Veterans Day Sayings Reveal the Harsh Realities of War

Each day brings us new hope, new ideas, and new inspiration. The past is history, but the present is our treasure. We cannot hope to improve our future without learning from the past. That is why we commemorate Veterans Day. On Veterans Day, we can raise issues that concern the whole world. Are wars necessary? Can we do something to avoid them? Can the world not come together for peace and harmony? Here are some soul-stirring Veterans Day sayings that will pump enthusiasm into every patriots heart. On Veterans Day, you can use these powerful sayings to remind others that greatness is born out of true passion. Henry Ward Beecher Are they dead that yet speak louder than we can speak, and a more universal language? Are they dead that yet act? Are they dead that yet move upon society and inspire the people with nobler motives and more heroic patriotism? Gary Hart I think there is one higher office than president and I would call that patriot. Douglas MacArthur Old soldiers never die; they just fade away. William G.T. Shedd A ship is safe in harbor, but thats not what ships are for. Donald Trump Sometimes by losing a battle you find a new way to win the war. Chinese Proverb When eating bamboo sprouts, remember the man who planted them. Norman Schwarzkopf It doesnt take a hero to order men into battle. It takes a hero to be one of those men who goes into battle. Sebastian Junger, War War is life multiplied by some number that no one has ever heard of. Lisa Kleypas, Love in the Afternoon I’ll tell you what I’m fighting for. Not for England, nor her allies, nor any patriotic cause. It’s all come down to the hope of being with you. Oliver Wendell Holmes Lord, bid wars trumpet cease; Fold the whole earth in peace. Lise Hand That’s what it takes to be a hero, a little gem of innocence inside you that makes you want to believe that there still exists a right and wrong, that decency will somehow triumph in the end. Albert Camus In the depth of winter, I finally learned that within me there lay an invincible summer. Lucius Annaeus Seneca Brave men rejoice in adversity, just as brave soldiers triumph in war. Robert Frost Freedom lies in being bold. Curt Weldon How can faceless bureaucrats in an intelligence agency deny brave soldiers a chance to tell the truth? Winston Churchill Success is not final, failure is not fatal: it is the courage to continue that counts. Never give in - never, never, never, never, in nothing great or small, large or petty, never give in except to convictions of honor and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy. Dan Lipinski On this Veterans Day, let us remember the service of our veterans, and let us renew our national promise to fulfill our sacred obligations to our veterans and their families who have sacrificed so much so that we can live free. Erich Maria Remarque No soldier outlives a thousand chances. But every soldier believes in Chance and trusts his luck. Billy Graham Courage is contagious. When a brave man takes a stand, the spines of others are often stiffened. Thucydides The bravest are surely those who have the clearest vision of what is before them, glory and danger alike, and yet notwithstanding, go out to meet it. Mark Twain Courage is resistance to fear, mastery of fear - not absence of fear. In the beginning of a change, the patriot is a scarce man, and brave, and hated and scorned. When his cause succeeds, the timid join him, for then it costs nothing to be a patriot. George Henry Boker Fold him in his countrys stars. Roll the drum and fire the volley! What to him are all our wars, what but death bemocking folly? G. K. Chesterton Courage is almost a contradiction in terms. It means a strong desire to live taking the form of readiness to die. Thomas Dunn English But the freedom that they fought for, and the country grand they wrought for, Is their monument to-day, and for aye. Josà © Narosky In war, there are no unwounded soldiers. Elmer Davis This nation will remain the land of the free only so long as it is the home of the brave. Joseph Campbell As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them. John F. Kennedy Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty. Valor is stability, not of legs and arms, but of courage and the soul.

The Epic Of Gilgamesh, By Ralph Waldo - 861 Words

Ralph Waldo wrote life is a journey, not a destination. This quote is occasionally used to give meaning to the trails one faces in their life. As for our protagonist, Gilgamesh, this quote embodies what he went through. Epic, stunishing and dramatic are adjectives easily given to describe this mythical script. By carefully analyzing Gilgamesh s story, we find hints of how he came to the glorious ending to his quest. Nevertheless, the women in this epic poem play a small but very powerful role in our heros life/choices. Being wise and powerful, and simultaneously, taking temptations and destruction. In the story, The Epic of Gilgamesh, there are women who are portrayed as powerful, wise and destructive characters. Although their part in this script was for the good or bad, it was necessary for them to be written in. Just like any other story, the author thought carefully on who and why they must put a character in the story. In the beginning of times, written in the book of Genesis, God created the heaven and earth. He created light and darkness; sky and sea; land and vegetation stars, sun and the moon; sea creatures including fish and birds; and lastly animals and mankind. He began with his image of the man. He built him so perfectly and created a wife for him through his rib. The women became second to the man. The women is the helper of the man, to procreate and obey the man. God created the man to be the head of the house and the women to be submissive of the

The boy and the stripped pj Free Essays

An important part of life is to have a sense of identity, culture and to belong. Sometimes we have to sacrifice some of our Identity to fit in, but we can learn new things and grow our Identity. A sense of belonging means you feel you are In the right place, your comfortable being yourself. We will write a custom essay sample on The boy and the stripped pj or any similar topic only for you Order Now While many people belong, there are also many people who don’t belong, either by having a lack of friends, not fitting in or finding their surrounding new or unsure. In 2008 mark Hermes produced the movie the Boy In the Stripped Pajamas that has both aspect of belonging. In the Immigrant Chronicles by Peter Crooknecks, he writes is poems about his life experiences and weather or not if he belonged. 2 poems of his, from the immigrant chronicles that show a lack of belonging are â€Å"In the Folk Museum† and â€Å"The Migrant Hostel†. The Boy In the Stripped Pajamas Is a movie about a 8 year old boy called Bruno, him and his family are made to move to a place called out with (Auschwitz), they move houses as his father is a highly ranked solider. Their new house is in sight of a connection camp, because of this Bruno is not allowed to do his most favorite thing explore, and must stay inside of the yard. The movie is set in World War 2, Germany After they move the first scene, where Bruno feels a sense of belonging Is when he runs out of the yard into the forest, the camera follows him by a tracking shot, this highlights the joy he gets from exploring. The overgrown surrounding highlights his freedom, after having nothing to do and no one to talk to; when he is running you can see how he feels a sense of belonging and identity. The closer Bruno gets to the fence the brighter the colors get; this reinforced the tone of Bruno and his happiness. Hen Bruno first comes across the fence and sees Samuel, he doesn’t understand hat the connection camp is, he sees Samuel as a new friend that will be able to play with him. When Bruno and Samuel first meet the shot goes between the two of them, when the shot is on Bruno the background is bright yellow flowers, Bruno is in nice clean clothes, when the shots goes to Samuel the background it is dull grey colors and he Is wearing old dirty st ripped pajamas, the dull colors shows us, that Samuel doesn’t fit In to his surrounding, he doesn’t belong In a contention camp at 8 years old. The scene gives us the visual clues that enabled us to compare their lives. We’re not meant to be friends you and me, we’re meant to be enemies did you know,† said by Bruno to Samuel, this shows the culture barrier between them. In one of the last scene with Bruno and Samuel Is when Bruno crosses the fence to help as he realizes what the camp is the, weather starts to storm and turn dull grey tones, which creates tension. The last view of Bruno and Samuel is when they get taken to the gas chamber with other prisoners. The view is them clutching hands, it shows even in death, they friendship is united, that in the end they belonged to each other s friends. In the folk museum is about the poet being in a museum, he can’t connected to the museum, because he feels like he is in a different time zone, that his surrounding aren’t from where he is used, he doesn’t belong in that time zone. The poem suggests the importance of belonging to a place and how it makes you feel. In stanza 1 the words â€Å"darkness† and â€Å"betray’ creates a tone of isolated and alienation, it creates the atmosphere of lonely, sadness and sinister. In the movie, Bruno feels alienated, when he moved he has no one his age as him and wasn’t allowed to explore, he feels like he can’t belong to his new surrounding, that there is nothing their for him. The extending metaphor of the words, autumn, yellow and brown reinforced a mood of dull colors that creates a feeling of being alone and unpleasant that he isn’t happy where he is. In the finial stanza line 3, â€Å"l leave without, wanting a finial look. † This is Lorraine; it creates the effect of a fast escape. When Bruno starts running he doesn’t look back. It shows when you can to start to feel like you are belonging again, you don’t need to look back you know what’s right and you Just go for it. The Migrant Hostel is about the experiences of the author and others at a migrant hostels. Crooknecks creates the feeling of disappointment through the many reference of them having no control over their lives. The poem to me talks about the hardship and barriers of creating a new life. In stanza 1 line 1,2 â€Å"no one kept count, of all the coming and going†, this creates the feeling like they weren’t important. The poem can relate the Samuel and the other member of the connection camp. The people from the connection camp are not treated right. â€Å"Those people, well their not really people at all, Bruno†, Bruno father ells Bruno, this shows how they can’t belong as they aren’t even considered to be people at all. In stanza 3 line 2†³we lived like birds of passage† this is a simile, the we in the sentence can refer to everyone in the camp that even know they don’t belong they are starting a new Journey and they all want to fly out. It also refers to the way migrants are still in transit as everything is changing and they are being constantly moved around. Which can make them have a lack of security and belonging to the place The line â€Å"a barrier at the main gate, sealed off the highway’ is making the separation f them and Australia, it makes them feel powerless, the highway symbioses the fence is a recurring motif in the movie, many scenes including where they meet, is the fence. The fence becomes a barrier between their friendships, but it is what ties they together. The gate in the poem can give them hope; it could represent the new start, that once they’re through the gate their started. The Boy in the Stripped pajamas, In the Folk Museum and The Migrant hostel shows the importance of belonging to people and place and how it can relate to making people unhappy. How to cite The boy and the stripped pj, Papers

Accounting Structure Of Dependent Inference â€Myassignmenthelp.Com

Question: Discuss About The Accounting Structure Of Dependent Inference? Anawer: Introducation The conceptual framework of accounting was created in order to help the accountants and the companies to prepare and present the financial books as per the prescribed accounting standards. These framework on internation financial reporting standards form the base for the preparation of the future International Accounting Standards to be evolved. These are the base on which the auditor rely and give their opinion as to whether the financial statements are showing true and fair view or not and whether they are free from error. This is required by both the internal as well as the external users to take the critical financial as well as operational decisions. External users generally include the investors, the public, the government, the tax authorities, the banks and the financial institutions, who take the critical decisions which affect not only the company but the industry as a whole. Internal users of the financial information include the employees, the customers, the creditors, the debtors, etc. These financials provide the relevant users with the current status of the company and helps them to take the investing decision whether to by or sell the equity and debt of the company or not. They also need the information not only to be part of the cash flows of the company but to know whether the management and directors of the company have discharged their duties effectively and efficiently. The framework of conceptual accounting and the IFRS asks for several disclosure and notes on accounts to be made in the financials which is necessary for the understanding of the users and then base their assumption based on their on workings. Sometimes, it may happen that the objectives of the standards of accounting and that of the board may not be consistent with each other and in such a scenario its upon the company as to well they want to apply the standards in the general purpose reporting framework(Kew Stredwick, 2017). The data points provided in the financials must be relevant and true to the circumstances of the case and no material misstatements must be missed out to be reported. Further, in the directors report, they generally declare that the financials have ben prepared using the relevant standards and also report any deviation from the same, if any along with the proper reasons. After all this is done, the company also gets the books audited by the auditors, who check that whether the company has complied with all the relevant laws and regulations, standards, etc., and basis all this express their opinion on the same to give a reasonable assurance about the same to the users. b) The valuation and reporting requirement of the fixed assets and property, plant and equipment of the company is being guided by AASB 116. It is important from the users of financial statements view and perspective that the company should comply with the standards while preparation of the financial statements. (Trieu, 2017) It gives a set of guidelines and the requirements which the companies needs to follow while dealing with the valuation and the presentation of the financial statements. In the given case, the company Telstra has been chosen. It is listed on the Australian Stock exchange and the management of company has well adopted and followed with the regulatory guidelines and the standards while valuing its assets and proper disclosures have been provided for the same. As per the standards on PPE, the relevant and material disclosure requirements are as follows- The company is required too disclosure the bifurcation and the basis of the asset classes into which the assets are divided, the basis of measurement of the gross block, the method of depreciation being used, the rates of depreciation being applied to the same, the estimayted useful life being taken in each case, the carrying amount of the asset at the beginning and at the end of the period, the changes in the block of asset via the purchase and sale of the assets, the amount received and paid towards it, the exchange rate fluctuation being incurred on the asset, the effect of the changes in the management policies in respect of PPE over the past year and the other critical management judgements being taken into account. The company has a responsibility to comply with the disclosure requirement of all the above facts and figures(Visinescu, et al., 2017). In the given case of Telstra incorporation, the company in its annual report has provided all the important and critical disclosure requirement with respect to the class of assets being held, the major categorizations, the rate of deprecation being used, the method depreciation being straight line, the estimated useful lives, and the carrying cost of the property, plant and equipment both at the start and at the end of the financial year.(Bromwich Scapens, 2016). The company has also disclosed the data on the borrowing cost being capitalised in the asset, the residual value of the asset and the impairment loss being recognised and reversed during the year. Further more, the directors of the company have clearly stated in the financial statements that the conceptual framework and the relevant standards have been taken care while presentation of the financial statements and also while valuation of the assets (Linden Freeman, 2017). Few extracts of the companys annual report has been attached for refernence and in order to show how well the management of the company has complied with all the requirements. This company was chosen as it is one of the biggest telecommunication companies in Australia and whose revenue is in billions. Thus, all in all the companys books are in accordance with the AASB framework of accounting and financial reporting (Werner, 2017). c) One of the most important qualitative characteristics of the financial reporting framework is that it gives the basis for the valuation of the assets to the company on the basis of which the company can estimate as well as calculate its revenues correctly and hence its financial position. This is also helpful in many other relevant ways and in continuing its overall operations. All this is one of the integral requirements of reporting and helps the management to take decisions on the growth development of the company effectively and efficiently (Linden Freeman, 2017). It also helps the users who are dependent on this financial information to check whether the calculations disclosed by the company are in line with their expectations and thus make their judgement on whether to invest in the company or not. In the given case of Telstra, the company has disclosed all the possible information for the classes of assets, the carrying value, the depreciation methods and all other releva nt information. It has made the faithful representation of the affairs of the company basis which the users can make their financial and operational decision(Kew Stredwick, 2017). Fuurther it has also disclosed the last years number in respect of the gross block, the net block , the accumulated depreciation, the investment in assets, the depreation, etc which satisfies one of the major enhancing qualitative characteristic of the financial reporting and thus enables comparability of the financial statements in order to know the delta and the relevant reasons for such change. It has tried to give a clear picture and the maintain as much transparency as possible w.r.t. the disclosures. Thus, it is also satisfying the qualitative aspect of it. (Dichev, 2017) d) Basis the above facts and the finding in gteh companys financial statements on the property plant and equipment, it is clear that the company has complied with the financial reporting framework and that the companys accounts give a fair and transparent position of the financial status of the company and other numerous aspects. The disclosure that must be provided in the companys annual report must satisfy all the user information w.r.t. PPE like the depreciation policy followed, the classes of asset being used, the estimated useful lives of the various classes of assets, the impairment assessment and other relevant disclosures. For Telstra, the all such information is in sync with the requirements of the standards and the companys policies being followed(Alexander, 2016). The company has justified the fact that why these standards were framed to be followed by the companies and they are being helpful to those users of the financial statements who take major decisions based on this .(Belton, 2017). The international accounting standards board generally take the view of the users as well as the companies on amending the standards to satisfy the needs of the end user by understanding the issue being faced by them as an end user. In this way, they only dont come to know what are the loopholes but the requirements which the users have from the financial statements and thus they amend to bring in the improvement. In case of Telstra, the management can try to reduce the complications and technicality of the presentation of the financial statements and make it more simpler for understanding and interpreting for the end user. This will not only make the work for the end user easy but it wil increase the transparency of the financials (Abbott Kantor, 2017). Also, the board can make the uniformity in applying the standards for a particular type of company rather than keeping it open to be applied by all the companies. These are few recommendations which can be useful in enhancing the qu alitative reporting aspect and which can make the financials free from errors and other shortcomings. References Abbott, M. Kantor, A., 2017. Fair Value Measurement and Mandated Accounting Changes: The Case of the Victorian Rail Track Corporation. Australian accounting Review. Alexander, F., 2016. The Changing Face of Accountability. The Journal of Higher Education, 71(4), pp. 411-431. Belton, P., 2017. Competitive Strategy: Creating and Sustaining Superior Performance. London: Macat International ltd. Bromwich, M. Scapens, R., 2016. Management Accounting Research: 25 years on. Management Accounting Research, Volume 31, pp. 1-9. Dichev, I., 2017. On the conceptual foundations of financial reporting. Accounting and Business Research, 47(6), pp. 617-632. Kew, J. Stredwick, J., 2017. Business Environment: Managing in a Strategic Context. second ed. London: Chartered Institute of Personnel and Development. Linden, B. Freeman, R., 2017. Profit and Other Values: Thick Evaluation in Decision Making. Business Ethics Quarterly, 27(3), pp. 353-379. Trieu, V., 2017. Getting value from Business Intelligence systems: A review and research agenda. Decision Support Systems, Volume 93, pp. 111-124. Visinescu, L., Jones, M. Sidorova, A., 2017. Improving Decision Quality: The Role of Business Intelligence. Journal of Computer Information Systems, 57(1), pp. 58-66. Werner, M., 2017. Financial process mining - Accounting data structure dependent control flow inference. International Journal of Accounting Information Systems, Volume 25, pp. 57-80.

Warning There Is A Demand For Change Essays - Nigger, Profanity

Warning: There Is A Demand For Change Caruthers 1 Warning: There is a Demand for Change The sixties, was a period of growth and development for many Black writers and artist. It was a period that allowed them to come together, and by doing so they formed what is known as the Black Arts Movement . This movement allowed the artist to free their minds, and to focus their attention on the struggles of their time. The Black Arts Movements focus was on Black people, the art had to have a purpose and its purpose had to be for the Black people*http://www.yahoo.com*. Poet, Haki R. Madhubuti, was one of the many artist involved in the Black Arts Movement. Like; Larry Neal, who felt that the artist is responsible to his people, to his community, and must give up the sense of Americanized (white) idea of the individual experience (Neal, Visions of a Liberated Future p.32). Madhubuti also felt that blacks must move away from this white way of thinking. His poem entitled, a poem to compliment other poems, is a perfect example of how he felt that Blacks must change and Caruthers 2 move away from the negative influences of Whites. In fact, the theme of the poem is all about changing your way of thinking. Throughout the poem the theme change is broken down into stages. The first stage is about changing for the better, the second stage is about the wrong changes that Blacks make, and the final stage is about changing Black Americas mentality. The first stage that is addressed is about changing for the better. The focus is on telling Blacks to change the course that their life is taking. He says, life if u were a match I wd light u into something beautiful. change. change. for the better into a realreal together thing. change, from a make believe nothing on cornmeal and water.change(stanza 1-6). The first line is about making something of your life, and in order to this some changes must be made. The speaker addresses two changes that will better Blacks. The first is to really get their lives together, in other words, for them to gain some form of stability in their lives. The second change is they must remove the false ideas that have been placed in their heads. He addresses one of the ideas as the make believe nothing, in other words, the false idea that Blacks are nothing. Caruthers 3 The next stage in the poem is about the wrong changes that Blacks make. These changes are brought on by the negative ideas of white America. In Madhubutis work he is particularly acute about charting the growth of Blackness within the individual consciousness, and charting a way out of whiteness that allows for strength and self-determination for Black Americans. He wanted to eliminate the lingering white influence on his people ( Mosher 13). During the sixties many groups with different political views were formed by White America, and these groups had influence on the mindset of many Blacks during this time. The speaker touches on these negative influences by these groups when he says, Saw a nigger hippy, him wanted to be different. Changed. Saw a nigger liberal, him wanted to be different. Changed. Saw a nigger conservative, him wanted to be different. Changed (lines 8-10). The speaker then turns around and says, niggers dont u know u are different. Change (line 11). He is lettin g those Blacks that feel the need to be different know they dont have to confine themselves to these white groups in order to be different because by being black they already are. The next, negative change that the speaker addresses he calls a double change . He states, a double change. nigger Caruthers 4 wanted a double zero in front of his name; a license to kill, niggers are licensed to be killed. Change. a negro: something that pigs eat ( lines 12-13). The false idea here, is wanting to emulate these James Bond type figures, for example, detectives and police officers. When in reality they need to realize that these men that are suppose to protect and serve

Crime and Prostitutes

Crime and Prostitutes Prostitution is ambiguous to define. The Webster's dictionary defines prostitution as 1. the act or practice of engaging in sexual intercourse 2. any base or unworthy use of talent, ability, etc. But the act of prostitution involves many other associated facets that are included under this extensive act. There's the act itself, soliciting, advertising, pimping, house brothels, street prostitution, phone sex and even computer sex. Sweden treats prostitution as legal, however pimping is illegal. Canada bans soliciting for prostitution, but not the act themselves. Except for a few places in Nevada, the United States bans prostitution but permits its advertisement and tolerates massage parlors or bars that house it. Germany has legal and inspected houses of prostitution, but unsuspected prostitutes can still do business illegally, and those inspected can still buy and trade illegal drugs (Felson 1998 p 67). Do the difference in laws and regulations from country and states, prostitution a s deviance can only be analyzed through selecting a particular social environment.Day 172 - West Midlands Police - Tackling Prostitu...For this reason I will look at the prostitution as a deviance in the United States. Prostitution includes but is not limited to the following: (1) A person engages in "prostitution" if the person engages, or offers to engage, in the provision to another person, under an arrangement of a commercial character, of any of the following activities- a) sexual intercourse; b) masturbation; c) oral sex; d) any activity, other than sexual intercourse, masturbation or oral sex, that involves the use of 1 person by another for his or her sexual satisfaction involving physical contact. (2) However, a person does not engage in prostitution if- a) the activity is an activity mentioned in subsection (1)d); and b) the person is providing adult entertainment under an adult entertainment permit and is an adult and is not an...

Leadership Essay Example | Topics and Well Written Essays - 2000 words - 5

Leadership - Essay Example (Ryan, 2002)Young aspirants for managerial roles are keen to be selected either as project manager or executive manager in a business firm as they will have the scope and proper opportunity to exercise their leadership qualities, explore their talents and lead the firm to prosperity. An executive manager is required to look after development and proper application of both business and strategic goals of an organization. On the other hand a project manager is responsible for fulfilling a project’s deadline within the scheduled period. (Ireland, 2006, 4) To ensure these tasks, both executive manager and project manager supervise and evaluate performance of the subordinates on a regular basis. Team leaders also execute important roles for proper governance of a business house. These managers evaluate performance of the team members as well as the team leader and appraise them according over their performance. At the individual level, they are not only regarded as leaders but at t he same time, for successful functioning of an organization, each of them has to satisfy the roles of leader. Depending over the strong foundation of their leadership an organization receives a perfect ascent. This paper aims at focusing over various theories that deals with the role of a leader and definitions of leadership. It also aims at providing substantial focus over qualities of a person, who wishes to develop as a leader in the field of business management. Effectiveness is the main thing for any style of leadership. Still there are ‘X’ factors which are associated with it. Among them the personality of the leader obviously plays a great role. Other than this, the leader should have a well-established image. This can be taken as ‘greatness’. (Covey, 2004) Currently, the management theories are putting a great deal of emphasis over the factor of greatness in a

The Style of Writing in Consider the Lobster Essay - 5

The Style of Writing in Consider the Lobster - Essay Example This style was rather surprising for most of Wallace’s readers considering they anticipated a showy but also funny style of writing (Wallace 212). Each essay presents the features that follow from the author’s stance on the topic. For instance, some of the qualities of an informal and wide style of writing are transparency and ease. In Wallace’s essays, transparency and ease originate from a language that corresponds to views about the purpose of his core argument (Wallace 51). The Lobster in Wallace’s first essay serves as an exciting shortcut to his mind for his audience. The writer is complacent with the maltreatment of grammar rules and is glad to dedicate over 3,000 words to Kafka’s wit, which is evident through his mildly profane language. At some points, Wallace seems uncertain of the truth and even nervous about it, which Thomas and Turner consider crucial for writing. The essays clearly show inspired by an imposed duty obliged to attempt to convince an audience of an argument that Wallace is not very knowledgeable about or experienced in to comprehend (Thomas and Turner  Ã‚  27).

Ethics and Professional Responsibilities Essay Example | Topics and Well Written Essays - 250 words

Ethics and Professional Responsibilities - Essay Example This is because they may result in to severe consequences if not well checked. Therefore the moral obligation to consider the consequences of their actions or decisions lies with the engineers themselves. Whenever a safety problem occurs or during a disaster recovery, any concern noted by engineers should get reported to the relevant authority to enable investigation and subsequent response to the problem. This has often been a challenge especially when one feels they may be blacklisted or fired. However, it is ethical and moral standards that an individual engineer has that will bring a difference when such situations arise (Jr, Pritchard, Rabins, James, & Englehardt, 2013). When an issue of concern is not reported due to fear of having one’s job in the line, the consequences that may arise could be very dire not only to those in the surrounding but also to the engineers who engage in the given activity. Therefore, it is important for engineering students to have ethics as a part of the curriculum so that they are prepared to make decisive decisions in their professional careers. This will enable presentation of code of ethics to the profession of engineers saving the world from the unforeseen misfortunes that may result from unethical practices in this profession ( Jr, Pritchard, Rabins, James, & Englehardt,

Angiosperm Questions

Angiosperm Questions Jump to: Answers Identify the letter of the choice that best completes the statement or answers the question. 1. The products of meiosis in plants are always which of the following? a.  spores b.  eggs c. sperm d.  seeds e.  both B and C 2. Which of the following is the correct sequence during alternation of generations in a flowering plant? a.  sporophyte-meiosis-gametophyte-gametes-fertilization-diploid zygote b.  sporophyte-mitosis-gametophyte-meiosis-sporophyte c.  haploid gametophyte-gametes-meiosis-fertilization-diploid sporophyte d.  sporophyte-spores-meiosis-gametophyte-gametes e.  haploid sporophyte-spores-fertilization-diploid gametophyte 3. Which of the following is true in plants? a.  Meiosis occurs in gametophytes to produce gametes. b.  Meiosis occurs in sporophytes to produce spores. c.  The gametophyte is the dominant generation in flowering plants. d.  Plants exist continually as either sporophytes or gametophytes. e.  Male gametophytes and female gametophytes have the same structure. 4. All of the following are features of angiosperms except: a.  a triploid endosperm. b.  an ovary that becomes a fruit. c.  animal pollination. d.  a small (reduced) sporophyte. e.  double fertilization. 5. All of the following floral parts are directly involved in pollination or fertilization except the: a.  stigma. b.  anther. c.  sepal. d.  carpel. e.  style. 6. A mutation in which of the following floral parts would have the greatest impact on pollination? a.  sepal b.  petal c.  stamen d.  carpel e.  either C or D 7. A mutation in which of the following floral parts would have the greatest potential impact on fertilization? a.  sepal b.  petal c. stamen d.  carpel e.  either C or D 8. Which of the following is the correct order of floral organs from the outside to the inside of a complete flower? a.  petals-sepals-stamens-carpels b.   sepals-stamens-petals-carpels c.  spores-gametes-zygote-embryo d.  sepals-petals-stamens-carpels e.  male gametophyte-female gametophyte-sepals-petals 9. All of the following are primary functions of flowers except: a. pollen production. b.  photosynthesis. c.  meiosis. d.  egg production. e.  sexual reproduction. 10. Meiosis occurs within all of the following flower parts except the: a.  ovule. b.  style. c.  megasporangium. d.  anther. e.  ovary. 11. A perfect flower is fertile, but may be either complete or incomplete. Which of the following correctly describes a perfect flower? a.  It has no sepals. b.  It has fused carpels. c.  It is on a dioecious plant. d.  It has no endosperm. e.  It has both stamens and carpels. 12. Which of the following types of plants is not able to self-pollinate? a.  dioecious b.  monoecious c.  complete d.  wind-pollinated e. insect-pollinated 13. In flowering plants, pollen is released from the: a.  anther. b.  stigma. c.  carpel. d.  filament. e.  pollen tube. 14. In the life cycle of an angiosperm, which of the following stages is diploid? a.  megaspore b.  generative nucleus of a pollen grain c.  polar nuclei of the embryo sac d.  microsporocyte e.  both megaspore and polar nuclei 15. Where does meiosis occur in flowering plants? a.  megasporocyte b.  microsporocyte c.  endosperm d.  pollen tube e.  megasporocyte and microsporocyte 16. Which of the following is a correct sequence of processes that takes place when a flowering plant reproduces? a.  meiosis-fertilization-ovulation-germination b.  fertilization-meiosis-nuclear fusion-formation of embryo and endosperm c.  meiosis-pollination-nuclear fusion-formation of embryo and endosperm d.  growth of pollen tube-pollination-germination-fertilization e.  meiosis-mitosis-nuclear fusion-pollen 17. Which of these is incorrectly paired with its life-cycle generation? a.  anther-gametophyte b.  pollen-gametophyte c.  embryo sac-gametophyte d.  stamen-sporophyte e.  embryo-sporophyte 18. Which of the following is the correct sequence of events in a pollen sac? a.  sporangia-meiosis-two haploid cells-meiosis-two pollen grains per cell b.  pollen grain-meiosis-two generative cells-two tube cells per pollen grain c.  two haploid cells-meiosis-generative cell-tube cell-fertilization-pollen grain d.  pollen grain-mitosis-microspores-meiosis-generative cell plus tube cell e.  microsporocyte-meiosis-microspores-mitosis-two haploid cells per pollen grain 19. Which of the following occurs in an angiosperm ovule? a.  An antheridium forms from the megasporophyte. b.  A megaspore mother cell undergoes meiosis. c.  The egg nucleus is usually diploid. d.  A pollen tube emerges to accept pollen after pollination. e.  The endosperm surrounds the megaspore mother cell. 20. Where and by which process are sperm produced in plants? a.  meiosis in pollen grains b. meiosis in anthers c.  mitosis in male gametophytes d.  mitosis in the micropyle e.  mitosis in the embryo sac 21. In which of the following pairs are the two terms equivalent? a.  ovule-egg b.  embryo sac-female gametophyte c.  endosperm-male gametophyte d.  seed-zygote e.  microspore-pollen grain 22. Which of the following is the male gametophyte of a flowering plant? a.  ovule b.  microsporocyte c.  pollen grain d.  embryo sac e.  stamen The following questions refer to the diagram of an embryo sac of an angiosperm. 23. Which cell(s), after fertilization, give(s) rise to the embryo plant? a.  A b.  B c.  C d.  D e.  E 24. Which cell(s) become(s) the triploid endosperm? a.  A b.  B c.  C d.  D e.  E 25. What is the relationship between pollination and fertilization in flowering plants? a.  Fertilization precedes pollination. b.  Pollination easily occurs between plants of different species. c.  Pollen is formed within megasporangia so that male and female gametes are near each other. d.  Pollination brings gametophytes together so that fertilization can occur. e.  If fertilization occurs, pollination is unnecessary. 26. Genetic incompatibility does not affect the a.  attraction of a suitable insect pollinator. b.  germination of the pollen on the stigma. c.  growth of the pollen tube in the style. d.  membrane permeability of cells. e.  different individuals of the same species. 27. The integuments of an ovule function to do what? a.  protect against animal predation b.  ensure double fertilization c.  form a seed coat d.  both A and B e.  both A and C 28. A fruit includes a.  one or more seeds. b.  the ovary wall. c.  fleshy cells rich in sugars. d.  brightly colored pigments to attract animal dispersers. e.  both A and B 29. Which of the following is not an advantage of an extended gametophyte generation in plants? a.  Male gametophytes can travel more easily within spore walls. b.  The protection of female gametophytes within ovules keeps them from drying out. c.  The lack of need for swimming sperm makes life on land easier. d.  Female gametophytes develop egg cells, which are fertilized within an ovule that will become a seed. e.  Endosperm forms a protective seed coat. 30. What is typically the result of double fertilization in angiosperms? a.  The endosperm develops into a diploid nutrient tissue. b.  A triploid zygote is formed. c.  Both a diploid embryo and triploid endosperm are formed. d.  Two embryos develop in every seed. e.  The fertilized antipodal cells develop into the seed coat. 31. Which of the following statements regarding the endosperm is false? a.  Its nutrients may be absorbed by the cotyledons in the seeds of eudicots. b.  It develops from a triploid cell. c.  Its nutrients are digested by enzymes in monocot seeds following hydration. d.  It develops from the fertilized egg. e.  It is rich in nutrients, which it provides to the embryo. 32. What is the embryonic root called? a. plumule b. hypocotyl c.  epicotyl d.  radicle e.  shoot 33. Which of the following vegetables is botanically a fruit? a.  potato b.   lettuce c.  radish d.  celery e.  green beans 34. Which of these structures is unique to the seed of a monocot? a.  cotyledon b.  endosperm c.  coleoptile d.  radicle e.  seed coat 35. Fruits develop from: a.  microsporangia. b.  receptacles. c.  fertilized eggs. d.  ovaries. e.  ovules. 36. The first step in the germination of a seed is usually: a.  pollination. b.  fertilization. c.  imbibition of water. d.  hydrolysis of starch and other food reserves. e. emergence of the radicle. 37. When seeds germinate, the radicle emerges before the shoot. This allows the seedling to quickly: a.  obtain a dependable water supply. b.  mobilize stored carbohydrates. c.  protect the emerging coleoptile. d.  avoid etiolation. e.  initiate photosynthesis. 38. In plants, which of the following could be an advantage of sexual reproduction as opposed to asexual reproduction? a.  genetic variation b.  mitosis c.  stable populations d.   rapid population increase e. greater longevity 39. Regardless of where in the world a vineyard is located, in order for the winery to produce a Burgundy, it must use varietal grapes that originated in Burgundy, France. The most effective way for a new California grower to plant a vineyard to produce Burgundy is to: a.  plant seeds obtained from French varietal Burgundy grapes. b.  transplant varietal Burgundy plants from France. c.  root cuttings of varietal Burgundy grapes from France. d.  cross French Burgundy grapes with native American grapes. e.  graft varietal Burgundy grape scions onto native (Californian) root stocks. 40. Which of the following is not a scientific concern relating to creating genetically modified crops? a.  Herbicide resistance may spread to weedy species. b.  Insect pests may evolve resistance to toxins more rapidly. c.  Nontarget species may be affected. d.  The monetary costs of growing genetically modified plants are significantly greater than traditional breeding techniques. e.  Genetically modified plants may lead to unknown risks to human health. Angiosperm Reproduction Questions Answer Section MULTIPLE CHOICE 1. ANS: A TOP: Concept 38.1 2. ANS: A TOP: Concept 38.1 3. ANS: B TOP: Concept 38.1 4. ANS: D TOP: Concept 38.1 5. ANS: C TOP: Concept 38.1 6. ANS: E TOP: Concept 38.1 7. ANS: E TOP: Concept 38.1 8. ANS: D TOP: Concept 38.1 9. ANS: B TOP: Concept 38.1 10. ANS: B TOP: Concept 38.1 11. ANS: E TOP: Concept 38.1 12. ANS: A TOP: Concept 38.1 13. ANS: A TOP: Concept 38.1 14. ANS: D TOP: Concept 38.1 15. ANS: E TOP: Concept 38.1 16. ANS: C TOP: Concept 38.1 17. ANS: A TOP: Concept 38.1 18. ANS: E TOP: Concept 38.1 19. ANS: B TOP: Concept 38.1 20. ANS: C TOP: Concept 38.1 21. ANS: B TOP: Concept 38.1 22. ANS: C TOP: Concept 38.1 23. ANS: B TOP: Concept 38.1 24. ANS: C TOP: Concept 38.1 25. ANS: D TOP: Concept 38.1 26. ANS: A TOP: Concept 38.1 27. ANS: C TOP: Concept 38.2 28. ANS: E TOP: Concept 38.2 29. ANS: E TOP: Concept 38.2 30. ANS: C TOP: Concept 38.2 31. ANS: D TOP: Concept 38.2 32. ANS: D TOP: Concept 38.2 33. ANS: E TOP: Concept 38.2 34. ANS: C TOP: Concept 38.2 35. ANS: D TOP: Concept 38.2 36. ANS: C TOP: Concept 38.2 37. ANS: A TOP: Concept 38.2 38. ANS: A TOP: Concept 38.3 39. ANS: E TOP: Concept 38.3 40. ANS: D TOP: Concept 38.4 E A B D C B D D B B E A A

Clinical Practice Essay -- Health Care

This assignment will underline three key skills learnt during clinical practice; weight monitoring, blood pressure and bed baths. Reflection is a key aspect within nursing. It allows the individual to look back on previous events and analyse the positives and negatives which occurred in a particular situation. Reflection is used to encourage the development in learning and gaining a more in depth understanding in practice (Beener et al.1996).There are many reflective models available including Gibbs (1988). Gibbs(1988) reflective cycle will be used as the framework upon which these three skills to be reflected as this cycle requires a description of the event, the feelings experienced at the time and evaluation of the account which is followed by an analysis, conclusion and action plan. I will discuss how the skills were attained, and any future learning development needs I may need, backed up by literature and research available. In line with NMC (2008) confidentiality requirement, clients will be referred as A, B or C where appropriate. Description During my second week of placement I was asked by my mentor to carry out a weight observation on a six week old baby. Prior to this I had observed my mentor perform this clinical procedure a number of times while I assisted her. However on this occasion I was able to complete this skill by myself with the supervision of my mentor. Firstly I greeted the parents of baby A and advised them to undress him as I calculated his age and set up the equipment needed, I cleaned the weighing scale using disinfectant wipes and placed a paper towel on the surface to prevent baby A from feeling cold. I then switched on the weighing scales and called the parents over with baby A. I laid baby A ge... ...ouraged frequently. I now believe I have gained a better insight into my own strengths and weaknesses and can now take time to in improving them as a means to grow and evolve in my professionalism, to act on a patient’s welfare and safety in order to secure a good reputation (Thompson et al, 2006) Action plan In order to advance in practice I feel I need to develop my communication skills. This can be achieved through in depth research; using the aid of reading and advice from other health professionals into the different types of communication for instance body language, formal, verbal and non-verbal communication as well as looking into different ways of using these methods to the best of my ability, guaranteeing a high standard of patient care. This will equally help me and patients to establish a better relationship and improve the care that is given.

Pluralist democracy Essay

Pluralist democracy works with numerous organised groups who all have some political power in the decision-making setting. It assumes that it’s ‘neutral’ government who listens to, and acts on the outcomes of these competing interests. Thus the large number and operation of pressure groups is considered to be a vital element in the promotion of pluralist democracy. There are considerations that pressure groups strengthen pluralist democracy. An argument for this encompasses that the existence of varied numerous pressure groups support the theory of pluralism. The modern political culture in the UK can be referred to as being one of pluralism in nature. This means that we expect a wide range of groups, interests, beliefs and ideologies to flourish together, all competing for attention and influence. The UK is a fundamentally free society, tolerant of different cultures, ideas and demands. As long as a group does not break the law, threaten the security of the state or incite others to commit crime or adopt racist ideas, it will be tolerated and protected from discrimination. Thus, pressure groups are able to operate in an extremely free and tolerant environment. In short, they are a key element in a pluralist society. Another argument that suggests pressure groups strengthen pluralist democracy is that pressure groups are a channel of representation between the people and the government, keeping government in touch with public opinion. Whether we take an active part or not, pressure groups represent our interests to those who govern. In virtually all our activities there is probably a group that is seeking to secure favourable legislation or decisions and to avoid unfavourable ones. As motorists, hospital patients, students, environmentalists, workers, and so on, we can be sure there is a group that is fighting our corner. In some cases we may be active members and so know exactly what issues are being addressed. In other cases we are not active but are nevertheless being passively represented. Even the smallest minorities are likely to enjoy such benefits; so pressure groups have important representation functions to perform. Additionally, the government openly accept the existence of pressure groups and involve them in decision making. They are a key part in the governing process. Their involvement at all stages of the policy and decision-making process helps to inform government itself and ensures that the interests and views of sections of the pubic are taken into account. In this sense, they can improve the quality of policy making. Governments also take into account the claims of pressure groups when making decisions. Pressure group activity in itself serves to enhance pluralist democracy by providing information and education to the public. It is clear that groups offer a considerable amount of information to the people. They are, by definition, independent of government (if they were not, we could not describe them as pressure groups), so we are receiving important messages from which we can make sound judgements. Of course, we cannot always rely upon the information being totally accurate, but if we combine all the various sources of information available to us we are able to form some kind of reasonable judgement. So, pressure groups certainly help to inform and educate us, which enhances a pluralist democracy. Pressure groups can be considered to widen the access to power and decision making for the mass of the citizens. The conventional view of pressure groups is that they help to spread power more widely. This would be seen by most commentators as an enhancement of democracy. Governments and parties tend to concentrate power in the hands of leaderships. Pressure groups, meanwhile, can empower their wider memberships. They represent the full range of the population and allow many voices to be heard. As long as they have any influence, they give the politically active part of the population access to decision makers, either directly or indirectly. We see this particularly effectively when considering mass-membership groups such as Age UK or unions representing public service workers. However, there are arguments that pressure groups weaken pluralist democracy. Pressure group activity can be viewed as elitist from several perspectives. When we look at the wealthy, strategically important groups we can see evidence of elitism. Some pressure groups may, in fact, concentrate power in the hands of a few. Governments favour certain groups who share their views or are at the time ‘electorally’ beneficial to their cause. The banking lobby can be seen as a prominent example, as can the various producer groups representing major industries. Producer groups, in particular, tend to represent their shareholders and management rather than their workers (a view that might be contested on the grounds that what is good for the industry is also good for its employees). When such elite are ‘insider’ groups, they might form powerful elite in combination with government. Ministers who are more influenced by group leaderships than by wider memberships could be accused of further elitism. This can be related to outsider or insider status. Some groups because of their economic power have more influence than others and this causes a disruption of the pluralist democratic position. Some groups can afford advertising to get their message across and thus they ‘buy’ their power. Related to their position in society is the issue of wealth. Clearly some groups have access to considerably more funds than others. All those sectional interests that represent employers and business in general inevitably have far more finance available to them than charities, which have to rely on hand-outs from the public or scarce lottery funding. The banking community is a similar example. In particular, wealthy groups, including individual companies, have adopted the practice of giving donations to political parties. Clearly they are hoping for a sympathetic attitude if their chosen party wins power. Perhaps more seriously, in 2006-07 it was alleged that a number of individuals had donated to political parties in return for the granting of peerages. The so-called ‘cash for peerages’ scandal did much to undermine faith in British democracy and further highlighted the issue of undue influence by those who command great wealth. In conclusion, pressure groups do strengthen pluralist democracy through its pluralism, representative function in keeping the government additionally in-touch with public views, role of educating the public on issues and empowering them with informed decisions after pressure group observation, and their acknowledgement and influence on some government decision-making. It is more that fixed elitism holds pressure groups back from pure pluralist democracy.

7 Strategies for Your Side Hustle

7 Strategies for Your Side Hustle In a perfect world, we’d all get paid handsomely to do what we’re most talented at doing, or what we’re most passionate about doing. In our world, however, we often end up choosing jobs and career paths for a more complicated set of reasons: some skills are more marketable than others; bills need to be paid; or maybe there just aren’t enough full-time job openings for someone who makes custom jewelry for hamsters. Whatever the reason, your day job might not be your ideal passion. If there’s something you’re yearning to do, or just want to make some extra money on the side, you have options for creating a fun and profitable â€Å"side hustle† for yourself.Think about what you already have going for yourself.Are you crafty? Do all of your friends come to you for proofreading or grammar advice? Have you developed monster design skills over the years, even though you’re an accountant? You may have skills or interests with earning po tential, even if you don’t realize it yet.Don’t forget that if you have a skill or interest that isn’t fully developed, you can take classes or spend some time honing them into business-ready shape. You don’t need to be ready to launch overnight.Make sure it fits.If you have a skill that might be profitable but you don’t love doing it, then you may be better off not pursuing it. Remember that you’ll likely be doing this in your spare time. If you can’t face the idea of going home after a long day at work and spending three more hours editing the huge batch of photos you were hired to take at your cousin’s friend’s bar mitzvah last weekend, then maybe you’re not ready to start a second career as a photographer.Take a look at your life overall. You’ll need to devote a lot of time to your new side gig: producing goods or performing services, selling and marketing yourself, developing your brand, and dealing wi th the logistics of getting your stuff out there. If you’re already crunched for time for basics like meals, sleep, or family time, chances are you just won’t have enough time for your fledgling business.Check out your potential market.If there are already 18,000 freelance designers in your city looking for jobs on sites like Elance.com, you might want to think twice about entering that fray. Before you start any kind of side business venture for yourself, research the heck out of it! Know what kind of online sales and marketing channels are available to you and what kind of audience you would be serving. Make sure you understand who would be buying from you and what kind of quality they expect.This research is also essential to help you figure out pricing for your business, based on what’s out there You want to make sure you’re not undercharging and costing yourself potential profits or overcharging and scaring away potential customers. See what’s working for other people in your field, and come up with a pricing game plan.Get expert advice.Reach out to other professionals in your chosen area. Ask questions about what’s worked for them and what didn’t, and try to get a sense of what the obstacles are for someone embarking on this- especially part-time. Their advice can not only show you a path forward (or at least let you know where the potholes are on the road), but also give you a sense of how you should package yourself.Don’t let lack of cash deter you from getting started.If you have a brilliant idea and a plan for implementing it but you need money to pay for materials or development, consider crowdfunding it. Sites like GoFundMe or Kickstarter can not only help you raise funds, but also build a network of potential allies and customers to help you bring your vision to the masses.Build your brand.There are so many free online tools you can use to promote your business, there’s no excuse not t o take advantage. This is especially key when you’re just starting out. If you’re not sure yet whether you want to invest your full attention and resources into your new business, start with basics like Twitter, Facebook, and Instagram before you invest in creating and maintaining your own website.Develop your business sense.In addition to getting your skills and plan in order, make sure you also know about any legal or financial implications. It can’t be a surprise that Uncle Sam will expect you to pay taxes on your awesome new enterprise, so make sure you’ve done your research about how your taxes will be affected by your status as an independent vendor or contractor. If you want to develop your basic business skills, you can do your own research or take classes online through Coursera or Lynda.com.The hustle is real. As long as you’re doing something that’s fun and stimulating for you (and legal!), there’s no reason you shouldnâ₠¬â„¢t have a mini-career on the side. And who knows? It could turn into your full-time gig somewhere down the line.

Ping-Pong Ball Bounces Essays

Ping-Pong Ball Bounces Essays Ping-Pong Ball Bounces Paper Ping-Pong Ball Bounces Paper This section is mainly based on putting my planning into action, hence all of the practical work and not a lot of written work. The averages in the table are recorded to the nearest cm. Observations My results table shows that as the height of the drop increases, so does the average bounce. This is illustrated in the table whereby at 50cm the average bounce height is 36. 6cm, and then at 120cm the average bounce height is 75. 2cm. If I take away the height of drop from the height of bounce I can see that for each height the energy lost in sound and heat is fairly similar each time the ball is dropped. Height of Drop (cm) Potential Energy. (J) Kinetic Energy (J) 50 1200 1200 60 1440 1440 70 1680 1680 80 1920 1920 90 2160 2160 100 2400 2400 110 2640 2640 120 2880 2880 I can see from my table on potential and kinetic energy that as the height increases the potential energy increases and as this increases so does the kinetic energy as more energy is been converted. Analysis My graph has a straight line of best fit, which suggests that my results are proportional. This means that whatever happens to one factor, it does the same to the other. In my experiment, as I increased the height of the drop, the height of the bounce increased as well; therefore my prediction was correct. This trend occurred, because the higher the ball was dropped the more potential energy it had. When the ball was dropped the potential energy was converted into kinetic energy and since energy can neither be created or destroyed, only converted it will move at a faster speed; therefore when the ball hit the bench some of the energy was transformed into sound and heat. The energy left after impact and the fact that the upward force is dominating the downward force causes the ball to be forced back up into the air. The more kinetic energy at the bottom, the more can be converted back into potential energy, therefore the ball bounces higher. There are no obvious anomalous results and there is strong positive correlation between the height of the drop and the height of the bounce, as the points are fairly close to the line of best fit. Evaluation My experiment went reasonably well and efficiently, due to the plan that I had drawn up beforehand. I received fairly reliable results from which I drew a firm conclusion. I would not alter the amount of results next time as I managed to gain a maximum outcome in the time selected. I think that the experiment was fair to some extent, because I controlled all other identified variables and only varied the height. However there were some problems that occurred, which fortunately did not affect the results dramatically; therefore there were no anomalies. I can see from my plan that I conducted a fair test, whereby I used a ruler as a marker each time to help in gaining more reliable results, I repeated the experiment three times and took five readings for each height, I kept the angle of the ruler constant each time, I used the same equipment each time, I kept the mass and the temperature constant each time and I dropped the ball on the same surface each time. The problems that occurred when doing this experiment were those, the ball didnt bounce in a straight line some of the time; therefore it was difficult to receive good readings. This was most likely to have been caused by the wooden bench being uneven and I could restrict this from occurring next time by using a spirit level. The results could have also been affected slightly, because there could have been a crack on the section of the bench where the ball was dropped. I could varnish the bench next time so that there arent going to be any cracks that are liable to affect the results next time. The ruler that I used as a marker was not as efficient as using a light beam or a video camera, because by using a light beam I would have been able to read off the readings more accurately and with a video camera I could record the experiment and then use pause to freeze the picture and then read off the values. I could extend my investigation further by doing the experiment again, under exactly the same conditions, but this time I would investigate how a different mass of ping-pong ball affects how high it bounces. Even though I havent varied the mass in this present experiment, by doing this extended investigation I can determine how mass may be another major factor, which might affect how high a ping-pong ball bounces. Accordingly I can progress further in this area of physics and this will help me in my understanding of this subject.

Online education Essay Example | Topics and Well Written Essays - 500 words

Online education - Essay Example There is no doubt about the fact that online education is increasing, however, just how effective is it and what exactly are its advantages and disadvantages are questions that need to be answered. There is no doubt that online education has some advantages; whether it is saving a lot of valuable resources, like time and money, or being more convenient for certain students, online education does have an edge over traditional education. Students can log on from their homes and not have to spend so much time commuting to and from the institution, for instance, what is more the institutes do not have to spend so much money on infrastructure when the classes are online, resulting in lowered tuition fees. However, online education also has certain disadvantages. The students taking online courses do not have much, if any, social interaction with their peers, as they would in a traditional classroom, therefore, they might end up not only missing out on normal social growth, but most defini tely also on the total experience of school life, which is considered a rite of passage in our society. Moreover, by missing out on face-to-face instruction by their teacher, the students also have less of a chance to be monitored for comprehension, i.e. it is harder for the teacher to know whether the student has understood the lesson or not.

Johnson & Johnson Tylenol Controversies Case Study

Johnson & Johnson Tylenol Controversies - Case Study Example Identified StakeholdersThe issue affects the customers, the government, the shareholders, and the staff of the company. Each stakeholder is affected in a different manner as explained next. The mistake arose from a staff of the company. That means that the reputation of the employees of the company reduced. That makes it hard for employees of the company to get a job in a different organization. The reputation of the employees can only be increased if the individual who was concerned taking up the blame and suffering the consequences of his/ her actions. The other employees who are affected by the issue are the people who are in a supervisory position and the people who are responsible for dealing with complain from customers. The supervisors will be blamed for not taking a keen concentration in the course of their duties. The other affected stakeholder is the government. The government has a responsibility of ensuring that all the drugs that are in circulation to the public are good for human consumption. The government failed in its supervisory role and the issue makes the involved department in the government to be perceived as a failure. The shareholders are the other affected stakeholders. The shareholders will lose value for their wealth. This is because the sales of the company will reduce and that means that the share price of the company’s stocks will reduce. The profit that is attributable to the company will also reduce because the sales of the company will reduce drastically.

Negotiable Instruments in Business Law Article Example | Topics and Well Written Essays - 750 words

Negotiable Instruments in Business Law - Article Example Sections 134 to 137 of CHAPTER XVI of the Act relate to International Law. Section 134 regulates the jurisdiction of a foreign instrument;. The liability of the drawer of the instrument will be governed by the law of the place. Likewise, the liability of the holder or acceptor will be regulated by the law of the land of the receiver. Section 135 deals with the place of honoring the instrument. If the place of payment differs, then the matter of honoring it will be decided upon by the law of the place of payment. As per S. 136, if a negotiable instrument is drawn outside India (but) according to Indian Law, that instrument will be valid in India, even though the same is invalid in the place of drawing and accepting it. The last Section promulgates that any foreign country is considered as India in the matter of transacting the negotiable instrument, if not proven otherwise. The legal issue raised in this article is about the provisions contained in Indian Negotiable Instrument Act 1881. Here the modus operandi of the fulfillment of the transaction and its subjectivity and objectivity together with its bindings are discussed in detail. Additionally, the liability and stipulations about the governing jurisdiction on the negotiable instrument transacted are explained. One... Discuss realistic solutions supported by sound legal and business principles.) One can find many defenses to shun responsibility on negotiable instruments and elements connected with forgery, fraud and alterations in relation to negotiable instruments. For instance a drawer of a check can escape its payment by stopping its payment. But such stopping of payments through checks can be done by the drawer in case the check is declared missing or lost. But this loop hole in the law of negotiable instruments Act has been used by many a drawer so that they can escape their debt or liability. Even the amendmentof 1988 to Section 138 of the Negotiable Instruments Act remained silent about stopped payment. Section 138 of the negotiable instruments act of 1881 deals with statutory offence in the matter of dishonour of cheques on the argument of deficiency of funds in the account preserved by a person with the banker. Section 138 of the Act can not be termed as falling in criminal act but they are prohibited under the penalty in public interest. Generally in criminal law presence of guilty intent is an important ingredient of a crime. But the Legislature has the right to create an offence of unlimited liability or stern liability where 'mens rea' is not at all required. The Kerala High Court in K. S. Anto v. Union of India held that: "Knowledge or reasonable belief, that pre requisite could be statutorily dispensed with in appropriate cases by creating strict liability offences in the interest of the Nation." In addition the creation of the strict liability is an efficient measure by promoting greater alertness to avert usual heartless or otherwise stance of drawers of cheques in release of debts or otherwise. The terms as

Common Core Essay Example for Free

Common Core Essay The common core is a set of standards which were developed by state leaders along with teachers, school administrators and many other people, not the Federal Government. The common core has standards. Standards which are not curriculum. Standards that â€Å"do not tell principals how to run their schools, and they do not tell teachers how to teach. Local teachers, principals, and district administrators ultimately decide how the standards are to be met and the curriculum to be use† (Laine and Minnich). The school districts still have to choose which textbooks to use and, which curricula they wish to add and drop. The basic standards of the common core are: Aligned with college and workforce-training expectations; Rigorous in content and include the application of knowledge through higher-order skills; Built on strengths and lessons taken from state standards; Informed by standards in top-performing countries, so that all students are prepared to succeed in the global economy and society; and Evidence-based, clear, and aligned across a child’s K-12 education. The common core has many pros and cons to reforming the education system. In the Article The common core is a change for the better the authors mention that the common core provides a good foundation on what needs to be taught (Gardner and Powell). The authors also touched on the fact that students nowadays are â€Å"more mobile than ever†, families have to move around more to follow and find available jobs. With the common core all across the Country have the same standards. There is some consistency within all schools in America. If a family was to move from Maine to Nevada, it would be quite impossible to expect things to be the exact same. However, you can still have an idea of the standards and know what to expect. This is a great thing about the Common Core. Every Student this way is exposed to the same standards. Once students are mingled together in colleges and universities across the country the professors can expect almost every student to be able to do the same things, to a degree. Not to say that every student knows the  exact same co ntent, however they will all have graduated high school with the same skills. Skills that may be taught in a variety of styles, none the less resulting in the same skills. The common core requires teachers to be very specific and hand out rubrics, stating exactly the quality of work that is expected. This eliminates the confusion that can arouse from complicated projects or open research topics. The students will know exactly what the teacher is requiring of them. Ultimately making it easier on the students to provide what the teacher wants and getting the highest grade possible if the students puts in the effort required to meet the expectations. Effort: defined as â€Å"an earnest or strenuous attempt† by dictionary.com, is where a problem arises in the common core. The common core standard â€Å"Rigorous in content and include the application of knowledge through higher-order skills† is asking 21st century students to put in lots of effort, they can’t ask Siri to write their English paper or do their history project. Most high school aged students in the United States are not going to put in the required effort to achieve rigorous assignments. I know that when I was in high school my attitude was ‘if I wait to the last minute it only takes a minute’. That’s not because I was swamped with assignments or didn’t understand it. It was because I would rather be doing anything else, after having spent all day in classrooms with new information being drilled into my head. The absolute last thing I wanted to do was go home and spend more hours on homework. Making high school more rigo rous is going to prevent kids from being kids. Students in the United States are less motivated to learn and value education less and less. Stephen Krashen says that another problem with very rigorous assignments is â€Å"CCSS are so demanding that in English language arts classes, educators and students will have little time for anything not directly linked to the standards† (Krashen). I do not quite agree with this statement because the standards are not the curriculum being taught, just the way it is being taught. Teachers and schools have some free space to spend as much time as they feel necessary to focus on aspects they feel more important. The common core has pros and cons, just like anything in life. One set of standards isn’t going to please everyone in the United States. My personal opinion is that the common core has good intentions, but may be a bit unrealistic. If every school in America was teaching the same skills to the same degree, all students would have the same experiences entering college. There are 50 states with thousands of different schools in each states. Within those thousands of schools there are teachers who all have their own style of teaching. Not to mention the millions of students that all learn a little differently at a different pace. What are the odds that every state school, and teacher are able to provide every student with the exact same skills, using the exact same standards? There are good intentions behind it, and the United States can give it a chance, but I feel as though it may be unrealistic. Works Citied Fine, Sarah. Moving Forward With The Common Core. Education Week 30.8 (2010): 18-19. Professional Development Collection. Web. 16 Mar. 2014. Gardner, Nancy S. Powell, Rod. The Common Core Is A Change For The Better. Phi Delta Kappan 95.4 (2013): 49-53. Professional Development Collection. Web. 16 Mar. 2014. Krashen, Stephen. THE COMMON CORE. (Cover Story). Knowledge Quest 42.3 (2014): 36-45. Professional Development Collection. Web. 16 Mar. 2014. Richard, Laine, and Chris Minnich. Common Core: Setting the Record Straight. Education Week 32.36 (2013): Web. 16 Mar. 2014

Bullying: Types, Effects and Government Initiatives

Bullying: Types, Effects and Government Initiatives Abstract The UK Government defines bullying as; Repetitive, wilful or persistent behaviour intended to cause harm, although one off incidents can in some cases also be defined as bullying; internationally harmful behaviour, carried out by an individual or a group and an imbalance of power leaving the person being bullied feeling defenceless. Bullying is emotionally or physically harmful behaviour and includes; name calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging and emailing, sending offensive or degrading images by phone or via the internet, gossiping, excluding people from groups and spreading hurtful and untruthful rumours. (HOC 2007, Frederickson et al 2008). Contents (Jump to) Introduction Chapter 1: The Types and Effects of Bullying Chapter 2: Educational Provision within Secondary Schools Chapter 3: Government Initiatives and the Education of Children who are being bullied Conclusion References Introduction This dissertation is going to investigate the links between education and bullying within secondary schools. Chapter One will give an overview of what bullying is and why is such a serious issue within secondary education, the chapter will then focus on the different types of bullying that happens within schools and what effects bullying has on both the person who is doing the bullying and their victims. It will include statistics concerning how many children/young person who have reported getting bullied, as well as the types of bullying these children have had to deal with. The remainder of the chapter will focus on the bully or bullies experiences before their started bullying another child/young person, paying particular attention to their educational experiences and disadvantages, but also taking into account any additional contributing risk factors which can affect a childs/ young persons behaviour and their education. These risk factors include risk around the childs/young per sons family, along with wider risks associated with poverty and deprivation. Risk factors such as peer pressure, jealously and being bullied themselves, which relate to education more directly, will be discussed in more details. The following chapters discuss the educational provision available to those children/young people who are being bullied and also those who doing the bullying, analysing the types of bullying the effects of bullying and also the types of provision and factors related to the reasons of why bullying happens. Chapter Two focuses on the educational provisions for the children who have been bullied, but Chapter Three addresses issues around reintegration and wider Government policy. Both chapters critically analyse current provision, whereas the conclusion will draw this analysis together and consider the extent to which the current system can be seen to be working in the interests of all concerned. Chapter One: The Types and Effects of Bullying The UK Government defines bullying as; Repetitive, wilful or persistent behaviour intended to cause harm, although one off incidents can in some cases also be defined as bullying; internationally harmful behaviour, carried out by an individual or a group and an imbalance of power leaving the person being bullied feeling defenceless. Bullying is emotionally or physically harmful behaviour and includes; name calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging and emailing, sending offensive or degrading images by phone or via the internet, gossiping, excluding people from groups and spreading hurtful and untruthful rumours. (HOC 2007:7-8, Frederickson et al 2008:176-177). Bullying takes many forms. It can be physical bullying, this is when a child is being pushed, beaten or thumped by bare hands. It can involve a weapon and threats. Bullying can also be verbal and emotional, racial or sexual. Elliott (1997a:2) it would seem that boys are more likely to be physical in bullying, while girls tend to be cruel verbally. Research by Olweus (1993:19) indicates that girls are more often exposed to harassment such as slandering, the spreading of rumours and exclusion from the group rather than physical attacks. Olweus (1993) continues it must be emphasised that these gender differences are general and that is some schools, girls are also expose to physical bullying. In more recent times there have been cases in the UK in which girls have violently and aggressively attacked other girls. An example of this was fourteen year old girl was cornered in the playground by a gang of ten boys and girls. She was stripped to the waist and had to beg on her knees to get he r clothes back. She was pushed, punched and had her hair pulled. Tell and youll get worse was the parting words from one of the girls. The victim did not tell until they did it again and took photographs. When her mother confronted the school, she was told it was only horseplay. The victim, who attempted suicide after the latest incident, was transferred to another school in which she is now thriving. (Elliott 1997b:1), this incident had a more positive ending, which is not always the case. There have also been deaths caused by bullying within schools, mainly in secondary schools. An example of this was in 2000 a 15 year old school girl committed suicide after being bombarded with anonymous calls on her mobile phone, the inquest into her found that she was being bullied through her mobile phone Mobile Phone Bullying/Cyber Bullying (The Independent, 2000). The incidence of girls being violent does seem to be increasing and is a trend that must be viewed with concern, as female bulli es, especially in groups or gangs are getting just as violent if not more violent then male bullies. Studies show that bullying takes place in every type of school. Studies on bullying within schools date back to the 1980s, were the first UK nationwide survey was conducted by Kidscape from 1984 to 1986 with 4000 children aged 5 to 16. The survey revealed that 68 per cent of the children had been bullied at least once; 38 per cent had been bullied as least twice or had experienced a particularly bad incident; 5 per cent of the children felt it had affected their lives to the point that they had tried suicide, had run away, refused to go to school or been chronically ill (Elliott and Kilpatrick 1996). Subsequent studies have found very similar results. Researchers at Exeter University questioned 5500 children aged 13 and found that 26 per cent of boys and 34 per cent of girls had been afraid of bullies sometime in their lives (Balding 1996). Bullying calls to ChildLine are growing at a rapid rate, ChildLine (2006) counselled 37,032 children about bullying between 1st April 2005 to 31s t March 2006. A further 4018 called ChildLine for other reasons but went on to talk about bullying. Every Month ChildLine counsels more than 3,000 young people about bullying, that is a quarter (23%) of all calls to the services. One area of growing concern is homophobic bullying. (ChildLine 2006). Bullying is not only a UK problem, it happens throughout the world. Olweus (1993:19) has been researching the problem of bullying in Norway since 1973; he estimated that one in seven pupils in Norwegian schools has been involved in bully/victim problems (Olweus 1993). Similar findings in other countries indicate that if adults are willing to listen and investigate, children will tell them that bullying is one of the major problems children face during their school years. There are different forms of bullying behaviour that has been identified, such as indirect and direct, as involving individuals or groups, verbal and physical. It is generally agreed that the most common form of bullying is verbal abuse is and name calling, followed by various forms of physical bullying. Within this type of behaviour/bullying, there are some important differences, based on age, gender, sexuality and ethnicity. The main types of bullying within school, especially within secondary schools, these are physical school bullying, emotional/verbal school bullying, electronic bullying or Cyber bullying and sexual/homophobic bullying. Physical bullying is when an individual bully or a group of bullies physical harm their victim, examples of this type of bullying are punching, shoving and slapping, and this can also be direct bullying. Emotional/Verbal school bullying is when a bully or bullies use poor and offensive language. Examples of emotional bullying includes the spreading of bad rumours about their victims, keeping their victims out of a group, teasing the victim in means ways and cussing them, getting other people/bullies to gang up on the victims, name calling, harassment, provocation, tormenting, whispering to another/others in front of the victim, walking in groups around school and keeping secrets away from a so called friend(s). Electronic bullying or cyber bullying is when bullying happens online or electronically. It occurs when the bully or bullies bully their victims through the internet, mobile phones or other electronic means and devices. Examples of this type of bullying are sending mean spirited text messages, emails and instant messages, posting inappropriate pictures, messages about their victims in blogs, on websites or social networking sites and using someone elses user name to spread rumours or lies about their victims. Sexual bullying/homophobic bullying is any of the above bullying behaviour, which is based on a victims sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards their victims, although it is more commonly directed at girls. This type of bullying can be carried out to the victims face, behind their back or through the use of technology (cyber bullying). However, it is also argued that sexist bullying or harassment in school is frequently dismissed as inoffensive or legitimised as part of the normal process of gender socialisation, and that it is a form of abuse engaged in by male teachers and male pupils alike (Stainton Rogers 1991). Furthermore, sexual harassment, of a physical as well as verbal kind, has been described as part of the hidden curriculum of many co educational schools (Drouet 1993). Indeed, Duncan (1999:128) presents a complex scenario in relation to what he terms gender abuse in schools. In deconstructs bullying as a manifestation of gender conflict in the pursuit of a desired sexual identity'. He concludes that both girls and boys can adopt a variety of active and passive roles in relation to bullying, but that sexualised nature of much gender abuse serves to remind girls that power is gendered. The threat of rape was identified as a potential sanction against girls who do not conform to male expectations: rape may be (comparatively) rare but physical and sexual assault are not and the lower range of conflictual sexualised gender practices keeps that threat alive on a daily basis. Some school girls have identified sexual assault and even rape within their understanding (and possibly experience) of bullying. Duncan (1999:128). The pervasive nature of homophobic abuse in schools has been widely commented upon, whether the intended target is known to be gay, or not. There is evidence to suggest that homophobic abuse serves to police gender identities, and establish norms of sexual behaviour and gender identity (Mac An Ghaill, 1989:273 286, Douglas et al, 1997) Rivers (1996:19) argues that a significant feature of homophobic bullying is the severity of the abuse. In a retrospective study of gay men and lesbians experience of bullying, one gay man reported having been raped by a teacher, others reported having their clothes set alight, and being burnt with cigarettes while being held down. One lesbian reported having been raped by a male pupil, and another of having been dragged around the playing field by her hair. Other types of bullying are gender bullying which could be linked directly to sexual and homophobic bullying and another type of bullying that is increasing is racist bullying or racial harassment, number of studies on the relationship between bullying and racism. However there appears to be some ambivalence concerning the conceptualisation of racist bullying. Tizard et al (1988:2), for example, report that name calling relating to physical appearance, personal hygiene and race represented the three most frequent forms of teasing reported among 7 year olds. Loach and Bloor (1995:18 20) and Siann (1994:123 134) argue that bullying can function as a cover for racism. A report by the Commission for Racial Equality (1988), describes various case studies of what is defined as racial harassment in schools. Regardless of the terminology used, Gillborn (1993) argues that racism in schools reflects a wider and racially structured society, and consequently, racist abuse carries extra weight . In terms of prevalence, Kelly and Cohns (1988) survey of first (year 7s) and Fourth Year (year 10s) pupils in school in Manchester found that two thirds of pupils said that they had been bullied. Racist name calling was recorded as the third most common form of bullying. In recent survey of Black and ethnic minority pupil in mainly white schools, 26% said that they had experienced racially abusive name calling during the previous week, while at school, or while travelling to and from school (Cline et al 2002:1). However, it is common with many surveys on bullying, that it is likely that racist bullying or harassment is under reported. There is some debate in the literature concerning both the value and validity of identifying typical victim or bully characteristics. Stainton Roger (1991) for example, argues that any child can be a bully or a victim, and that neither denotes an individual psychopathology: bullying is a reflective practice. Bullying creates victims, victims create bullies. On the other hand, Sharp et al (2002:139) claim that some children are more likely to fall into a bully role or victim role, and that is how children learn to manage aggression and assertion in interpersonal skills represents a key contributory factor. Olweus (1993:19) described bullies as physically stronger and victims as having characteristics that differed from the norm, for example in appearance sporting or academic ability. Boulton and Underwood (1992: 73 87) also found that children who perceived themselves to be different in some way, felt more vulnerable to bullying. Olweus (1984:58) found that approximately 20 per cent of bullies were also victims, and that they represented a particularly disturbed group. Others have claimed that some children fall neither into the victim nor bully category and that they therefore provide a useful normative contrast with which to analyses bullying and victim behaviour (Schwartz 1993 and Glover et al 1998). The effects that bullying has on both the bully and especially the victim can be life changing, in a negative way and have severe consequences not just short term, bullying can also have a long term effect on the victims. The effects of bullying have been said to be very serious, it has been reported that around ten children in the UK kill themselves each year because their lives have been made so miserable by being subjected to bullying (NSPCC 2009). There are many effects of bullying, these are include feeling depressed and sad most of the time, having sleeping problems such as insomnia or having nightmares, not wanting to go to school, not eating or over eating, suffering from stomach aches and headaches, feel less confident and also lose their self confidence and stop believing in themselves, feel unhappy and miserable which will result in enjoying life less. The longer the victim is subjected to bullying will probably in turn become a bully themselves, it will take longer for th e victim to recover from it and may continue to destroy the self confidence of the victim, leading to possible suicide. In 1999 Kidscape conducted the first ever retrospective survey of adults to discover if bullying at school affected those who had been bullied in later life. The survey showed that being badly bullied as a child had a dramatic, negative, knock on effect throughout life. The extensive survey of over 1000 adults, showed that bullying affects not only your self esteem as an adult, but your ability to make friends, succeed in education, and in work and social relationships. Nearly half (46 per cent) of those who were bullied at secondary school contemplated suicide compared with only 7 per cent of those who were not bullied. The majority of the adults reported feeling angry and bitter now about the bullying they suffered at school as children. Most received no help at the time to stop the bullying and telling either made the bullying worse or had no effect. Of the 1044 adults who took part in the survey 828 were bullied at school and 216 were not and of those bullied 70 per cent were w omen and 30 per cent were men and of those who were not bullied, 49 per cent were women and 51 per cent were men (Kidscape 1999:1). However, problems may occur if the school fails to recognise and resolve bullying within school, whereby a child may become at risk of truanting and disengagement from education, which could then lead to the risk of self harming and possible suicide. Should a child not experience an educational experience supportive of building resilience against bullying, then those exposed to bullying can turn to someone before it is too late. The following chapter aims to discuss the educational provision available for children who are victims to bullies and the consequences of those who do the bullying. It focuses purely on those children who get bullied in secondary schools. Chapter 2: Educational Provision within Secondary Schools This chapter aims to discuss the educational provisions available for those children who have been bullied and are still getting bullied. It focuses first on the provisions available for children who have been bullied throughout secondary schools, before examining the experiences of those who are living through bullying and also those who are the bullies. The importance of education as a preventative measure against bullying will be discussed along with how education is delivered to those children who are suffering at the hands of bullies. The Government has made tackling bullying in schools a key priority and the Department for Children, Schools and Families (DCSF) has made it clear that no form of bullying should be tolerated. Bullying in schools should be taken very seriously, as it is not a normal part of growing up and it can and will ruin lives. It is compulsory for schools to have measures in place to encourage good behaviour and respect for others on the part of pupils, and to prevent all forms of bullying. The DCSF supports schools in designing their anti bullying policies and their strategies to tackle bullying, by providing comprehensive, practical guidance documents. Regional advisers with expertise in the field of bullying are also on hand to help schools implement the guidance and draw on best practices. Teachers can help to reduce bullying both by the way they teach and by what they teach. In terms of approaches to teaching, although it may seem obvious, it may be helpful to consider teaching approaches along a spectrum with, at one extreme approach which actively promote bullying and at the other ones which specifically seek to prevent bullying. An example of actively promoting bullying is whenever a teacher deliberately humiliates a pupil, then the teacher is quite simply engaging in bullying. It really does not matter to the pupil whether the intention is merely to exert control or gain personal gratification. It would be pleasant to assume that this kind of teacher bullying was something that only happened in the past. Unfortunately most secondary school pupils, at least, will tell you that in their school there are one or two teachers who regularly use intimidation, sarcasm, belittling or harassment towards pupils, and that most teachers, on occasions, will resort to this kind of behaviour (Lawson 1994), showing the pupils that it is acceptable to bully others. The contrast from actively promote bullying is bullying preventive teaching. This is an approach to teaching which is alert to and aware of the condition which makes some pupils vulnerable and avoids endorsing these. This is about treating all pupils with a level of respect and avoiding making jokes at the expense of the weakest. It is about not contributing to a pupils vulnerability, about not setting up victims. It is also about acting as a good role model, as somebody who does no misuse the power they have. More proactively bullying preventive teaching is about publicly acknowledging that bullying is not acceptable, putting it specifically on the agenda within the secondary school and in the classroom, and creating opportunities which will help staff and pupils to develop strategies to counteract bullying. Overall what is needed is to change the way that pupils behave towards each other. To do this the pupils themselves must want to change and they need strategies and they must know how to change. The 1996 Education Act placed responsibility on head teachers for discipline and behaviour in schools, and in 1994 the Department for Education encouraged head teachers, in consultations with their governing bodies, staff and parents, to develop whole school behaviour policies and approaches which are clearly understood by pupils, parents and the school staff. The guidance recommended that schools should also have an anti bullying policy; School staff must act and importantly be seen to act firmly against bullying whenever and wherever it appears. School behaviour policies and the associated rules of conduct should, therefore, make specific reference to bullying. Governing bodies should regularly review their schools policy in bullying. School prospectuses and other documents issued to parents and pupils should make it clear that bullying will not be tolerated. Prospectuses should also explain arrangements through which pupils troubled by bullying can draw their concerns to the att ention of staff in the confidence that these will be carefully investigated and, if substantiated, taken seriously and acted upon. Individual members of staff must be alert to signs of bullying and act promptly and firmly against it. Failure to report incident may be interpreted as condoning the behaviour (Elliott 1997c:118). In more recent times, when a secondary school uses SEAL (Social and Emotional Aspects of Learning), if used effectively it contributes to the work secondary schools are doing to reduce bullying. When a school implements SEAL effectively across the whole school it establishes strong foundations to its work to prevent bullying. At the core of SEAL are the social and emotional skills, which are all important because high levels of these skills create social climate that does not tolerate bullying behaviour (DCSF 2007) The partnership between ChildLine and Schools is a recent initiative, called CHIPS which was established by ChildLine aiming to work directly in schools, youth clubs and other settings with children and young people across the UK. In 2007/2008 CHIPS worked with more than 66,000 children and young people across more than 700 primary schools and secondary schools and almost 100 special schools and youth groups, to endorse the view that children and young people can help each other, can play a part in making changes to improve their own lives, and have a right to be listened to and respected. CHIPS provides a range of services from awareness raising assemblies, workshops dealing with bullying issues, to setting up peer support schemes, that encourage children and young people to support each other (NSPCC 2008), all of those services are done within the schools. There are many implications when it comes to initiatives and provision, the first is less attention appears to have been paid to childrens support needs during periods of transition, for example between primary school and secondary school. Children often fear bullying at points of transition in their lives, or at particular turning points, for example, during the move from primary to secondary school. Children in their last year of primary school may be seen as the leaders of their school. Primary schools are generally smaller, both in the fabric of the building and in the size of the school population. Secondary schools are, by contrast, frequently viewed as fearfully large places, where newcomers represent the lowest rung of a long ladder. Children who change schools as a result of moving home may also feel vulnerable to bullying. It would therefore seem useful for more research to be conducted on the support needs of children as they learn the ropes of their new environment. Another implication is making sure that all schools have an anti bullying policy within school and that it is used effectively and at all staff knows how to use it. Some of these studies were prompted by the concerns raised by parents and pupils that anti bullying policies and strategies were having a limited effect). The evidence shows that adopting an anti bullying policy is not enough; policies need to be effectively implemented and sustained over the long term (Glover et al, 1998). Parents and teachers is another implication as they are not seen to be working together or not working together as much as they should. It is every childs democratic right to attend school in safely. As education is one of the very few compulsory activities that parents and the government impose onto children, it involves all adults, in whatever capacity, to ensure that this is possible. Parent and teachers, being the most closely involved have the most valuable role to play. Parents are often extremely anxious to have a bully situation speedily resolved and so will offer the highest level of commitment. Their level of distress can often be reduced by inviting them to become actively involved in any plan as feelings of helplessness may be increasing their concern (Besag 1992:155). It may be easier for the victim to confide in a teacher rather than in their parents who are often bewildered by the childs reluctance to discuss the matter and refusal of their offers of help. The situatio n in such cases remains shrouded in mystery, and parents rely heavily on teacher to support the child and communicate with them appropriately. Another implication is when a parent does not feel that the school of their bullied child has not dealt with the bullying in an effective way and stopped it, and they withdraw their child from the school where the child is getting bullied and either moving them to another school or even educating the child at home, this may have a negative effect on the victim, as if they attended a new school, they would have to make new friend and there in not certainty that they will not get bullied at the new school, it will also have an effect on the childs education because they may possible be at different stages in the curriculum at the new school compared to the school that they were previously at. If the parents of the bullied child decide to educate their child at home, they would have to sort out materials and resources themselves, and this could take time and money. Parents should be warned that if they decide to educate their child at home, they have opted out of the state education sys tem and should not expect any assistance in educating their child from the LEA (Local Education Authority). Under the Education Act 1996, parents have a legal duty to ensure that their child receives an efficient full time education suitable to the childs age, ability and aptitude, whether this be at school or otherwise in some kind of education. (Elliott 1997d:124). Chapter 3: Government Initiatives and the Education of Children who are being bullied The barriers to education both before and after the point at which a child is bullied set out above can be institutionally specific, but it is also clear that some barriers and some of the problems of provision difficulties around reintegration are dependent on government policies and the wider educational system. This chapter will analyse the effectiveness of Government policies, initiatives and how these influence educational systems and may both increase educational involvement or attainment and reduce bullying. However, because of the plethora of local initiatives the chapter will focus on the larger scale initiatives, which aim to tackle the main problems (as set out and evidenced in previous chapters), therefore the primary discussion will focus on how the current Government has tackled the issues as mentioned above since they came into power in 1997. For almost two decades, bullying in schools has attracted the interest and concern of governments and policy makers. In the late 1980s a public enquiry was launched into unruly behaviour in schools, the result of this enquiry was the Elton Report (1989). The Report highlighted the issue of bullying, and suggested that a positive school ethos provides the essential factor in facilitating academic success and positive pupil relations. A positive school ethos has, however, proven a difficult concept to define or quantify. Instead, research has tended to focus on the relative merits of different approaches or interventions designed to reduce or prevent bullying (Mackinnon et al 1995:43). In the 1990s an extensive research funded by the DfEE, indicated that bullying was far more prevalent in some schools than others, and that the reasons for this pattern could not always be attributed to single cause (such as social deprivation, or geographical location). Some schools were also shown to be more effective than others at introducing and sustaining anti bullying work. Despite these complexities, the research provided much needed evidence on what had up till now remained a largely hidden phenomenon, and provided the basis for the governments first major attempt to provide schools with evidence based research on effective anti bullying strategies (DfE 1994, DfEE 2000). Almost a decade later, bullying continues to represent an important issue for public policy, not least because of the links between bullying, academic underachievement and mental health problems Guidance issued to teacher and school governors highlights their duty to prevent all forms of bullying: the emotional distress caused by bullying in whatever form be it racial, or as a result of a childs appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide, low report rates should not themselves be taken as proof that bullying is not occurring' (DFEE, 1999:24- 25). The National Healthy School Standard (DfEE 1999) also recommended the development of anti bullying initiatives as part of a whole school approach to raising educational standards, improving the health of children and young people, and reducing social exclusion. The DfES has also recently announced that, as part of the governments national behaviour and attendance strategy, guidance and training will be offered to all secondary schools on tackling bullying from September 2003. However, while the whole school approach might be interpreted as echoing the notion of a school ethos, in other respects the issue of bullying appears to be beset by a numb