Answer the question Assignment Example | Topics and Well Written Essays - 5000 words

Answer the inquiry - Assignment Example The instructor would execute a humanist view to educating and learning somehow or another. To begin with, at whatever point conceivable, permit every understudy to pick the exercises to finish. They would likewise show their understudies to set achievable scholarly objectives. At last, the educator would permit understudies to take an interest in bunch work. Terms every now and again utilized in instruction are frequently hard to characterize on the grounds that there are various kinds of definitions. Constitutive definitions, for example, those utilized in the word reference, utilize elective words to characterize a term(Fraenkel and Wallen, 2009). The terms can likewise be characterized by model. An operational definition is the working meaning of a term for a particular research undertaking. Ordinarily, to build up a working definition, the analyst will alter insightful meanings of a term to adjust it to their exploration setting, or relegate an incentive to the term. The expression greatness might be characterized operationally by measuring greatness. Assume a scientist explores the connection between class participation and scholarly greatness. The scientist may characterize scholarly greatness as a mean evaluation of B or more. By this definition, an understudy who scores a mean evaluation of B or above is considered to have accomplished scholastic greatness. Something else, the understudy who scores an evaluation lower than B is considered having not exceeded expectations in their examinations. There is a trace of validity in the explanation that clearness of definition doesn't generally bring about powerful communication(Fraenkel and Wallen, 2009). This may be the situation for certain reasons. To begin with, various societies join various implications to a similar term. Accordingly, if the individual characterizing the term and its beneficiary are of various societies, the term may pass on an alternate to the beneficiary from the one proposed by the sender. In any event, when utilized inside a similar culture, a term may neglect to pass on the proposed meaning since it conveys numerous implications and the individual characterizing it has

Calling to Breathrens essays

Calling to Breathrens expositions The main Continental Congress met in Carpenter's Hall in Philadelphia, from September 5, to October 26, 1774. Woodworker's Hall is the seat of the Pennsylvania Congress. This is the place we can choose pioneer lawmaking bodies, or councils of correspondence. The destinations of the body are for the individuals, in any case; now and again not so much obvious to the open eye at the same time, with authority they we will be coordinated to a bound together nation. It is pleasing to all that the King and Parliament must be made to comprehend the deficiency of the provinces and that the body must do everything conceivable to convey the equivalent to the number of inhabitants in America, and to the remainder of the world. I call toward the northern states and southern settlements to join together and defy Great Britain our sister country. Who should bear the gigantic weight of obligation brought about by Great Britain in battling and winning the war? To the British, it appears to be plainly obvious in light of the fact that the war generally is to a great extent to safeguard British provincial belongings we the settlements ought not contribute a considerable amount to diminishing wartime obligation. In 1764, the British passed the Sugar Act, the primary law pointed carefully at collecting frontier cash for the Crown, expanding the obligations on stock brought into the provinces on the off chance that it was not of British beginning. Likewise settled was the Stamp Act, the main direct duty on the Colonies and went to produce assets for the British. Papers, chronicles, flyers, broadsides, authoritative reports, bones, and playing a card game were burdened by this demonstration. Stamps, gave by the British, were appended to the burdened things to show that the duty has been paid. Homesteaders have reacted to the Stamp Act with composed dissent. The non-importation endeavors were expanded and the Sons of Liberty were as of late framed. Their endeavors were powerful before the finish of 1765 the Sons of Liberty existed in each settlement. The ... <!

4 Steps to Writing a Great Research Paper

4 Steps to Writing a Great Research Paper On this episode, we discuss four steps to writing a great research paper. Learning the skills necessary to write a research paper will not only advance your goal of earning a degree â€" it will also help you to build and refine skills that you will use for the rest of your life, including analysis, writing, and research.Heres a quick recap of the steps we go over:Step 1: Make it personal. The more personal the topic is to you, the easier the process of writing the research paper will be.Step 2: Make it organized. If you arent sure how to do this, we provide an easy outline for you to follow in this video. Writing a research paper without an outline is not only a bad ideaâ€"its a recipe for disaster.Step 3: Make it relevant. Topics that are relevant to current events will make your research go more smoothly and make the paper more interesting to write.Step 4: Make it professional. You should never turn in a research paper that contains grammar, syntax, spelling or other errors. A prof essional editor is your best resource for fixing any problems with your paper.

Conversion Experiences Are the Strongest Evidence for the...

Bridging Unit TASK One: Career Plan Career aspirations In the near future I would like to work in primary education. I originally wanted to go into secondary education with a qualification in Religion and Theology, however over the course of my first year in A Levels I realised that I had chosen the wrong subjects and this could be seen in the results that I got. I still wanted to work with children so I decided to go into Primary education. I had thought about two different ways into how I could approach my future ambitions, they are as the following, the first route was to complete my education go to university and complete a degree in Primary education, and my second route was to quite education and go into an apprenticeships,†¦show more content†¦Personally I believe that I am organised, I always carry round a diary, where I note down important dates and deadlines, and therefore allowing me to manage my time more efficiently. Another strength that I have is that I know how to operate a computer and I know how to use a comput er effectively, at GCSE I got a B in my exam in Information and Technology, therefore giving me an advantage compared to someone who do not know how to use the computer. I also believe that I am confident, and that I have courage and the ability to speak to new people and adapt myself to a new environment without feeling uncomfortable. As well as that, I am also able to work in a group, where I can listen to my members in my group as well as voice my own opinion. Although I have many strengths, I equally have my weaknesses. One of my major weaknesses is that my revision techniques aren’t as strong as it needs to be, by this I mean that I have the material which is required for the revision, however I do not know how to revise effectively. Although I can speak in public without fear, or voice my opinion without having any difficulties, I am unstable when it comes to writing, I have the basic grammar but because I only moved into England half way through year 4, IShow MoreRelatedDifferences Between The Catholic Viewpoint And The Secular Humanist Viewpoint Essay2095 Words   |  9 PagesWhat happens after we die? and does god exist? Many religions will have answers for these questions, however the comparison between the Catholic viewpoint and the Secular Humanist viewpoint will be argued in this report. Why do we suffer? God created the world, a place free from suffering and pain where humankind could live in peace and harmony,however when man chose the way of Satan by eating the forbidden fruit, this was the beginning of sin in the world. God makes it clear to Adam and Eve theRead More The Nature of Faith Essay examples2203 Words   |  9 Pagesreligious experience. 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The Right Side Of Morality And Ethics - 1904 Words

Jay Leno once said, â€Å"If you think of life as like a big pie, you can try to hold the whole pie and kill yourself trying to keep it, or you can slice it up and give some to the people around you, and you still have plenty left for yourself.† Many industry leaders believe in innovation and technological advancements that will improve life and humanity on many different levels. More importantly those companies that do so, do it on the right side of morality and ethics and believe in the greater good. Unfortunately some big companies, such as those in the automotive industry, that have an influence in society wield their power with greed, with the sole purpose of maximizing profits. A perfect example of the greed that drives these companies happened most recently with German automobile manufacturer, Volkswagen, which installed a device that enable the on cars computer to essentially â€Å"lie† on emissions tests in order to pass. 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The Violent Crime Control and Law Enforcement Act Free Essays

Section 1 of the 14th Amendment of the U. S. Constitution affords due process to every individual within its jurisdiction. We will write a custom essay sample on The Violent Crime Control and Law Enforcement Act or any similar topic only for you Order Now This goes to show that whoever is in the U. S. territory, whether they are here legally or illegally, are afforded due process of law. The Illegal Immigration reform and Immigrant Responsibility Act of 1996 (IIRIR) made way for transformations in the system of the US Immigration laws generally pertaining to the improvements and control of entry into the US, intensified enforcement and penalties of laws with regards to aliens in the region, restrictions against their employment and benefits, and other miscellaneous provisions. The immigration laws of today can be enforced by the local and state police. They have the general power to investigate and arrest violators of federal immigration statutes. In this manner, the people can directly contact the police in case they suspect any illegal alien in their vicinity and the local police can check into it. In fact, after the September 11 bombings, there was a speedy detention of aliens suspected of terrorist activities or ties. (Malkin, 2002) One agency that enforces immigration laws is the Department of Homeland Security. Among the major policy changes since 9/11 is that local and state law enforcement agencies, along with their federal counterparts, are being required to use strict criteria in seeking out and detaining illegal immigrants (Pluvoise-Fenton, 2003). Alien Absconder Apprehension Initiative involved entering the names of fugitive alien absconders into the FBI’s National Crime Information Center database. It focused on absconders from a list of countries designated as terrorist supporting states. These individuals became the subject of a nationwide effort to apprehend them. The aim was for the immigration laws in the country to be better enforced as it were before. (Ziglar, 2004) It is therefore a program designed to bag those people that were released from custody and were initially apprehended for illegally entry. However, instead of being sent back to their home country, they were released with a date to show up in court. Having no legal status whatsoever, these people simply did not show up, leaving the government to put up efforts on finding them. The S visa is given to aliens who aid the US law enforcement in the investigation, arrest, and prosecution of criminals involved in illegal or terrorist activities. This was pursuant to The Violent Crime Control and Law Enforcement Act of 1994 which paved way for the creation of the â€Å"S† category in visas. If the immigrant gives certain information that is material to the success of the investigation, they then become qualified to adjust the status of their immigration. Reference Malkin, Michelle, (September 2002). The Deportation Abyss â€Å"It Ain’t Over ‘Til the Alien Wins†. Center for Immigration Studies. Statement of James W. Ziglar to the National Commission on Terrorist Attacks Upon The United States (January 26, 2004). How to cite The Violent Crime Control and Law Enforcement Act, Essays

Jane Goodall Essays - Jane Goodall, Primatology, Apes,

Jane Goodall Jane Goodall May 19, 2001 Jane Goodall is one of the worlds most admired women, acclaimed scientist, and conservationist (www.nationalgeographic.com). The work that she does is called ethology, which is the study of animal behavior. Such a successful woman has numerous admirable qualities. She has contributed greatly to society as well as to the animal kingdom. Her research paved the way for countless primate studies, and has changed the way many people view chimpanzees. Trying to narrow down only three admirable qualities about her is difficult, since she has so many. To me, her most admirable qualities are her patience and persistence to understand animals, her research involving chimpanzees, and her contributions she has made to the world by establishing various institutions. Studying chimpanzees is not an easy task. Subsequently, Jane Goodall made it look as simple as doing everyday activities. When she started the research, the chimpanzees fled from her in fear. It took many months for her to get close to them. With patience and persistence, she searched the forest everyday, deliberately trying not to get too close to them. Everyday she did this for many months. On some days Jane would observe the chimpanzees through binoculars from a peak overlooking the forest, just so she wouldnt disturb their natural behavior. Gradually over a long period of time the chimpanzees became accustomed to her. At this time, she would be able to move up to them and just sit there and study them. She believed that this was her breakthrough in her research. Jane tells us I must find a way to watch free, wild animals living their own, undisturbed lives. I wanted to learn things that no one else knew, uncover secrets through patient observation. I wanted to come as close to ta lking to animals as I could (www.nationalgeographic.com). To be able to have such patience and persistence is remarkable. Janes scientific discoveries have laid the foundation for all future primate studies. Her interest was studying the chimpanzees to gain insight into humans evolutionary past. Her observations have changed the way researchers and everyday individuals view chimpanzees. Jane had observed chimpanzees making and using tools for different reasons, such as using straws for extracting termites from nests. Her studies have showed many similarities between humans and chimpanzees, this discovery had amazed the world. The longer her research continued, the more it became obvious how like people chimpanzees really are. Some people believed that her research would last only a few months, however it has become the longest field study on any animal species in their natural surroundings (www.janegoodall.org). Jane Goodall has made tremendous contributions to society as well as to the animal kingdom by establishing various institutions. These institutions have brought conservation, and wildlife awareness to chimpanzees. In 1977 Jane founded The Jane Goodall Institute for Wildlife Research, Education and conservation. She has established chimpanzee sanctuaries for the care and rehabilitation of orphaned chimpanzees in four African countries (www.janegoodall.org). This institute was also founded to provide ongoing support for field research on wild chimpanzees (www.janegoodall.org). Jane created a program of the Jane Goodall Institute called Roots & Shoots in 1991. This program addresses the obvious issue of the need for kids in schools to have an understanding of their environment and wildlife. It is a program that involves the groups that participate in three kinds of hands-on activities. One, to make the environment around them better, two, to show that they care about the human community around them, and finally things that make the world a better place for the animals around them (www.janegoodall.org). Jane Goodall has become world famous from her research, lectures, articles, best selling books, and her successful wildlife programs. Shes currently teaching and encouraging young people to appreciate the conversation of chimpanzees and all creatures great and small (www.janegoodall.org). Shes a great role model and has changed the way people view chimpanzees. Jane has devoted her entire life the work of conservation and wildlife. How can someone not admire such a self-sacrificing person? From her patience and persistence, to her breakthrough research, to the institutions she has founded, this woman has made her childhood dream become a reality and made me along with countless individuals admire her

Improving case management for foster care children and famil essays

Improving case management for foster care children and famil essays Improving case management for foster care children and families Over 500,000 children in the U.S. currently reside in some form of foster care. Placements in foster care have dramatically increased over the past 20 years. Despite the increasing numbers, the biggest problem is how to properly utilize case management to create a structured decision making/assessment for developing the initial service plan, reunification assessment for developing the update service plan, Placement, and finally an ongoing care. All this are parts of the major problem in todays foster care system Effective case management includes the following components: 2. Provide a comprehensive assessment of both the child and the family resources 3. structured assessment for developing the initial service plan 4. A reunification assessment for developing the updated service plan 6. Develop a comprehensive foster care plan The first logical step in most foster care agency is placement. Since placement is a vital step, there must be a well planned system in place, whereby the children are immediately placed in appropriate homes. Providing a comprehensive assessment of both the child and the family resources is important, because due to the problems with the current system of foster care case management, the first step to a successful placement is a comprehensive assessment. Children and parents in foster care are mostly invisible in communities and often lack many needed supports and resources. Without a well planned comprehensive assessment of both the child and the family, the needs of the child will be neglected and can lead to the child becoming a runaway. For instance the foster-care system, of which family court is a part, deals with Americas most vulnerable and helpless which are the nations abused, neglected, and abandoned children. With a well prepared comprehensive assessment of both the child and the family...

Chronological List of African Independence

Chronological List of African Independence Most nations in Africa were colonized by European states in the early modern era, including a burst of colonization in the Scramble for Africa from 1880 to 1900. But this condition was reversed over the course of the next century by independence movements. Here are the dates of independence for African nations. Country Independence Date Prior ruling country Liberia, Republic of July 26, 1847 - South Africa, Republic of May 31, 1910 Britain Egypt, Arab Republic of Feb. 28, 1922 Britain Ethiopia, People's Democratic Republic of May 5, 1941 Italy Libya (Socialist People's Libyan Arab Jamahiriya) Dec. 24, 1951 Britain Sudan, Democratic Republic of Jan. 1, 1956 Britain/Egypt Morocco, Kingdom of March 2, 1956 France Tunisia, Republic of March 20, 1956 France Morocco (Spanish Northern Zone, Marruecos) April 7, 1956 Spain Morocco (International Zone, Tangiers) Oct. 29, 1956 - Ghana, Republic of March 6, 1957 Britain Morocco (Spanish Southern Zone, Marruecos) April 27, 1958 Spain Guinea, Republic of Oct. 2, 1958 France Cameroon, Republic of Jan. 1 1960 France Senegal, Republic of April 4, 1960 France Togo, Republic of April 27, 1960 France Mali, Republic of Sept. 22, 1960 France Madagascar, Democratic Republic of June 26, 1960 France Congo (Kinshasa), Democratic Republic of the June 30, 1960 Belgium Somalia, Democratic Republic of July 1, 1960 Britain Benin, Republic of Aug. 1, 1960 France Niger, Republic of Aug. 3, 1960 France Burkina Faso, Popular Democratic Republic of Aug. 5, 1960 France Cà ´te d'Ivoire, Republic of (Ivory Coast) Aug. 7, 1960 France Chad, Republic of Aug. 11, 1960 France Central African Republic Aug. 13, 1960 France Congo (Brazzaville), Republic of the Aug. 15, 1960 France Gabon, Republic of Aug. 16, 1960 France Nigeria, Federal Republic of Oct. 1, 1960 Britain Mauritania, Islamic Republic of Nov. 28, 1960 France Sierra Leone, Republic of Apr. 27, 1961 Britain Nigeria (British Cameroon North) June 1, 1961 Britain Cameroon(British Cameroon South) Oct. 1, 1961 Britain Tanzania, United Republic of Dec. 9, 1961 Britain Burundi, Republic of July 1, 1962 Belgium Rwanda, Republic of July 1, 1962 Belgium Algeria, Democratic and Popular Republic of July 3, 1962 France Uganda, Republic of Oct. 9, 1962 Britain Kenya, Republic of Dec. 12, 1963 Britain Malawi, Republic of July 6, 1964 Britain Zambia, Republic of Oct. 24, 1964 Britain Gambia, Republic of The Feb. 18, 1965 Britain Botswana, Republic of Sept. 30, 1966 Britain Lesotho, Kingdom of Oct. 4, 1966 Britain Mauritius, State of March 12, 1968 Britain Swaziland, Kingdom of Sept. 6, 1968 Britain Equatorial Guinea, Republic of Oct. 12, 1968 Spain Morocco (Ifni) June 30, 1969 Spain Guinea-Bissau, Republic of Sept. 24, 1973(alt. Sept. 10, 1974) Portugal Mozambique, Republic of June 25. 1975 Portugal Cape Verde, Republic of July 5, 1975 Portugal Comoros, Federal Islamic Republic of the July 6, 1975 France So Tomà © and Principe, Democratic Republic of July 12, 1975 Portugal Angola, People's Republic of Nov. 11, 1975 Portugal Western Sahara Feb. 28, 1976 Spain Seychelles, Republic of June 29, 1976 Britain Djibouti, Republic of June 27, 1977 France Zimbabwe, Republic of April 18, 1980 Britain Namibia, Republic of March 21, 1990 South Africa Eritrea, State of May 24, 1993 Ethiopia Notes: Ethiopia  is usually considered to have never been colonized, but following the invasion by Italy in 1935-36 Italian settlers arrived. Emperor Haile Selassie was deposed and went into exile in the UK. He regained his throne on 5 May 1941 when he re-entered Addis Ababa with his troops. Italian resistance was not completely overcome until 27th November 1941.Guinea-Bissau  made a Unilateral Declaration of Independence on Sept. 24, 1973, now considered as Independence Day. However, independence was only recognized by Portugal on 10 September 1974 as a result of the Algiers Accord of Aug. 26, 1974.Western Sahara  was immediately seized by Morocco, a move contested by Polisario (Popular Front for the Liberation of the Saguia el Hamra and Rio del Oro).

Is the Disneyised M&M's World better than M&M's typical McDonaldized Research Paper

Is the Disneyised M&M's World better than M&M's typical McDonaldized selling place - Research Paper Example There are two varying approaches that have prompted the development of the two theories of McDonaldization and Disneyification. If M&Ms World adopts a McDonaldized space branding, then it stands to benefit massively from the great features exposed by the theory. Both Disney and McDonalds have distinct space where people, interact and experience life by consideration of the exterior and interior. McDonalds have a welcoming big letter â€Å"M† that creates a nostalgic remembrance day after viewing it. The color yellow is very lively and attractive. The letter can be seen very miles away. The distinctive creates a lovable exterior characterization for McDonalds. Many McDonald’s outlets have adopted the use of cartoons resembling who are in joyful modes. Many people are most likely to be attracted by jovial pictures of the cartoon. The cartoon is normally adorned in merrymaking in fanciful attires. Most commonly are red muffin, red, white stripped long –sleeve T-shirt and a yellow overall. The exterior design of the most McDonalds outlets is very attractive, in essence. McDonaldized M&Ms World building or space design is likely to resemble the emblematic McDonald design. McDonalds interior has excellent lighting system with trademark design letter ‘†M† inside their building. Most of them are characteristic in nature reveling esthetic and adorable artwork. McDonalds has great architecture and space design exposing welcoming features to the clients. The great number of clients visiting its outlets indicates the extents of comfort and love they have for the space design done by them. Another notable factor about the McDonalds outlets is the spacious regions left for the clients in the facilitation of free movement of the clients. They also have excellent use of light paint colors that pro perly motivate clients since they are very attractive. On contrary, Disneyification of M&Ms World means adoption

UK education investment is going to be cut while the tuition fees will Dissertation

UK education investment is going to be cut while the tuition fees will be triple , discuss the impacts on domestic students - Dissertation Example Using a questionnaire, the present study assessed how the cutting down of the investment in the educational sector by the UK government has tripled the tuition fee and influenced domestic students in the UK. The results suggested that there will be neither a positive influence nor a negative influence on the student participation rate in the higher education, while there will be a significant impact on the overall academic performance due to term time employment and pressures of the debt and enrollment decisions of students to pursue higher education. The results further indicated that there was a positive relationship between higher levels of education and annual wages and the fact that students acquiring higher education tend to find employment far more easily as compared to those without higher education. The findings also suggested that higher education offered better opportunities for promotion and superior living standards in the future. In conclusion, the research offered an i nsight into the policies and programmes that could be initiated by policy makers and higher education institute to accommodate the students and provide them with the best possible education. TABLE OF CONTENTS CHAPTER 1 INTRODUCTION 8 1.1 Outline 8 1.2 Context 10 1.3 Research Aims 12 1.4 Research Questions 13 CHAPTER 2 LITERATURE REVIEW 14 2.1 Tuition Fee and Student Participation Rate 14 2.2 Tuition Fee and Students’ Enrollment Decision 15 2.3 Tuition Fess and Persistence of Degree 17 2.4 Tuition Fee and Academic Performance 18 2.5 Higher Education and Future Benefits 22 CHAPTER 3 METHODOLOGY 25 3.1 Sample 25 3.2 Sampling Strategy 25 3.3 Data Collection Methods 26 3.3.1Triangulation 26 3.3.2 Quantitative Research 26 3.3.2.1 Questionnaire 27 3.3.3 Qualitative Research 28 3.3.3.1 Qualitative Interview 28 3.3.4 Secondary Data 29 3.4 Data Analysis 29 3.4.1 Percentages 30 3.5 Methodological Limitations 30 3.6 Ethics 31 CHAPTER 4 RESULTS AND FINDINGS 32 DISCUSSION 35 CHPATER 5 RECO MMENDATIONS AND CONLUSION 40 5.1 Recommendations 40 5.2 Conclusion 41 CHAPTER 6 RETROSPECTIVE 42 6.1 What went well? 42 6.2 Limitations 42 REFERENCES 44 APPENDIX 52 LIST OF TABLES Table 1 Sample of Students 59 Table 2 Age Group (in years) 60 Table 3 Household Income 61 Table 4 Level of Programme 62 Table 5 Host Univeristy 63 Table 6 Tuition Fee 64 Table 7 How are you funding your studies? 65 Table 8: Do you think the investment cutting will have an influence on the particpation rate (number of partcipants) of domestic students in educational programs. There will be a descrease in the participation rate (number of particpants) of domestic students in educational programs? 66 Table 9 Do you think high tuition fees will lead to students load increase significantly? 67 Table 10 Do you think the high tuition fee will have an impact on the number of hours students work per week? 68 Table 11 Do you think student performance in their respective educational programs will be influenced signif icantly by cut in investment? 69 Table 12 Do you think the number of current students will drop off after the tuition fees rise? 70 Table 13

Motherhood and the Politics of Native Americans :: Culture Cultural Sociology Essays

Motherhood and the Politics of Native Americans Community, rituals, magical beliefs and practices are very important things to Native American people. Native American people live by these rituals and beliefs, they live around their community; their community isn’t just that, but their family as well. Parents don’t just raise their children but the whole community has a hand in raising all of the children. Family is a very important part of Native American people’s lives, they keep traditions going with their families, parents raise their children the same way that they were raised by their parents. â€Å"Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community† is about a mother who is a Native American activist who has two children, she wants them to be raised and go to school in an Indian community. â€Å"I put my children in that school because I wanted them to be in the Indian community.† She explains that she is not sure if her children know what she is doing is common, but they know that what she is doing is right. â€Å"My children do have the sense that what I do is not necessarily common. Recently my daughter started asking me if I’m famous.† She has fought for her children to have a good life, full of community, ritual, and an understanding of who they are and where they come from. â€Å"Body Ritual Among the Nacirema† explains that magical beliefs and practices is a big part of being Native American. They feel that they must practice their rituals daily to get a sense of belonging in the community. Nacirema Indians have a shrine which they keep charms and magical potions. They believe without them, no member can live. They perform rituals with these potions to make the ill healthy again, once the potion has been used it is put in the shrine box to be kept; normally these boxes are full or overflowing with potions. There are so many that the Narcirema Indians normally don’t know what all of them are and what they do, so they don’t use them again. One of the most common rituals performed is the mouth-rite; this includes inserting a small bundle of hog hairs into the mouth, along with magical powders, and then moving the bundle around in the mouth in a highly formalized series of gestures.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

`` Some Thoughts On Mercy `` - 1607 Words

It is no secret that the United States of America has a problem with civil unrest, as that was essentially what the country was founded upon. As a sophisticated young individual living in modern times, one can see how the naà ¯ve public thought that the problems of the past would stay in the past. The only difference is the groups represented in each party. Police, skepticism, and fear are all still prevalent factors in today’s society, just the people being oppressed are not colonists, but minorities living fairly in this country. I personally feel disgusted by the fact that individuals have to live their lives consistently looking behind their backs, but I’m not the only one. Ross Gay, an African-American professor at Indiana University and author of â€Å"Some Thoughts on Mercy†, knows firsthand this feeling of paranoia and a mistrust in law enforcement. After reading his article â€Å"Some Thoughts on Mercy†, I really do believe it boils down to one s imple message. Growing skepticism and fear of the presence of an ever-looming police force is directly affecting the psychological and physical health of minorities who are unjustly racially profiled by law enforcement. Ross Gay conveys this through his own personal accounts, and encounters with law enforcement. Sadly, this is a prevalent issue in the United States, one that should not be overlooked. Now when talking about the psychological or physical health of anyone other than yourself, any piece of information is subjective to theShow MoreRelatedWar Was A Cruel And Dark Life For A Soldier1076 Words   |  5 PagesCommanding General speaking, â€Å"On the hill, Rebels.† â€Å"Captain put some sense into that thick skull of yours and get out there and kill ‘em.† â€Å"Right away sir† Author speaking, â€Å"Okay Ill go up the side with my troops and flank the west end of the army.† â€Å"Charge!† â€Å"Show no mercy.† As I slew my la st death a complication had aroused in my mind. 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