Thursday, October 31, 2019
Push and pull factors in Syrian migration Essay Example | Topics and Well Written Essays - 750 words
Push and pull factors in Syrian migration - Essay Example (Mooney, 2014). Mostly, people flee in entire families in order to save their children. The flow of refugees from Syria affects many other states including both the immediate neighbors and the more distanced countries, because the refugees looking for shelter, employment and safety produce considerable impact on their social welfare policy and economy. With the outbreak of the war, forced migration began including people seeking asylum abroad and internally displaced citizens. The scale is rather disturbing, as nearly a half of the entire Syrian population is reported to have migrated; and the numbers of refugees has been persistently growing since 2011. Presently, the number of the emigrants registered in other countries reaches 3,810,574 people, according to the reports of the UN Refugee Agency (UNHCR, 2015); whereas the number of internally displaced citizens is estimated 6.5 million (Nebehay, 2014). It is necessary to mention that not all Syrians have been able to cross the border in order to migrate to other countries: many of them are reported to have difficulties in crossing the border. It is especially relevant for Palestinian refugees living in Syria, who are often deported from the neighboring countries (e.g. Jordan) back to the warring country (Mooney, 2014). However, the flow of the internally displaced doesn’t seize, because people’s lives are endangered both by governmental military forces and â€Å"non-state armed groups†(The Independent International Commission of Inquiry for the Syrian Arab Republic, 2014). The most frequent destinations of the forced migration are the immediate neighbors, Jordan, Turkey, Iraq, Lebanon; other countries to give refuge to Syrians are Egypt, the United States, North African countries and members of the European Union. Particularly, Jordan remains among the most favorable hosting countries for a range of reasons. The influx of
Tuesday, October 29, 2019
Criminal justice Essay Example | Topics and Well Written Essays - 500 words - 3
Criminal justice - Essay Example Nevertheless, unexpectedly, every single one of these studies was carried out within the period of the Miranda resolution, and none have been repeated afterward. Hence, the entire literature on the impact of the Miranda Act on individuals and law enforcement personnel thus far originates from studies that were carried out during the early years of Miranda (Cassell & Fowles, 1998). Because the more enduring effect of a court resolution is more relevant to academics than its immediate impacts, as expressed by Leo (1996), it is astonishing that no academic has investigated the effect of the Miranda Act in almost three decades. The Miranda Act has been the most contentious and the most condemned case of the Supreme Court in the United States criminal justice (Fridell, 2006). Even though nobody has methodically studied the continuing impacts of Miranda on collective awareness, court cases, or law enforcement methods and behavior, the subject matter of Miranda’s effect is still a ro ot of contention among academics and practitioners (Leo, 1996). Despite the unending debate between liberal and conservative scholars of the Miranda Act, law enforcement personnel have effectively adjusted to the provision of Miranda of ‘pre-interrogation constitutional warnings’ (Leo, 1996, 628) in recent years.
Sunday, October 27, 2019
Exploring The Chemistry Of Adhesives Chemistry Essay
Exploring The Chemistry Of Adhesives Chemistry Essay An adhesive is a substance that sticks to the surface of an object such that two surfaces become bonded. A typical home improvement store carries many different adhesives for many different applications..The interaction of molecules is known as intermolecular bonding, or secondary bonding. Primary bonding, also known as intramolecular bonding, is the interaction of atoms within a molecule and includes covalent and polar covalent bonding. Secondary bonding includes dipole-dipole bonding (the interaction of molecules that have a permanent net dipole moment) and hydrogen bonding (an interaction that occurs when a hydrogen atom is bonded to an N, O, or F atom in a molecule). Adhesives cure when the small resin molecules join together to form extremely large molecules known as polymers. For example, one of Some adhesives, such as this wood adhesive, are used only with specific substrates because of the cure time needed to allow for good bonding. The simplest polymer is polyethylene. The mer (basic building block of the polymer) is ethylene, H2 C=CH2. The addition of an initiator (R) causes the formation of the radical RCH2 CH2 . A radical is a species that has an unpaired electron and is very reactive because it seeks the source of electrons. This radical will attach the ethylene mer (the double bond in ethylene is rich in electrons) to start a chain reaction that continues until very large polymer molecules form. This and other forms of polymerization processes are the basis for the formulation of polymers. This process is known as curing when dealing with adhesives. Two criteria must be met in order for a molecule to possess a permanent net dipole moment: (1) an unequal sharing of electrons within the molecule such that one or more intramolecular bonds has a partial positive end and a partial negative end, and (2) a geometry such that the vector sum of the individual dipole moments does not equal zero. The ability of an atom within a molecule to attract electrons is known as electronegativity, a concept proposed by Linus Pauling who established a table of relative electronegativities. In Paulings table, fluorine is the most electronegative element and is given the value of 4.0. The greater the difference in electronegativity between two atoms within a molecule, the larger is the dipole moment in that bond. Because the bond between two atoms having unequal electronegativities has a partial positive end and a partial negative end, it is said to be a polar bond. If the geometry of the molecule is such that the vector sum of all of the dipole moments does not equal zero, then the molecule is polar. The electronegativities for carbon and oxygen are 2.5 and 3.5, respectively; therefore, the carbon-oxygen bond is a polar bond. A carbon dioxide molecule has two carbon-oxygen bonds; however, its geometry is such that the vector sum of the two dipole moments equals zero, and thus carbon dioxide is a nonpolar molecule. The electronegativity of hydrogen is 2.1, thus a hydrogen-oxygen bond would be polar. A water molecule has two hydrogen-oxygen bonds. The geometry of a water molecule (the H-O-H bond angle is 104.5 °) is nonsymmetrical, hence the vector sum of the dipole moments is not equal to zero and water is a polar molecule. Polar molecules will attract other polar molecules because of their net dipole moments. Water molecules, however, have an additional attraction for one another, based on hydrogen bonding. This attraction is so strong that, although water is a small molecule and small molecules tend to be gases, water is a liquid at room temperature. This aspect of the chemistry of water demonstrates that hydrogen bonding is a relatively strong force that can hold molecules together. Two surfaces there must be several types of interaction between the adhesive and both substrates. The first type of interaction is that the adhesive must wet the substrate, that the adhesive must spread itself out into a film that covers the substrate surface. In order for this to happen, the adhesive must have a low enough viscosity so that it will flow. Viscosity is the resistance of a liquid to flow. Water has a low viscosity whereas honey has a high viscosity. Because viscosity is temperature dependent, the application of a cold adhesive to a substrate, or the application of an adhesive to a cold substrate, may result in poor wetting. Another factor that affects wetting is the relative strengths of cohesive forces, and those of adhesive forces. If the cohesive forces among adhesive molecules are weaker than the adhesive forces between the adhesive molecules and the substrate surface, then the adhesive molecules will spread out over the substrate and wet its surface. An adhesive t hat has a relatively low viscosity and is able to wet the substrate surface will flow into any tiny cracks or pores on the substrate surface. Mechanical bonding is one of several ways that an adhesive bonds substrates. All surfaces, except those that are highly polished, have pores. If the adhesive flows into these pores and then polymerizes, a mechanical bond is formed. The interactions of adhesive molecules with substrates are so critical, it makes sense that some adhesives would be more appropriate for a specific substrate than others. Adhesives are designed for specific applications. For example, adhesives known as super glues (cyanoacrylates) are useful around the home in the bonding of common substrates (e.g., dishes, toys, etc.), which can take place in a matter of seconds. Cyanocrylates tend to be brittle thus they are vulnerable to impact and dramatic changes in temperature. To reduce these shortcomings, small amounts of finely ground rubber has been used as filler. The rubber introduces flexibility thus reducing brittleness. In addition, cyanocrylates are attacked by polar solvents. Polar solvents will weaken cured cyanocrylate bonds over time. Therefore, applications involving water, alcohols, or other polar solvents should be avoided. Cyanoacrylates are not appropriate for the bonding of the steel parts of an automobile, because of the environments that the car will be exposed to. Those environments include such things as rain, variations in temperature, exposure to solvents (such as gasoline, oil, and windshield washer solution), ozone, acid rain, salt spray, and ultraviolet light from the Sun. Another example of a special adhesive would be the one used to attach a new rearview mirror in an automobile. Because the cured adhesive in this case will be exposed to wide variations in temperature and to an extremely large amount of ultraviolet light from the Sun for prolonged periods of time, an adhesive formulated specifically for these conditions should be used. Finally, the strength and permanence of the bond formed between adhesive and substrate must be considered when one is selecting an adhesive. Most of the time it is desirable to have maximum strength and permanence; the very common Post-it note, however, is a counterexample. Its adhesive is neither strong nor permanent. Lists of some common types of adhesives and their uses. Because of the different possible substrates and combinations of substrates, and because adhesives are subject to such a range of environmental conditions, it is no wonder that there are so many types of adhesives on the market. However, if one has some knowledge of how adhesives bond to substrates and the types of substrates being bonded, the task of selecting adhesives will not be overwhelming. TYPES OF ADHESIVE NATURAL ADHESIVE Animal glue Casein glue Blood albumen glue Starch and dextrin Natural gums SYNTHETIC ADHESIVE Contact cements Structural adhesives Hot-melt adhesives Pressure-sensitive adhesives Ultraviolet-cured adhesives NATURAL ADHESIVE: Natural adhesives are primarily of animal or vegetable origin. Though the demand for natural products has declined since the mid-20th century, certain of them continue to be used with wood and paper products, particularly in corrugated board, envelopes, bottle labels, book bindings, cartons, furniture, and laminated film and foils. In addition, owing to various environmental regulations, natural adhesives derived from renewable resources are receiving renewed attention. ANIMAL GLUE The term animal glue usually is confined to glues prepared from mammalian collagen, the principal protein constituent of skin, bone, and muscle. When treated with acids, alkalies, or hot water, the normally insoluble collagen slowly becomes soluble. If the original protein is pure and the conversion process is mild, the high-molecular-weight product is called gelatin and may be used for food or photographic products. The lower-molecular-weight material produced by more vigorous processing is normally less pure and darker in colour and is called animal glue. CASEIN GLUE This product is made by dissolving casein, a protein obtained from milk, in an aqueous alkaline solvent. The degree and type of alkali influences product behaviour. In wood bonding, casein glues generally are superior to true animal glues in moisture resistance and aging characteristics. Casein also is used to improve the adhering characteristics of paints and coatings. BLOOD ALBUMEN GLUE Glue of this type is made from serum albumen, a blood component obtainable from either fresh animal blood or dried soluble blood powder to which water has been added. Addition of alkali to albumen-water mixtures improves adhesive properties. A considerable quantity of glue products from blood is used in the plywood industry. STARCH AND DEXTRIN Starch and dextrin are extracted from corn, wheat, potatoes, or rice. They constitute the principal types of vegetable adhesives, which are soluble or dispersible in water and are obtained from plant sources throughout the world. Starch and dextrin glues are used in corrugated board and packaging and as a wallpaper adhesive. NATURAL GUMS Substances known as natural gums, which are extracted from their natural sources, also are used as adhesives. Agar, a marine-plant colloid is extracted by hot water and subsequently frozen for purification. Algin is obtained by digesting seaweed in alkali and precipitating either the calcium salt or alginic acid. Gum arabic is harvested from acacia trees that are artificially wounded to cause the gum to exude. Another exudate is natural rubber latex, which is harvested from Hevea trees. Most gums are used chiefly in water-remoistenable products. SYNTHETIC ADHESIVE:- Although natural adhesives are less expensive to produce, most important adhesives are synthetic. Adhesives based on synthetic resins and rubbers excel in versatility and performance. Synthetics can be produced in a constant supply and at constantly uniform properties. In addition, they can be modified in many ways and are often combined to obtain the best characteristics for a particular application. The polymers used in synthetic adhesives fall into two general categories-thermoplastics and thermosets. Thermoplastics provide strong, durable adhesion at normal temperatures, and they can be softened for application by heating without undergoing degradation. Thermoplastic resins employed in adhesives include nitrocellulose, polyvinyl acetate, vinyl acetate-ethylene copolymer, polyethylene, polypropylene, polyamides, polyesters, acrylics, and cyanoacrylics. CONTACT ADHESIVE Contact adhesives or cements are usually based on solvent solutions of neoprene. They are so named because they are usually applied to both surfaces to be bonded. Following evaporation of the solvent, the two surfaces may be joined to form a strong bond with high resistance to shearing forces. Contact cements are used extensively in the assembly of automotive parts, furniture, leather goods, and decorative laminates. They are effective in the bonding of plastics. STRUCTURAL ADHESIVE Structural adhesives are adhesives that generally exhibit good load-carrying capability, long-term durability, and resistance to heat, solvents, and fatigue. Ninety-five percent of all structural adhesives employed in original equipment manufacture fall into six structural-adhesive families: (1) epoxies, which exhibit high strength and good temperature and solvent resistance, (2) polyurethanes, which are flexible, have good peeling characteristics, and are resistant to shock and fatigue, (3) acrylics, a versatile adhesive family that bonds to oily parts, cures quickly, and has good overall properties, (4) anaerobics, or surface-activated acrylics, which are good for bonding threaded metal parts and cylindrical shapes, (5) cyanoacrylates, which bond quickly to plastic and rubber but have limited temperature and moisture resistance, and (6) silicones, which are flexible, weather well out-of-doors, and provide good sealing properties. Each of these families can be modified to provide ad hesives that have a range of physical and mechanical properties, cure systems, and application techniques. HOT-MELT ADHESIVE Hot-melt adhesives are employed in many nonstructural applications. Based on thermoplastic resins, which melt at elevated temperatures without degrading, these adhesives are applied as hot liquids to the adherend. Commonly used polymers include polyamides, polyesters, ethylene-vinyl acetate, polyurethanes, and a variety of block copolymers and elastomers such as butyl rubber, ethylene-propylene copolymer, and styrene-butadiene rubber. PRESSURE SENSETIVE ADHESIVE Pressure-sensitive adhesives, or PSAs, represent a large industrial and commercial market in the form of adhesive tapes and films directed toward packaging, mounting and fastening, masking, and electrical and surgical applications. PSAs are capable of holding adherends together when the surfaces are mated under briefly applied pressure at room temperature TYPES OF ADHESIVES Adhesive Type Sources/Properties Common Uses Animal glue Obtained from animal byproducts such as bones, blood, and hooves Binding of abrasives in sandpaper and other grinding materials Casein Main protein in milk Labels on beer bottles that do not come off in ice water, yet are recyclable Starch From corn and maize Corrugated cardboard bonding Natural rubber Not sticky enoughby itself but is used as an additive in other adhesives Self-adhesive envelopes and other pressure-sensitive adhesives; adhesives that bond to substrates on contact (like tapes) Butyl rubber/isobutylene It is elastomeric-it stretches Additive for hot-melt adhesives, window sealants, and pressure-sensitive adhesives Amino resins Water-soluble adhesives Bonding of layers in plywood and the bonding of particles in particle board Polyurethane A flexible adhesive Bonding soles to the bodies of shoes; also used in food packaging Polyvinyl acetate Common whiteglue Book bindings and labels Polyolefin/ethylene copolymer No solvents involved Hot melts Acrylates or anaerobic adhesives Cure when air is removed Adhesive used to keep nuts tight on bolts, such as those within ATMs and heavy machinery Silicone Both an adhesive and a sealant and only common adhesive that is based on silicon rather than carbon Bathtub and shower sealants; also many car applications, such as oil pans and head gaskets Uses of Adhesives:- The exact combination of reasons will vary from case to case, but advantages should be sought in the following areas:  ·Ã‚         Increased production speed. In comparison with other fabrication methods, adhesive assembly is essentially fast. Even if curing is required, this can often be accommodated off line, or combined with other processing stages such as paint curing.  ·Ã‚         Wider material selection. In contrast to welding, adhesives allow a wide freedom of choice during material specification. It is possible to mix and match material combinations to suit product function and save production costs in ways which have been impossible in the past. Traditional materials may be combined with new metal alloys, plastics, composites and ceramics to give distinct product advantages. Absorbing the full potential of this new freedom is perhaps one of the biggest challenges in finding significant market opportunities.  ·Ã‚         Design for manufacture. Adhesive assembly offers significant cost savings if material costs can be reduced and production operations can be simplified. There is sample evidence that this can be the case if the design and manufacturing functions co-operate to design or redesign the product with manufacturing in mind. New approaches can be taken to the manufacture of sub components, and castings may be combined with extrusions, sheet components and parts produced in a variety of other ways.  ·Ã‚         Better production sequences. Traditional assembly methods such as welding impose fairly rigid sequences during production, and frequently demand intermediate processing to remove contamination or rectify distortion. Bottlenecks can be removed, unnecessary operations can be eliminated, and work in progress can be reduced.  ·Ã‚         Low capital costs. Many adhesive operations involve manual application and the use of adhesive packages which have built in applicators. Even when mechanised or automated application is justified for high volume work, the equipment is usually lighter than would be used for welding.  ·Ã‚         Low production costs. This is a source of significant confusion Costs per tube of some adhesives may be high, but this should not be confused with all in production costs or cost per product. Cost comparisons should be based on the costs of the whole joining process, including plant, preparation and other pre-assembly costs, production and rectification expenses. All in cost assessments of this type provide a basis for accurate comparisons, and adhesive assembly may often give significant benefits. Advantages of Using Adhesives  ·Ã‚        Dissimilar materials can be joined.  ·Ã‚         The bond is continuous.  ·Ã‚         Stronger and stiffer structures can be designed.  ·Ã‚         On loading there is a more uniform stress distribution (Figure 2).  ·Ã‚         Local stress concentrations are avoided.  ·Ã‚         Porous materials can be bonded.  ·Ã‚         Adhesives prevent catalytic corrosion.  ·Ã‚         Adhesives seal and join in one process.  ·Ã‚         No finishing costs.  ·Ã‚         Improved fatigue resistance.  ·Ã‚         Vibration damping.  ·Ã‚         Reduced weight and part count.  ·Ã‚         Large areas can be bonded.  ·Ã‚         Small areas can be bonded accurately.  ·Ã‚         Fast or slow curing systems available.  ·Ã‚         Easy to combine with other fastening methods.  ·Ã‚         Easily automated/mechanised. Figure 2. Stress distributions in a riveted joint and an adhesively bonded joint. Note areas of high stress concentration in the riveted joint. All these advantages may be translated into economic advantages: improved design, easier assembly, lighter weight (inertia overcome at lower energy expenditure) and longer life in service. Limitations of Using Adhesives  ·Ã‚        Not as strong as metals.  ·Ã‚         Increasing the service temperature decreases the bond strength.  ·Ã‚         Short term handle ability is poor.  ·Ã‚         Bonded structures are usually difficult to dismantle for in service repair.  ·Ã‚         Need to prepare the surface.  ·Ã‚         Environmental resistance depends on the integrity of the adhesive.  ·Ã‚         Need to ensure wetting.  ·Ã‚         Un-familiar process controls.  ·Ã‚         Health and safety responsibility. Manufacture of Adhesive CONSTRUCTION CHEMICALS:- Nelion Exports has recently forayed into the supplies of construction chemicals from one of the most reputed company with global acquaintance. The products under this category include applications for Waterproofing, Repairing, Grouting, Gunniting, Bonding, Plastering, Flooring, Curing, Concreting Expansion joints. Of the 188 products developed, to name a few, the exclusive range of products include Sacrifical Anodes, Heat Insulating Coating, Fire Retardants, Anti Freezing Admixtures, Antiwashout Admixtures, Corrosion Inhibitors, PU Coatings, Hydrophilic Sealants, Auto Suction Crack Fillers, Aqua Reactive Leakage Sealing Liquid, Vapour barrier coating for the it industry, Cemetetious Floor Hardner. Tailor made construction chemicals are developed bearing in mind the application desired. CYNOCRYLATE ADHESIVE POLYFIX  ® Cyanocrylate Adhesive are single component instant curing solvent free adhesives. They are quick and easy to apply and do not require any mixing or heating before the use. In order to achieve higher performance, only application of contact pressure is required. The Cyanocrylate Adhesive delivers best performance when applied as a thin film between two surfaces. TILE ADHESIVE The tile adhesive is mainly comprised of cement making it ideal for the fixing of tiles on the external floor and internal walls. Also well suited for fixing most of the natural stones, the ceramic tile adhesive is available in HDPE packets containing 20 kg of tile adhesive. These should be used within 30 minutes after being mixed with water so as for better result. MALTO DEXTRIN Our optimum quality of Malto Dextrin is formulated in the hydrolysis of starch. This intermediate of starch and glucose, is hydrolyzed by Bacterial alpha Amylase and further conversation to get the desired DE which ranges 4 to 30. This can be further refined by means of clarification, carbon treatment and ion exchange followed by spray drying to a moisture level of 3% to 5%. LIQUID SEALANT This single component system is available in packings of different sizes such as 50gm, 100gm, 200gm and 500gm. These V-TITE Strong Liquid Sealants are totally non toxic and are resistant to corrosion and water. These sealants prevent corrosion of the surface and increase the life of the material. They provide strong adhesion to the surface and can also work on alloys and uneven surfaces. MALTODEXTRIN Maltodextrin is a starch hydrolysis product ranging up to 20 DE. The main characteristic of this carbohydrate is that it provides body to a food product without appreciably increasing the sweetness while retaining the calorific value. Another characteristic of Maltodextrin subject to medical confirmation is that this carbohydrate is more easily digested and more easily tolerated by the diabetic persons. It is aloes used as base in preparation of food products such as health drinking, soups Milk shakes etc.  YELLOW DEXTRIN POWDER We present to our clients, quality assured yellow dextrin powder that is widely applicable in the production of adhesives, emulsions, firecrackers and other industrial supply products. Their inherent quality of being easily soluble in water and their binding qualities makes them extremely popular for the aforementioned. Yellow dextrine provided by us possesses the following features: à ¢Ã¢â€š ¬Ã‚ ¢ Low viscosity à ¢Ã¢â€š ¬Ã‚ ¢ Fast drying à ¢Ã¢â€š ¬Ã‚ ¢ It is converted form of the treated starches à ¢Ã¢â€š ¬Ã‚ ¢ Completely soluble in cold water PASTING GUM The range of pasting gum manufactured by us is widely catered in many industries fir various purposes. It enhances an enhanced penetration for deeper fiber tearing bonds which have the least stack cure time. These are also known to increase the dry strength measured as per the pin adhesion test, edge crush test and box crush test. If the gum is dried within the expected time it leads to great speeds and higher production output. . CRUSHER BACKING COMPOUNDS We offer a wide range of crusher backing compounds that are 100% solid epoxy compound, used for backing wear liners in cone and gyratory crushers. These are highly compressive and impact strength in nature that facilitates heavy duty crushing. In addition, our range of crusher backing compound is in great demand because of following features. COLD VULCANISING ADHESIVE Our cold vulcanizing adhesives are manufactured based on the latest German Know how and using imported raw materials. These adhesives are used in jointing conveyor belts and bonding rubber to metal surfaces. They are available in fire retardant and heat resistant grades also. HIGHLY EFFECTIVE TILE ADHESIVE POWDER Conpro TA-1 is a polymer modified cement based dry power. This construction chemical is mixed with water to make workable mortar which is highly suitable for fixing of Tiles over cementitious surfaces. SILICONE ADHESIVE Pressure sensitive adhesives: Dow Corning Q2-7406 Adhesives (Silicone Adhesive) Features: à ¢Ã¢â€š ¬Ã‚ ¢ Excellent high-temperature properties à ¢Ã¢â€š ¬Ã‚ ¢ Adhesion to 288 °C (550 °F) à ¢Ã¢â€š ¬Ã‚ ¢ Food-contact capability Composition: à ¢Ã¢â€š ¬Ã‚ ¢ Polydimethylsiloxane gum resin dispersion; high-viscosity liquid Applications: à ¢Ã¢â€š ¬Ã‚ ¢ General purpose adhesive à ¢Ã¢â€š ¬Ã‚ ¢ Splicing plating tapes Typical Properties: Specification Writers: These values are not intended for use in preparing specifications. Please contact your local Dow Corning sales representative prior to writing specifications on this product.
Friday, October 25, 2019
James madison and Slavery Essay -- Slavery Essays
James madison and slavery Slavery was a problem that faced all Americans in the years prior to the American Civil War. Many Americans wanted to bring about an end to it but were unable to come up with a workable plan. One person to try and find an answer to the problem was himself a slave owner; he was James Madison. The institution of slavery deeply concerned James Madison, even at the start of his political career. During his career, Madison held many important political offices; he used these offices to try to bring to an end this "evil" in his society. Some criticized him for not using his power to fuller advantage, but Madison had a plan for achieving his objective. It is difficult to determine where James Madison's idea that slavery was evil and should be done away with came from, however two events, only a few years before his birth may have been a factor. In June of 1737, a court of Oyer and Terminer ordered that a slave named Peter, guilty of "murthering his said master," be hanged.1 His head was cut off and placed on a pole near a creek for all to see. There is no evidence James Madison saw the head on the pole but, he must have heard about it for the creek was renamed, Negrohead Run. In 1745, a black female slave, Eve, was burned to death for poisoning her master, Mr. Peter Montague. Thomas Chew, sheriff and great-uncle of James Madison carried out Eve's sentence. Speculation exists that Madison's father was present and related the story to his son years later. These repugnant events may not have had an effect on Madison, but the efforts of his parents were a factor. The institution of slavery as Madison grew up with it combined "the perso nal ease of the master with a life long consideration of the servant."2 In his book, A History of the Old South, Clement Eaton describes many Southerners as having a guilt complex over slavery. Historians are uncertain whether James Madison had a guilt complex but he did grow up with a respect for the slaves on his father's farm. This respect stayed with Madison his entire life. His personal servant, Paul Jennings, related years after Madison's death that, [Mr. Madison] often told the story, that one day riding home from court with old Tom Barbour (father of Governor [James] Barbour), they met a colored man who took off his hat. Mr. M. raised his, to the surprise of old Tom; to whom Mr. M. replied, "I nev... ...artineau, Harriet. Retrospect of Western Travel, 2 vol. London: Saunders and Otley, 1838; reprinted 1948. Miller, Ann L., ed. Visitors to Mr. Madison: Accounts of Early Nineteenth Century Visitors to Montpelier. Unfinished edition of the Montpelier Monograph Series, ____. Alexander, Archibald. A History of Colonization on the Western Coast of Africa. Philadelphia: William S. Martin, 1869; reprint, New York: Negro University Press, 1969. Berkeley, Edmund, Jr. "Prophet Without Honor: Christopher McPherson, Free Person of Color." Virginia Magazine of History and Biography 77 (April 1969): 180-90. Brant, Irving. James Madison, 6 vols. Indianapolis: The Bobbs-Merrill Co., Inc., 1941-61. Eaton, Clement. A History of the Old South: The Emergence of a Reluctant Nation, 3d ed. Prospect Heights, Ill.: Waveland Press, 1975. Grinnan, A. G. "The Burning of Eve." Virginia Magazine of History and Biography. 3 (January, 1896): 308-10. Ketcham, Ralph. James Madison: A Biography. New York: Macmillian Publishing Co., 1971; reprint, Charlottesville: University Press of Virginia, 1990. Koch, Adrienne. Madison's "Advice to My Country". Princeton: Princeton University Press, 1966.
Thursday, October 24, 2019
An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management
ABSTRACT Bullying is known to be a widespread problem in schools and also in workplaces. It is not confined to the U.S.A. and across the globe researchers have been examining the behavior of both perpetrators and targets of bullying for several INTRODUCTIONIntroduction to the studyThere is no universally accepted definition of bullying, although several descriptions have certain common elements. For example, Norwegian researcher Dan Olweus (1993) considers that bullying occurs when someone is exposed to negative actions, carried out by one or more people, repeatedly and over a period of time. Negative action may be described as harmful physical, verbal or other sorts of contact designed to intentionally inflict injury on another person. Bullying may be both overt and covert – for example, loud aggressive shouting in public places, or whispered threats and taunts in the classroom or workplace (Nishioka, Coe, Hanita and Sprague, 2011). A number of academic studies have demonstrated the emotional damage that bullying causes, for example, Schroeder (2010) suggests that bullied students experience disruption in learning, and Dempsey and Storch (2008), link being a target of adolescent bullying to increases in levels of de pression (as cited in Chambless, 2010). Extensive research has been conducted into bullying in schools, including studies by Olweus (1993), Winters (1997), Atlas and Pepler (1998), Brockenbrough (2001) and Natvig, et al. (2001), and these suggest that while certain anti-bullying interventions are deemed to be successful, for example, Olweus’ intervention program in schools in Norway and Sweden (Olweus 1993, pp 64-107), nevertheless further study is needed.Organization under studyFor this reason, conducting a study of teachers’ views on bullying and how they impact on classroom management could make a significant and relevant contribution to the development of effective anti-bullying programs. Conducting a study in middle schools in the Brentwood School District will supply relevant information and provide useful insights to aid further research.Problem statementBullying causes high levels of distress among school students, disruption to their education and increased st ress for teachers and school authorities; thus, there is an imperative to devise successful anti-bullying interventions (Olweus, 1993). Teachers are the ultimate authority in the classroom and they have responsibility for, and a duty to care for and protect, their students (Kendall, 2012). They may be the first adults to observe or become aware of bullying behavior at school, so it follows that teachers should have input into the creation of school anti-bullying programs in order to ensure the classroom environment, and the school as a whole, is safe for all students.Research objectiveConducting a study of teachers’ perspectives on bullying and their classroom management skills could make an important contribution to the creation of an appropriate, successful anti-bullying intervention. Olweus noted that to achieve this â€Å"adults at school and, to some degree, at home [need to] become aware of the extent of bully/victim problems in ‘their’ school; [and to] de cide to engage themselves, with some degree of seriousness, in changing the situation†(Olweus, 1993, p66). Bradshaw et al., (2011) confirm that an examination of staff members’ interpretations of bullying is important and constitutes a significant advance in improving how these are understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and improve their skills to manage, the problem of bullying in school settings. Thus, teachers’ knowledge, experience and skills in dealing with students are highly likely to make a useful contribution to the creation of effective interventions.Proposal structureThis research proposal contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and strategy are explored; data collection and analysis is outlined and access and ethical issues are considered. Ideas for sample questions, definitions of terms and research variable s are contained in Appendix 1. LITERATURE REVIEW The literature on bullying is comprehensive and studies are now attempting to address why and how bullying occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a working definition of bullying and work with the Department of Education to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the behavior that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or direct bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively blatant attacks on a victim; additionally, children may use disruptive acts that are just as hurtful, but are more difficult to detect. Covert or indirect bullying includes actions such as spreading rumors to damage another child’s character, deliberately excl uding others or encouraging other children to dislike another person. Such behavior may happen behind someone’s back, rather than face to face. Porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a friend teasing another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to upset them is classed as bullying. Further, bullying can be defined as a ubiquitous aggression, frequently occurring in schools, which has specific features that distinguish it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying have less access to power than the perpetrators. Cyber-bullying is increasing but verbal abuse is still more common (Childnet International, 2007). During the last two decades researchers have focused on identifying the causes and results of bullying, however there are still significant gaps in the literature. While m any studies have investigated students’ views of school bullying, only very few have looked at these issues from staff members’ perspectives (Bradshaw, Sawyer and O’Brennan, 2007; Juvonen, Nishina and Graham, 2008; Goldstein, Young and Boyd, 2008). Newman-Carlson and Horne (2004) state that despite the existence of numerous commended programs in schools to confront the bullying problem, few empirical studies have evaluated or confirmed their effectiveness. Recording teachers’ views based on managing and monitoring behaviors in a classroom setting is therefore valuable in this context. Pellegrini and Bartini (2002) posit that research provides counselors with useful guidelines for developing successful bullying assessment programs. These programs deliver the most precise information when they are conducted over a considerable period of time. Members of a school team, including teachers, who work alongside counselors, may assist the process of creating a mo re integrated format for successful programs. However Lakewood (2012) notes that while during the last ten years bullying has become the central issue that schools have to tackle, and research has examined programs to assess successful and unsuccessful interventions, there appears to be no single program for bullying prevention or bullying intervention that is likely to work in every environment. Dan Olweus’ Swedish study of â€Å"mobbing†, a term for bullying most prevalent in the Scandinavian countries, as reported in â€Å"Aggression in the schools: Bullies and whipping boys†(1978) was the first notable study of school bullying. Subsequently many other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies show the problem of bullying is prevalent on a national and worldwide level. Increasing repo rts of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a tendency for bullying to reach its height in late childhood or early adolescence. This implies that taking steps for prevention and intervention in middle school is crucial. The findings from the National Education Association’s Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who perceive that staff members do not respond adequately when told of bullying incidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of Education, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. Data held by the OCR seeks to help school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an influence on th e way a bullying incident is reported.Literature review summaryBullying is not just a minor problem; the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, parents, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require training to acquire appropriate knowledge and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011).Research questionTeachers and students have different views about how teachers handle bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers’ view is that they intervene in bullying incidents; students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers’ attitudes to and perspectives on the bullying problem and to gain insights into their understanding of it. Further, this study will look at the different methods teachers use to manage their classrooms and the role of training in developing these methods. Through analysis of the collected data, the study will examine the research question: does teacher training adequately equip teachers with effective techniques to tackle bullying in the classroomThe objective of this study is to use the evidence gathered to arrive at sound conclusions that will help inform future anti-bullying programs. METHODOLGY Research philosophyThe majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), engaging adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that influence their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and influential position on the subject. If teachers feel respected and their point of view is valued, then intervention programs may be more effective. The planned research will adhere to a positivist philosophy, which holds that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and will examine teachers’ perspectives on bullying, and how they manage the phenomenon in their classrooms. Research ap proachThere have been many international media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fellow students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. Then there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr and Tim Field coined the word ‘bullycide’ to describe these tragic deaths in their book Bullycide: Death at Playtime (2001) and the â€Å"bullyonline†website has a Bullycide memorial page listing the names and circumstances of many young people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, highlighting the enormity of th e emotional and physical devastation that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative survey of teachers, collecting data and converting it into numerical form in order to make statistical calculations and draw valid conclusions. This will contribute knowledge that will enable improved strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extremes.Research strategyThe Brentwood School district includes four middle schools – North, South, East and West – which have a total of about 150 teachers. With permission from the school administration and the Institutional Review Board (IRB), the research strategy is to conduct a survey of teachers’ views across these four schools. The researcher will use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to draw conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as well as the researcher. As a research tool, a survey is cost effective, takes a relatively short amount of time to answer, and is more convenient and less stressful for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in regard to bullying and classroom management. Both male and female teachers will be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the target is to achieve a 55% response rate, which is deemed to be sufficient for making sound judgments (Van Bennekom, 2011). School principals will be asked for permission to approach the teachers for this study and also asked to ensure the questionnaires are placed in the mailbox of the teachers, in each school listed.Data collecti onHaving obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompanying stamped, self-addressed envelopes will be placed in the teachers’ mailboxes. Participants will also receive a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study; however, respondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On completion of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet.Data analysisA good survey design permits a clear and rigorous assessment process via a logical model (Babbie, 1990). The questionnaire for the s urvey will be designed to measure the attitudes of teachers concerning bullying; a series of questions will allow responses across a Likert scale ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic information, such as age, gender, racial and ethnic background and length of time teaching in this district, as well as a series of questions about teachers’ experiences of observing and dealing with bullying in the classroom, and their perceptions of self-efficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these areas. Bandura (1994) defines perceived self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of accomplishment that are known to â€Å"exercise influence over events that affect their lives†(Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Banduraâ€⠄¢s instrument teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to complete and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided closer to the deadline. The research will undertake coding and analysis of the returned questionnaires using a computer program specifically made for data analysis (SPSS). See Appendix 1 for sample questions, definitions of terms and research variables. Access As long as permission is obtained as planned, there are unlikely to be major access issues. The use of a postal questionnaire means that the geographic location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-wee k period during which forms can be returned is considered to be sufficient time to allow busy teachers to complete the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation between several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools’ anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on social and ethnic backgrounds is also being collected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA.Ethical issuesBullying causes s tress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and mental health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy – being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care.Research limitationsDue to time constraints, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers’ views on the bullying situations in their classes; how they feel about the programs used in their schools; and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying. CONCLUSION Bullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a new study focused on teachers’ views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. APPENDIX 1 An agreed definition of bullying would ensure that stakeholders have a shared understanding of the issue. Important questions to be considered are: What is the individual teacher’s definition of bullyingThis may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the schoolThis may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying preventionThis may indicate if the teacher will properly implement the program. How does the teacher perceive the target of bullying and the bullyThe words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situationsExamining the age and gender differences of teacher s, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying. These are the key questions that will be addressed during the development of the study. Definitions Bullying– behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, attacking someone physically or verbally, spreading rumors and deliberately excluding someone from a group. Teachers’ training– any training acquired as part of obtaining teaching credentials, including training about bullying; any additional anti-bullying training received within the current school. Training may include in school seminars and lectures; knowledge and information obtained through the Internet; workshops given by the school or any outside sources; continuing education credits (CEUs); any extra reading, or individual personal knowledge, or certifications, (there should be written documentation by the organization that gave the class or workshop). Teachers’ understanding– teacher’s understanding and interpretation of bullyi ng and anti-bullying terms according to the definitions used by the New York State Board of Education. Increased reporting– as measured by the teachers’ incident reports (counting increases in the report logs). Effective classroom management– decrease of bullying behavior as perceived by the teacher; evidence of the positive cooperation of students formerly involved in classroom aggression toward other students; increase in student work production. Fewer episodes– evidence of decrease in student involvement in name-calling, shoving, pushing, teasing, etc; evidence of decrease in classroom disruptions. Student trust– evidence that students feel more confident about telling the teacher of any uncomfortable circumstances; evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals; evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding– evidence that the student trusts the teacher to help the student; increased disclosure of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The independent variables are: 1.Teacher training; 2. Teacher understanding; 3. Increased reporting by teachers; 4. Effective classroom management. The dependent variables are: 1. Increase in reported bullying incidents throughout the school; 2. Fewer episodes of classroom bullying; 3. Student trust level; 4. Confiding in the teacher. Students’ levels of trust and the extent to which they confide in the teacher can be measured by counting the teachers’ reports of students coming to them to give an account of bullying incidents, demonstrating the extent to which the students trust the teachers to help them. References American Heritage Dictionary (2nd ed.) (1982). Boston: MA: Houghton Mifflin. Atlas, R. S., and Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research. 92(2), 86–99. Babbie, E. (1990) Survey research Methods (2nd ed.) Belmont: CA Wadsworth Publishing Company. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, 71–81). New York: Academic Press. Retrieved from: http://www.uky.edu/~eushe2/Bandura/BanEncy.html. [Accessed 18th February 2013]. Blosnich, J., and Bossarte, R. (2011). Low-Level violence in schools: Is there an association between school safety measures and peer victimizationJournal of School Health (81) 2, 107-113. Bradshaw, C., Koth, C., Thornton, L., and Leaf, P. (2008). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science 10 (2), 100-115. Bradshaw, C., S awyer, A. and O’Brennan, L. (2007) Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, Vol 36(3), Sep 2007, 361-382. Bradshaw, et al. (2011). Findings from the National Education Association’s Nationwide Study of Bullying: Teachers’ and Education Support Professionals’ Perspectives. Washington, DC: National Education Association. Online. Retrieved from: https://docs.google.com/viewer?a=v&q=cache:M7Ja_BU9K4sJ:www.bravesociety.org/wp-content/uploads/2011/06/Findings_from_NEAs_Nationwide_Study_of_Bullying.pdf+&hl=en&gl=uk&pid=bl&srcid=ADGEEShns9qVRsy_wFWvNCgAXTB_C284yPVfTZqGa1DPBVOeKQZ9mPQvpnxJkvYDUG2Dg3VE. [Accessed 18th February 2013]. Brentwood School District home page http://www.brentwood.k12.ny.u Boulton, M. J. (1997) Teachers views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology 67:223-233 doi:10.111/J2044-8279.1997.tbd 1239x B rockenbrough, K. (2001). Peer victimization and bullying prevention among elementary school students. Dissertation Abstracts International. (UMI number 3000186). Bullyonline (2005). Bullycide memorial page. Online webpage listing young people who have died as a result of bullying. Retrieved from http://www.bullyonline.org/schoolbully/cases.htm. [Accessed 15th February 2013]. Burzinski, A. (2012) Dos and Don’ts of Bullying. Online webpage offering advice on bullying for parents. Retrieved from http://www.bullyingpreventioninjds.com/dodont.html. [Accessed 27th February 2013]. Carney, J. V. (2000). Bullied to death: Perceptions of peer abuse and suicidal behavior. Psychology International (2) 21 Retrieved from Argosy University Library Chambless, C. B. (2010). Long term effects of bullying: Exploring the relationships among recalled experiences with bullying, current coping resources and reported symptoms of distress. Georgia State University ProQuest Dissertations and Theses, 1 17, [retrieved from http://search. Proquest.com/docview/859011968accountid=34899]. (859011968). Cullen, F. T., Unnever, J. D., Hartman, J. L., Turner, M. G. Agnew, R. (1999). Gender, bullying, victimization and juvenile delinquency: A test of general strain theory. Victims and offenders, 3: 331-349, 2008 Creswell, J. W. (2009). Research design qualitative, quantitative, and mixed method approaches (3rd ed.) Thousand Oaks CA: Sage Crothers, L. M., Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling and Development (82) 4 Dempsey, A. G., and Storch, E. A. (2008). Relational victimization is the association between recalled adolescent social experiences and emotional adjustment in early adulthood. Psychology in the school 45 (4) 310–322. Childnet International. (2007) Cyberbullying. Pages on Digizen.org website. Retrieved from http://old.digizen.org/cyberbullying/default.aspx. [Accessed 27th February 2013]. Espelage, D. and Swearer, S. (2003). Research on school bullying and victimization: what have we learned and where do we go from hereSchool Psychology Review. 32. (3). 365–383. Goldstein, S., Young, A. and Boyd, C. (2008). Relational aggression at school: Associations with school safety and social climate. Journal of Youth and Adolescence. 37. 6. 641–654. Juvonen, J., Nishina, A. and Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science. 17. 393–400. Kendall, N. (2012). Teachers’ responsibilities must include protecting students from bullying. Online. Retrieved from: http://thesoutherneronline.com/frontpage/?p=843. [Accessed 18th February 2013]. Lakewood, M. (2010) School bullying prevention programs. Just how effective are theyKids and Teens ezines. Online. Retrieved from http://ezinearticles.com/?School-Bullying-Prevention-Programs:-Just-How-Effective-Are-They?&id=7043460. [Accessed 18th February 2013]. Marr, N. and Field, T. (2001) Bullycide: Death at Playtime. Success Unlimited. Milsom, A. and Gallo, L. (2006) Bullying in middle schools, prevention and intervention. Middle School Journal. 37 (3) 12–19. Mishna, F., Scarcello, I., Pepler, D. and Wiener, J. (2005) Teachers’ Understanding of Bullying. Canadian Journal of Education. 28. 4. 718–738. Natvig et al. (2001). Psychosomatic symptoms among victims of school bullying. Journal of Health Psychology. 6. 365–377. Newman-Carlson, D. and Horne, A. (2004) Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle School Students. Journal of Counseling & Development. Vol. 82(3), 259–267. doi: 10.1002/j.1556-6678.2004.tb00309.x Nishioka, V., Coe, M. A., Hanita, M., Sprague, J. (2011). Student-reported overt and relational aggression and victimization in grades 3-8. Education Evaluation and Regional Assistance. Institute of Education Sciences (IeS). Olweus, D. (1978). Aggression in th e schools: Bullies and whipping boys. European Journal of Social Psychology. Vol. 10 (1). Olweus, D. (1993) Bullying at School: What we know and what we can do. 64–107. Oxford: Blackwell Publishers. Online publication. Retrieved from http://www.purdue.edu/odos/soc356x/articles/7BullyingatSchool.pdf [Accessed 15th February 2013]. Pellegrini, A.D. and Bartini, M. (2000). A Longitudinal Study of Bullying, Victimization, and Peer Affiliation During the Transition from Primary School to Middle School. American Education Research Journal. Fall 2000. Vol 37. No. 3. 699–725. Porter, J. R, (2009). Children’s tendency to defend victims of school bullying: Genders social identity, and normative pressure. (Doctoral dissertation) University of Florida ProQuest dissertation and Theses 128. Retrieved from: file://localhost/Retrieved from http/::search. Proquest.com, :doc view:304885104%3F accountid=34899. (304885104). [Accessed 18th February 2013]. Project Wisdom – Help ing students make wiser choices. Online article. Retrieved from: www.projectwisdom.com. [Accessed 18th February 2013]. Rigby, K. (2002). New perspectives on bullying. Philadelphia: PA Jessica Kingsley publishers LTD. Schroeder, D. (2010) Traumatic Effects of Bullying. Online article in The Pennsylvania Counselor. 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Wednesday, October 23, 2019
Kilkenny Lumber Case Study Essay
Part I 1. Productivity of the crew would be below standard. I believe for the productivity to be below standard because they were sent to this crew because of their lack of work. Just because they have been assigned to another crew, does not mean that they will begin to work well right away. When compared to the Equity Theory, I believe there to be positive inequity for the three men assigned to the new group. For being assigned to the group due to lack of work, it is unfair to have a higher pay grade than those who have been in the company for a longer period of time and who are doing their job correctly. This may cause issues with subprofessionals being motivated to work to their full potentials because they may see it as being unfair and at the same time the professionals may think they do not need to work as hard. 2. Crewmen would be moderately satisfied with their job. I believe that the crewmen would be more satisfied with their previous job, but may not fit in very well with the existing group. Some of the crewmen have been working there for quite a while longer and getting either the same pay or less. In addition, the existing crewmen may grow frustrated in having to pick up for the slack of the new crew members depending on the new crew members motivation. I do believe the incentives given for good work are good, but I believe the pay grade should be based on how long you have been with the company and your level of output and not centralized on education which is how it appears. 3. Group members would get along with some but not others. I believe the existing crew members would continue to get along with one another but the new professionals will feel like outsiders. The existing subprofessionals will continue to get along fine with one another, but it may be hard for them to accept the new professionals. 4. Crewmen will, in terms of the given job description do what they are supposed to do, no more or less. If there is no motivation for the job, then according to the motivational theory this will directly affect their level of performance. The crewmen who were assigned to this group are probably not happy with their reassignment, so at least in the beginning things may be slow. 5. Some subgroups will have accepted the informal standards about crew behavior while others will not. The crewmen who have been with the company for a longer period of time may have grown accustomed to the current standards. The new crewmen on the other hand may disagree with the standards and try to implement new ones. Since Kilkenny management considered the leader and assistant leader to be excellent foresters and teachers, I believe they will implement new strategies which will better benefit the crew as a whole. Part II My predictions in part I were fairly accurate to the information provided in part II. The existing crewmen talked amongst one another at lunch time and the new crewmen isolated themselves from the group. Additional information that would have helped with predictive accuracy could have included information about the three new professionals past performance in other groups specifically. A description could have included information about the amount of work done compared to fellow co-workers. Also, if the professionals have been reassigned in the past could have been added. Part III 1. The first strategy will be successful. I believe this strategy to be an excellent idea because this would divide the professionals up with existing workers. Not only would this allow them to get to know other subprofessionals better, but it would allow the professionals to better understand how to work with the group as a whole. 2. The second strategy will be unsuccessful. If the first part were to fail, I do not find how the second alternative will be successful. I think that a team building exercise or exactly what the first strategy suggested should help. The first strategy forces the professionals to work with the subprofessionals so they may grow a better relationship with one another. I do not believe the second strategy to work because it seems like a last resort to just split them up and hope for the best. 3. Some other strategy will not be necessary. As explained earlier, I predict the first alternative to work because it forces them to work together. Since existing crewmen have shown to be successful, it will allow the professionals to collaborate with the subprofessionals. The only alternative I would suggest is some sort of team building exercise either outside of work or on the job exercise that would make them have to work together as a team in order to complete a specific task. Part IV My predictions were incorrect with the information from part IV. I thought that making them work with one another would bring them together and start to work as a team. I believe that the information provided was not sufficient enough to give an accurate analysis resulting in an analytical failure. It appears that the professionals simply do not have the motivation that the subprofessionals have to do the job at a reasonable speed. In part I, it should have given more background information on the professionals and why specifically they had been reassigned.
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