã' Ã ¾Ã'•t a business mÃ'â€"llÃ'â€"Ð ¾nÃ'• Ð ¾f dÐ ¾llÐ °rÃ'• in lost rÐ µvÐ µnuÐ µÃ'•. There is a number of English writing resources available to help you with punctuation. PunÃ' tuÐ °tÃ'â€"Ð ¾n Checkers FÐ ¾r people whÐ ¾ Ã' Ã °rÐ µ Ð µnÐ ¾ugh tÐ ¾ Ð µlÃ'â€"mÃ'â€"nÐ °tÐ µ punctuation Ð µrrÐ ¾rÃ'• frÐ ¾m thÐ µÃ'â€"r wrÃ'â€"tÃ'â€"ngÃ'•, Ð ¾nlÃ'â€"nÐ µ language Ã'€rÐ ¾Ã' Ã µÃ'•Ã'•Ã'â€"ng tÐ ¾Ã ¾lÃ'• Ã'•uÃ' h Ð °Ã'• Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n checkers can bÐ µ hÐ µlÃ'€ful. If Ã'Æ'Ð ¾u frequentlÃ'Æ' wrÃ'â€"tÐ µ rÐ µÃ'€Ð ¾rtÃ'•, presentations, Ã'€rÐ ¾Ã'€Ð ¾Ã'•Ð °lÃ'•, business lÐ µttÐ µrÃ'•, and other important documents, you can use Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n Ã' hÐ µÃ' kÐ µr Ã'•Ð ¾ftwÐ °rÐ µ to Ã'•Ð µÃ µ Ã'â€"f thÐ µrÐ µ are Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n errors Ã'Æ'Ð ¾u hÐ °vÐ µ made in Ã'Æ'Ð ¾ur work. Grammar Books and Favorite Novels They are always great resources. You can see how punctuation is used and the books provide you with some rules that you can apply to use punctuation marks correctly in any sentence. Along with using these books, it’s a good idea to read as much as you can as it gives you great examples of the correct usage of punctuation marks. Editing and Proofreading WrÃ'â€"tÃ'â€"ng Ã'â€"Ã'• Ð °n art that dÐ µmÐ °ndÃ'• mastering many dÃ'â€"ffÐ µrÐ µnt Ã'•kÃ'â€"llÃ'•. EdÃ'â€"tÃ'â€"ng writing, Ã' Ã ¾rrÐ µÃ' tÃ'â€"ng grammar, Ð °nd using proper Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n are some of thÐ µÃ'•Ð µ skills. Punctuation is thÐ µ least respected Ã'•kÃ'â€"ll. When wÐ µ thÃ'â€"nk of punctuation, wÐ µ may Ð ¾nlÃ'Æ' thÃ'â€"nk of punctuation marks, but Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n is much more. Anything uÃ'•Ð µd Ã'â€"n the written language thÐ °t is nÐ ¾t a lÐ µttÐ µr Ð ¾r a number is punctuation. Thus, punÃ' tuÐ °tÃ'â€"Ð ¾n mÐ °rkÃ'•, Ã'•Ã'€Ð °Ã' Ã µÃ'• bÐ µtwÐ µÃ µn words and shifts Ð °rÐ µ Ð °ll Ã'€Ð °rt Ð ¾f Ã'€unÃ' tuÐ °tÃ'â€"Ð ¾n. Your Computer While MS Word, the most commonly used document program, it is not the best helper of punctuation, as it gives you hints that sometimes are amiss. It may consult you to place too many spaces, unnecessary commas, to use the comma, where it is needless that will damage your writing at all. As it is not a human, it can’t pick up the context of some sentence, or the sense in which the words are used, and in such a situation it is better to consult a grammar guide to make sure, you have used any punctuation correctly. But still in most cases MS Word will provide you with reasonable advice. Proofreading Services Even though they are really expensive, sometimes it is a good idea to use such a service. Of course. If you just pay for proofreading and don’t read the whole paper afterwards, there won’t be any benefits for you. It is a must to re-read your paper after the proofreading service in order to learn to punctuate properly. Correct punctuation is a half-way to your success. Thus, do not stay still, leant to punctuate the right way in order not to pay for proofreading services.

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. 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BU6602 ENT Assignment 1 April 2014 Task 1 Essay

BU6602 ENT Assignment 1 April 2014 Task 1 - Essay Example The small businesses have gained popularity in this modern day context due to their effective utilisation of operational modes that often acted as saviours of economies at the time of economic turmoil. However, it can be affirmed that entrepreneurs are linked with a small business, as they are involved in the tasks of promoting innovation and preparing themselves for addressing along with mitigating underlying risks that might occur while performing varied operational functions (Pearson Education, Inc., 2014). Considering the fact that the small business enterprises often possess limited resources, the entrepreneurs have to be much more efficient in organising and developing the available resources so that the maximum amount of benefits can be reaped. Moreover, the entrepreneurs must possess the characteristics of making effective decisions, having high energy level, identifying the risks and adopting measures to mitigate such risks among others in order to fulfil the aforesaid objective (Pearson Education, Inc., 2014). It has been apparently observed that the entrepreneurs or the owners who possess effective leadership qualities and displays innovative skills are successful in developing their respective small businesses (Stokes & Wilson, 2010). With this concern, the essay tends to critically discuss the provided statement â€Å"sometimes the manager of the small business does not have the capacity to operate it successfully. The owner lacks the leadership ability and knowledge necessary to make the business work† (Scarborough, 2012). Various significant aspects like an entrepreneurs’ role in developing a small business and the necessary skills that require by the managers or the owners would also be taken into concern while discussing the aforesaid statement. As discussed by Mazzarol (2004), strategic management is a term, which is broadly connected with large, medium as well as small-sized businesses that are normally