ATKINS DIET Essay Example | Topics and Well Written Essays - 1000 words

ATKINS DIET - Essay Example 20-23), the main principle of Atkins diet was to deprive the body of carbohydrates so that the body could shift the metabolism of the body from breaking down the glucose to converting the stored body fat (Insel, Turner & Ross, pp. 130-132). This way the person has greater chances of losing weight and less chances of getting fat again. The Atkins diet focuses its energy on decreasing the intake of sugar, glucose, and carbohydrates. Furthermore, the focus also remains on decreasing the intake of fiber. Towards the end of the day, the subject, along with weight loss, gradually finds himself with a reduced appetite (Bowden, pp. 20-23). However, this type of diet in not at all ideal for vegetarians since Atkins diet includes high quantities of meat as an attempt to increase the protein and minerals content in the diet. Atkins program is different from other diet programs because it goes on to take the way of moderation. Rather than forcing its followers to force themselves to remain hungr y or deprive oneself of the needed food, Atkins Diet follows the mantra of never be hungry. During the first phase of induction, this is also the toughest and strictest phase of the entire course, people start off the program by restricting their daily carbohydrate intake to less than 20 grams (Insel, Turner & Ross, pp. 130-132; Hensley, pp. 85-89). ... In the next phase of pre maintenance, the subject would increase his or her carbohydrate level again to find the level where the weight remains steady. The last phase is of lifetime maintenance where the subject ensures that he or she does not forget the habits acquired in the previous stages (Lutz, Allan & Allen, pp. 64-65). Despite the fact that supporters and proponents of Atkins Diet put forward the evidence that the diet has helped people from diverse backgrounds to lose their weight and escape the vicious circle of obesity, the diet appears to be falling short on the basic five characteristics of a nutritious diet. Adequacy, which is the first characteristic, refers to the provision of 100 percent nutrients through the diet. Quite clearly, Atkins Diet ensures that the person ends up getting a high protein and saturated fat diet with little or â€Å"no carbohydrates, fiber, minerals, and vitamins† (Hensley, pp. 85-89). The second characteristic is of a nutritious diet is that it has be â€Å"balanced† (Lutz, Allan & Allen, pp. 64-65; Hensley, pp. 85-89). By blocking carbohydrates and fiber, the Atkins Diet fails to fulfill the balanced part of the criteria. However, the Atkins Diet is perfect match for the third criteria of nutritious diet, which is about moderation (Sharkey & Gaskill, pp. 96-98). As mentioned earlier that neither Atkins Diet tells people to eat with full force nor does it tell them to stay hungry for longer periods. Instead, it tells them to adopt s diet, which will not add to their weight but will help them burn the existing calories. The fourth criterion is about calorie control Atkins Diet appears to be hitting the bull’s eye on these criteria as well.

Submitted Resume and Cover Letter Essay Example for Free

Submitted Resume and Cover Letter Essay Dear Customer: Regarding your kindly submitted resume and cover letter, please review the following suggested empowerments: Selection of a strong font, supplementing this with varying sizes for headings and body, bolding, and bullets. Use a strong letterhead style for the cover letter. Use the maximum effect of white page and dark print contrasts. Add a very strong, empowering Objective that targets the specific career position(s) that you want – one to three specific careers or job titles. Add an Executive Summary. Add a Qualifications section Addition of strong skills statements and strong verbs. Add specific numbers for accomplishments, including estimated dollars saved or increased in sales, percentages of time, number of new products/ processes designed, etc. Add an Educations and Certifications section to include any licenses or certificates or any training courses that are relevant. Add volunteer work if you have performed such. Add a Special Skills section to include computer programs and software known, various equipment, any foreign languages (reading, writing, or fluent), and/or other skills that others candidates applying for these types of jobs you target may not have and which can make you a standout job candidate. Use bullet points and more powerful specific language in the cover letter as a sharp, eye-catching appeal to new employers. Thank you for the opportunity to review your resume and cover letter. Best regards.

Caesar and Cleopatras Affair at the Expense of Calphurnia :: Caesar Cleopatra Papers

Caesar and Cleopatra's Affair at the Expense of Calphurnia Abstract In the trailer to his 1934 film "Cleopatra", Cecil B. DeMille confidently suggests that the romance between the Queen of Egypt and Julius Caesar is one of history's grandest love affairs. Perhaps this statement is in a way true, but when buying into the tradition of this romance many disreputable elements of the affair are often overlooked. One such component of the romance that if looked upon with a critical eye can serve to lessen the grandeur of the affair is the ill treatment of Caesar's wife Calphurnia. However, audiences and artists alike often have little problem ignoring the plight of Calphurnia, and Caesar and Cleopatra are rarely ever referred to as adulterous individuals. Neglecting to remember how Calpurnia was virtually thrown to the wayside in the midst of Caesar and Cleopatra's extra-marital relationship is possibly a way of lessening the guilt felt by those who choose to become surrounded by the supposed splendor of Caesar's love affair with the Egyptian Queen. Those who choose to proclaim the glory of Caesar and Cleopatra must be cautioned to remember Calphurnia's situation as an abandoned and insulted wife. If attention is given to faithful Calphurnia's desertion by Caesar and inferior treatment by Cleopatra, it becomes evident that Calphurnia is deserving of sympathy while Caesar and Cleopatra's relationship is not so grand and sophisticated as many wish to think. Faithful Calphurnia History tells us that Calphurnia invested twelve years of her life in wedlock to Caesar. Although a political marriage, Calphurnia treated Caesar with a caring attitude and loving attachment which legitimizes their relationship and for which she deserves respect. The most telling times of Calphurnia's faithfulness toward her husband is her care for his safety in the final days before his assassination, regardless of her being aware of Caesar's adultery. According to Arthur Kahn's historical narrative The Education of Julius Caesar, Caesar had grown "gaunt and haggard" as he lost the support of his colleagues in the Roman Senate. In his final days he often stared into space and spoke with little coherence. In his time of need Calphurnia glued herself to his bedside and although Caesar could not make conversation with anyone, Calphurnia listened attentively as he recited Homer's poems of Odysseus after he had returned home to Penelope.1 This narrative illustrates the luxury Julius' had to depend on his dedicated Roman wife in times of need. Caesar and Cleopatra's Affair at the Expense of Calphurnia :: Caesar Cleopatra Papers Caesar and Cleopatra's Affair at the Expense of Calphurnia Abstract In the trailer to his 1934 film "Cleopatra", Cecil B. DeMille confidently suggests that the romance between the Queen of Egypt and Julius Caesar is one of history's grandest love affairs. Perhaps this statement is in a way true, but when buying into the tradition of this romance many disreputable elements of the affair are often overlooked. One such component of the romance that if looked upon with a critical eye can serve to lessen the grandeur of the affair is the ill treatment of Caesar's wife Calphurnia. However, audiences and artists alike often have little problem ignoring the plight of Calphurnia, and Caesar and Cleopatra are rarely ever referred to as adulterous individuals. Neglecting to remember how Calpurnia was virtually thrown to the wayside in the midst of Caesar and Cleopatra's extra-marital relationship is possibly a way of lessening the guilt felt by those who choose to become surrounded by the supposed splendor of Caesar's love affair with the Egyptian Queen. Those who choose to proclaim the glory of Caesar and Cleopatra must be cautioned to remember Calphurnia's situation as an abandoned and insulted wife. If attention is given to faithful Calphurnia's desertion by Caesar and inferior treatment by Cleopatra, it becomes evident that Calphurnia is deserving of sympathy while Caesar and Cleopatra's relationship is not so grand and sophisticated as many wish to think. Faithful Calphurnia History tells us that Calphurnia invested twelve years of her life in wedlock to Caesar. Although a political marriage, Calphurnia treated Caesar with a caring attitude and loving attachment which legitimizes their relationship and for which she deserves respect. The most telling times of Calphurnia's faithfulness toward her husband is her care for his safety in the final days before his assassination, regardless of her being aware of Caesar's adultery. According to Arthur Kahn's historical narrative The Education of Julius Caesar, Caesar had grown "gaunt and haggard" as he lost the support of his colleagues in the Roman Senate. In his final days he often stared into space and spoke with little coherence. In his time of need Calphurnia glued herself to his bedside and although Caesar could not make conversation with anyone, Calphurnia listened attentively as he recited Homer's poems of Odysseus after he had returned home to Penelope.1 This narrative illustrates the luxury Julius' had to depend on his dedicated Roman wife in times of need.

Hey There Delilah Chord

INTRO D, F#m, D, F#m VERSE 1 D F#m Hey there Delilah, What’s it like in New York City? D F#m I’m a thousand miles away, But girl tonight you look so pretty, Bm G A Bm Yes you do, Time Square can’t shine as bright as you, A I swear it’s true. D F#m Hey there Delilah, Don’t you worry about the distance, D F#m I’m right there if you get lonely, Give this song another listen, Bm G A Bm Close your eyes, Listen to my voice it’s my disguise, A I’m by your side. CHORUS D Bm D Bm Oh it’s what you do to me, Oh it’s what you do to me, D Bm D Bm Oh it’s what you do to me, Oh it’s what you do to me, D What you do to me. VERSE 2 D F#m Hey there Delilah, I know times are getting hard, D F#m But just believe me girl some day, I'll pay the bills with this guitar, Bm G A Bm We'll have it good, We'll have the life we knew we would, A My word is good. D F#m Hey there Delilah, I’ve got so much left to say, D F#m If every simple song I wrote to you, Would take your breath away, Bm G A Bm I’d write it all, Even more in love with me you’d fall, A We’d have it all. CHORUS D Bm D Bm Oh it’s what you do to me, Oh it’s what you do to me, D Bm D Bm Oh it’s what you do to me, Oh it’s what you do to me, Bridge G A A thousand miles seems pretty far, But they’ve got planes and trains and cars, D Bm I’d walk to you if I had no other way G A Our friends would all make fun of us, And we'll just laugh along because, D Bm We know that none of them have felt this way, G A Delilah I can promise you, That by the time that we get through, Bm A The world will never ever be the same, And you’re to blame. VERSE 3 D F#m Hey there Delilah you be good, And don’t you miss me, D F#m Two more years and you’ll be done with school, And I'll be making history, Bm G A Bm Like I do, You’ll know it's all because of you, G A Bm We can do whatever we want to, G A Bm A Hey there Delilah here's to you, This one’s for you. FINAL CHORUS D Bm D Bm Oh it’s what you do to me, Oh it’s what you do to me, D Bm D Bm Oh it’s what you do to me, Oh it’s what you do to me, D What you do to me. Bm D Bm D Bm D Bm D D Ohhh

La Llorona, an Oral Tradition

The legend of La Llorona Lechner, J. V. (2004). Allyn & Bacon anthology of traditional literature. Boston: Pearson A and B. Lyons, G. (1972). Tales the people tell in Mexico. New York: J. Messner. The legend of La Llorona (The weeping woman) is a well known Hispanic tale in the Southwestern part of the United States, Mexico, Central and South America and also Puerto Rico. Many versions of the story exist allowing them to fit the community where the story is being told. The story is about a beautiful woman named Maria from a town near the present day city of Monterrey, NL.Mexico. She falls in love with a handsome revolutionary Sergeant that was passing by during the Independence War of Mexico from Spain that occurred in the 1800s. They marry each other and have three children, due to the traveling of the revolution her husband is always absent. One day he comes back with another women to visit his children and pays no attention to Maria the whole visit. In furry of the event she takes her children to a nearby river and drowns them; blaming her children for her husband leaving.She then comes to realization of the horrible mistake she has done and the water takes her kids out of her hands. She begins to yell â€Å"Ay, mis hijos! † meaning â€Å"Oh, my children! † and decides to kill herself. It's been told that her grief was so great that it was carried with her after death and since then she has been looking for her children in areas where water is near. It is said that every foggy night around eleven she will wonder the area and pick up kids who are walking or outside near water. The legend is used to scare children away from water areas at night and staying out to late.One of the characteristics that we find in the genre of legends and the story of La Llorona is that they are told and received as truths and are set in a historical point of view. Lechner says in her book that people tell legends because they often endure because they convey somethi ng important about the community's values, perception of who they are, or concerns for their safety and well-being. It is very clear that safety is a concern when keeping the story alive of La Llorona to the children. I decided to chose The legend of La Llorona after reading the fifth chapter f the book Allyn & Vacon anthology on traditional literature because after finishing the story it reminded me of my childhood growing up in Mexico. To refresh my memory I also read Tales the people tell in Mexico, called my parents, and called my brother asking for their version of the story. Even though it is a tragic and sad story to be told I believe is a great story to keep alive telling and retelling not just among my own culture but to share it with other people whom may not be familiar with the story.I think it might even be a great ghost story to be told in the middle of a woods at a bong fire and if a river or creek is nearby you might even get to hear her torturing weeping noise of â €Å"Ay mis hijos†. I also had a firsthand experience with La Llorona while growing up. In a dark foggy night I decided to follow my older brother Francisco and his friends into a nearby woodlands. I had heard that they had built a secret wooden house and created a swing that was used to jump off into a small river which was the motivation of my secret following. After a couple of minutes of following from the distance I had lost them due to excess fog.I found myself alone in the middle of the woods when I started to hear some weeping sounds. At first those sounds were unclear and I couldn't distinguish them but as the seconds went by it sounded louder and louder until I clearly heard â€Å"Ay mis hijos! Ay mis hijos! † meaning â€Å"Oh, my children! † I then noticed a body of a women wearing a white dress floating on top of the low fog coming in my direction, I could say that is where I developed my talent as a runner because I made it back to my house in a flas h. After that I never wondered the woods alone at nights and respected the legend of La Llorona.

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buy custom The Sun Recorded Through History essay The heat energy is supplied to a fluid, which is heated until it vaporizes; the vapor is then compressed at high pressure, and released at high pressure to give motion to a gas turbine that is coupled to a generator. When the turbine is set into motion by pressurized gas or water vapor it rotates the shaft connected to the generator, which in turn rotates the shaft connected to the coil of the generator giving motion to the coil of the generator. A generator is a machine or a device, which converts mechanical energy to electricity. The mechanical energy that is converted to electrical energy can be obtained from nuclear and chemical energy found in various types of fuel, it can also be obtained from sources such as falling water or wind. This mechanical energy can be supplied to the generator using water or wind turbines, electric motors, gas combustion turbines, internal combustion engines and steam engines. The working principle of a generator is based on the electromagnetic induction phenomenon. The generator has a conductor that is placed between two magnets; the movement of the conductor relative to the magnetic field created by the two magnets induces a voltage in the conductor. If there is an external circuit connected to the conductor, the voltage induced in the conductor would create a current in the circuit, and the energy in this circuit can be delivered to a load. To obtain a larger current from the conductor, a large force must be applied to rotate the conductor and keep it in motion. Most modern generators have self excited fields; this means that the current in the field coils comes from the additional exciting winding found in the armature. Before the voltage is fed in the field coils, it is rectified by passing it through a diode bridge, then passes through a regulator. A portion of current that is generated by the generator flows into the field coil generating a magnetic field. However, before the generator is started the magnetic field is generated using the residual magnetism in the cores of the magnets or a current from a battery. Biofuels, which include ethanol or biodiesel, are known as liquid sunlight. Ethanol is produced using plants to convert solar energy into a liquid that is used as a source of energy in transportation system. Plants capture the suns energy through the process of photosynthesis, and then transform the energy to cellulose, sugars and starches (Nelson par 8). Ethanol is later manufactured using various industrial processes by combining water with plant material with an addition of energy; the processes produce ethanol and byproducts, which include polluted water. The resultant product, which is ethanol, is then used in transportation systems. The current processes of producing ethanol from sunlight are regarded as involving and costly. The required raw materials is from biomass, mostly from sugarcane and corn among other energy crops, and this energy crops must be grown extensively for large-scale production; this has a huge economic implication and creates competition for land with the food crops. Technology of converting sunlight into fuel has taken another route in order to solve the problem of competition for land with for food crops, and reduce the cost of production. The latest technology uses bacterium that is genetically modified to convert sunlight, carbon dioxide and water to fuel; this technology is expected to produce more fuel than that produced by ethanol (Nelson par16). When 1litre of ethanol is burnt, it produces 23.5 million joules. Rivers are natural systems that provide falling water or flowing water that sets a generator into motion. The falling or flowing water is because of the water cycle caused by sunlight, when the sunlight heats the earth surface, it causes evaporation of water from the earth surface, this water in the form of vapor rises up the earth surface, and when it reaches the high regions above the earth surface, it condenses, and later falls as rain. The rain water percolates through the soil and rocks, and collects in channels forming rivers. The water in the rivers flows and if a generator is placed in its path, it gives the generator a motion, if the water in the river encounters a steep rock it creates a waterfall, and when a generator is placed below the waterfall, the falling water gives the generator a motion. This energy from falling or flowing water gives motion to the generator, and it is considered ultimately from the sun because without the sun, the water on the earth surface would not evaporate, condense and fall as rain that later collects to form rivers that flow. The ice that forms on top of mountains also melts to form water that flows down the mountain to join the rivers that flows giving motion to the generator; without sunlight, the ice on top of mountains would not melt to water, and there could be no water flowing in rivers to give motion to the generator. The amount of energy that reaches the top atmosphere is 1,360 watts per square meter, and the amount arriving at the earth is 340 watt per every square meter. This is only one quarter of the solar irradiance; it is also the average amount of energy that reaches an individuals roof per square meter. However, the exact amount reaching ones roof in a day depends on the location of the house on the earth surface, the time of the year and time of the day. When one wants to use the 340 watt energy per square meter and the daily consumption of 14,400 watts per day, then a 26 square solar panel is required, which cost almost $16,000, and since sunshine is not consistent an inverter is required, which increases the cost of installation further. Looking at the annual electricity bill, it amounts to $91, it is better to use electricity from the main than pay for all that money for installation. The payback period for such an energy system is long, and considering the low efficiency of solar pow er systems, it is not worthy investing in them; this is why many people shy from using these systems. Solar cells are used in satellites, calculator and solar power production systems; they are also referred to as photovoltaic cells. Photovoltaic cells are constructed using semiconductor materials such as silicon; these cells convert sunlight straight into electricity. When the suns light strikes the solar cell, part of it is absorbed in the semiconductor material, and knocks the electros in the structure making them free to flow. The electric field in the semiconductor material then forces the free electrons to flow in a particular direction, and as the electrons flow they create an electric current. Silicon, a material used to make the solar cell havespecial properties, especially when it is in crystalline form, it has 14 electrons in its three shells, the first and second shells have two and eight electrons respectively. The third hell has only four electrons, this means that this level is half full, therefore, it will always seek for how to fill the remaining space for four electrons. Silicon will be forced to share electrons with the atoms surrounding it, forming a pure crystalline structure; this structure does not readily onduct electricity because it has no free electrons (Martnez 321). Therefore, the structure is mixed with atoms with free electrons such as phosphorus to make it conduct electricity. When the sunlight strikes this structure, it forces the electrons to break free, and each electron leaves a hole behind and looks for another electron to occupy; this causes the electrons to move randomly in the crystalline lattice, and as they move, the carry current. The performance of a PV cell depends on conditions such as the type of PV cells, solar spectral, angle of incidence, solar irradiance and the temperature. Approximately 90% of solar panels used today are made of crystalline silicon; they convert 15-20% of the sunlight to electricity (Martnez 346). There are solar cells that have a thin film of crystalline silicon, this type of solar cells converts 4-10% of sunlight reaching it. The solar cell produces a DC current, which can be used to power DC devices, however, for systems that are designed to power AC machines or appliances, an inverter is included to change the DC current to AC. A refrigerator is a system that transfers heat from a region of low-energy to a region of high-energy reservoir. This system consists of the following components, the cooling coil, evaporator, condenser, compressor, condenser pump, cooling tower, cooling tower fan. The refrigerant absorbs heat from the chiller or freezer chamber, then moves evaporates in the evaporator and sucked by the compressor and discharged outside the refrigerator. The air condition uses the working principle similar to that of a refrigerator, however, the difference is that the air conditioner cools a bigger space when it is compared to the refrigerator; it can cool an entire room, while a refrigerator cools only a chiller or freezer. The air conditioner consists of a compressor, condenser and evaporator; the working fluid goes through the compressor at while it is cool and at a low pressure, it is then compressed and passed to the condenser at a high pressure, then passed to the evaporator where it changes from liquid to vapor, as it cools the room (OECD Nuclear Energy Agency 285). The vapor is then cooled in the condenser and sacked back into the compressor, and the cycle repeats itself. The refrigerator can be used as an air conditioner if it is improvised by placing the evaporator in an open place that needs to be cooled. This is because their mode of operation is the same. The only difference is the size of the area they are cooling. The conversion of heat energy to electricity has been tried using several physical phenomena, however, the direct conversion has not been fully achieved; this is because of the temperature levels between the processes of operation. The Carnot efficiency is an efficiency that operates within the same limits of temperature between the source and the sink. Many systems converting heat energy to electricity have tried operating within the same limit of temperature, but the result is only a small percentage of the ideal efficiency, which is the Carnot efficiency (Chen par 12). This is because of the inefficiencies of the converting system, an example of such systems is a system that converts heat energy to electricity using thermocouple; this system produces electromotive force when one of the dissimilar conductor gains heat while the other remains cold. The conductors of the thermocouple are metals that are inefficient in converting heat to electricity; the metals are good electricity co nductors, and at the same time good thermal conductors, this makes the hot conductor lose the heat it has gained to the cold metal conductor, thus lowering its temperature. Such a system cannot achieve Carnot efficiency because the Carnot cycle assumes that all the heat gained from the source is converted to electricity without loses. The Carnot cycle efficiency is computed using the formula %u1DAF = 1 T2/T1 where T2 is the temperature of the conductor and T1 is the temperature of the source of heat (Chen par 15). This is the best efficiency one can hope for when converting heat energy to electricity. The earth is an engine that is controlled by the heat from the sun, the goes round the sun and because of its spherical shape it receives varying heat from the sun, with the tropics receiving more heat than the poles. This creates an imbalance in the available heat on the earth surface, and to balance the heat, energy is transferred from places with low latitudes to those of high latitude. The imbalance in the earth heat is also brought about by the rotation of the earth around the sun, which creates days and nights; places that experience day and night receive more heat energy from the sun at a given when compared to those experiencing night. The imbalance of heat on the earth which caused by uneven heating of the earth by the sun determines the earths vegetation cover, ice, precipitation and temperature. The difference in temperatures controls the movement of air from one region to another; this movement involves cold and warm air, and depending on the kind of air present in a region, the region is referred to as either warm or cold. The difference in precipitation and vegetation cover is also caused by uneven heat of the earth by the sun, when the earth is heated the water on the earth surface rises in form of vapor and later condenses and falls in form of precipitation, and the precipitation gives vegetation enough water required for its growth. This explains why the tropics receive much rain and have more vegetation cover than the poles. The uneven heating also controls the amount ice in different regions, with regions receiving less heat from the sun having more ice than those receiving more heat. The above described aspects also affect the population of people and animals in various regions around the earth; areas with high precipitation and vegetation are mostly inhabited by people and animals, while those with less vegetation, precipitation or covered with ice are avoided by human being and most animals. All this is controlled by the heat from the sun. Nuclear fission is a process where elements with large nucleus are split into small nuclei, nuclear power plants and industries that manufacturing nuclear weapons use this process. Elements that are used in this process include plutonium-239, Uranium-233 and Uranium-235, when these elements are struck by a neutron moving at a slow speed, they undergo fission. An example of such a reaction process is The result of the fission process is elements of smaller nuclei and a neutron, the neutron can be used to split another Uranium-235. The process goes on and on leading to a chain of reactions, however, the reaction should be controlled, else the chain reactions would lead to an explosion. The moderated reaction can be used in a nuclear reactor as a source of fuel; it is used together with control rods to control the process by absorbing excess neutrons. Elements are identified using the nuclei of the parent atoms, for instance, carbon is an element with 6 protons in its nucleus while Uranium is an elemennt with 92 protons in the nucleus. Uranium is the heaviest element; heavy elements are formed from light elements through the process of fusion. The simplest reaction being hydrogen and hydrogen, and later, the fusion reactions merge to form heavier elements. During the formation of the universe, there were high temperatures and density known as big bang, and only the elements with heavy nucleus were formed, this includes, hydrogen, beryllium, helium and lithium. Heavier elements such as Uranium were created during a nuclear reaction that took place in the stars, as well as during huge stellar explosions referred to as supernovas (MacDonald 256). The sun and other stars, and planets such Earth had other elements apart from hydrogen and helium, and these elements, which included Uranium formed after the explosion of the 1st generation of enormous stars known as supernovas (OECD Nuclear Energy Agency 357). Uranium was first discovered on the planet Uranus, and at first it was named Uranus by Martin Klaproth. It is found in pitchblende ore, which is an ore of zinc and iron, however, it can also be found in coffinite, uranophane, carnotite and uraninite minerals. Uranium is considered as a solar power, this is because its formations originated from the formation of energy emitted by the Sun. The solar power was formed from the fusion of hydrogen atoms to form helium atom, the helium atom later combined with other hydrogen atoms to form heavier atoms. The heavier atoms such as Uranium were formed through the fusion of atoms that were lighter that themselves; this shows that power that comes from Uranium is actually solar power because without the initial reaction to form solar power, then the other reactions that led to the formation of Uranium could not have happened. Many scientists worked hard to discover the source of sunshine, and in 1904, Ernest Rutherford discovered that the sunshine was emanating from the emission of alpha particles by radioactive substances. This discovery implied that nuclear energy was the source of sunshine; however, more research proved that the sun did not have much radioactive material, and instead, the sun contained more hydrogen gas. Scientists also discovered that the amount of energy generated by a star does not vary with temperature, but it depended on the interior temperatures of the star (MacDonald 167). These discoveries helped them come closer to the answer, later Aston discovered something that rested many scientists; he discovered that hydrogen nuclei was heavier than helium nucleus, a concept that was used by Eddington to conclude that the sunshine was because of the conversion of hydrogen atoms to helium. This process was known as fusion, and the energy produced from this process depends on the mass of t he atoms, this relation was derived from Einsteins energy equation; E =mc2. The process of fusion could make the sunshine for approximately 100 billion years. 41H 4He + 2e+ + 2+ energy, This process of energy production utilized by the earth has been a dream of mankind to solve the nagging problem of energy around the world. Scientists and researchers have been working hard to achieve this process that produces abundance of energy, they have the equation that result in the large amount of energy, which is the fusion of 4 atoms of hydrogen to form one atom of helium, two positrons, two electrons and energy. However, they realized that hydrogen atoms are positive particles; this means that they repel each other, and bringing them together is difficult. According to Bahcall, it was realized that stars that were heavier than the sun fused the hydrogen atoms using carbon as a catalyst, however, the energy produced from this reaction was relatively low. Scientists have also thought of the stellar evolution theory, which implies that the sun is heated at very high temperatures causing the nuclear fusion of hydrogen atoms to fuse through the gravitational energy emanating from the contraction of the solar mass from its initial large gas cloud. This has given the scientist and researchers of the required conditions for the hydrogen atoms to fuse, however, there is still a struggle to find out the exact conditions for the fusion to take place, and how the conditions can be made possible for the fusion of hydrogen on earth without causing destruction. All energy used on the earth comes from the solar energy; this can either be direct or indirect. Looking at photovoltaic and solar thermal energy used on the earth, they directly comes from the sun, but utilized in the form of electricity and thermal energy respectively. These two forms of solar energy are harnessed directly from the sun. Another form of energy that comes from the sun but indirectly is wind. The sun heats the earth unevenly, and this causes imbalance of heat on the earth surface; the regions that experience more heat have warm air at the surface of the earth, while those that experience less heat have cool air at the surface of the earth (MacDonald 134). Following this imbalance, the warm air will tend to move from a region of high pressure to a region of low pressure, and the vice versa happens to the cool air. This continuous movement of air on the earth surface is wind, and this wind can drive a wind turbine which is used to produce electricity, run wind pumps or wind mills. Hydropower is also derived from the sun, and in this case, the sun heats the earth surface, and the water on the earth surface vaporizes and rises above the ground. As it moves up the sky, it reaches condensation where it forms clouds that later falls as rain. The rain water percolates through the soil and rocks to form rivers, the water in rivers can be utilized to produce energy using either the flowing water or waterfalls along the river channel. Bio-fuels also come from the sun. The sun is used in the process of photosynthesis to produce sugars that are stored in the plant in the form of starch and forms of sugars. The starch and other forms of sugars are extracted from the plant and used in the production of ethanol as a bio-fuel. Another case of bio-fuel production using sunlight uses bacteria that have been modified to utilize sunlight, carbon dioxide and water to form nuclear bio-fuel. Nuclear energy also emanates from solar energy in the sense that, Uranium, an element that is mostly used in energy production using the process of fission, was formed from the reactions that resulted to solar energy. The fusion of hydrogen atoms to form helium atom resulted in the sunshine, and the fusion of the resultant atoms led to atoms with larger nuclei, and Uranium being the heaviest element, it resulted from the fusion of lighter atoms. Fossil fuels are fuels extracted below the earth surface, and they were formed by the accumulation of dead animals and plants. The dead plants contained sugars that were stored after the process of photosynthesis that was initiated by the sun, and the animals ate plants which derived their food from the process of photosynthesis. Therefore, it is only sensible to say that fossil fuels and other sources of energy originated from solar power. Buy custom The Sun Recorded Through History essay

6AC001 Advanced Financial reporting The WritePass Journal

6AC001 Advanced Financial reporting 1.0 Introduction 6AC001 Advanced Financial reporting . Perry, J and Nolke, A. (2006). The political economy of International Accounting Standards. Review of International Political Economy. 13 (4), p559-586. Kang, G and Lin, J. (2011). Effects of the Type of Accounting Standards and Motivation on Financial Reporting Decision. Journal of Accounting, Business Management. 18 (2), p84-104. Masson, D. (2008). Advanced Issues in Financial Statement Analysis. Business Credit. 110 (8), p35-35. Wallich, H. (2008). Effect of taxation on investment. Harvard Business Review. 23 (4), p442-450. Alan Robb and Susan Newberry Robb (2007), â€Å"Globalization: Governmental Accounting and International Financial Reporting Standards†. Socio-Economic Review, pp. 12-15   Barry J , and Eva K (2008), â€Å"Wiley IFRS Policies and Procedures†. John Wiley Sons, pp. 41-45 Madsen, P. (2011). How Standardized Is Accounting?. Accounting Review. 86 (5), p1679-1708.

How to Conjugate the Verb Entrare in Italian

How to Conjugate the Verb Entrare in Italian   Entrare has several definitions, including: To enterTo go inTo become a member (of)To fit What to Know About â€Å"Entrare† It’s a regular first-conjugation verb, so it follows the typical -are verb ending pattern.It’s an intransitive verb, which does not take a direct object.The infinito is â€Å"entrare†.The participio passato is â€Å"entrato†.The gerund form is â€Å"entrando†.The past gerund form is â€Å"essendo entrato†. Indicativo/Indicative Il presente io entro noi entriamo tu entri voi entrate lui, lei, Lei entra essi, Loro entrano Ad Esempio A partire da ora, lei entra a far parte della nostra famiglia. Starting from now, she’s a member of our family. Il passato prossimo io sono entrato/a noi siamo entrati/e tu sei entrato/a voi siete entrati/e lui, lei, Lei à ¨ entrato/a essi, Loro sono entrati/e Ad Esempio È appena entrato in casa. He just went into his house. L’imperfetto io entravo noi entravamo tu entravi voi entravate lui, lei, Lei entrava essi, Loro entravano Ad Esempio La grammatica russa non mi entrava in testa. Russian grammar didn’t go into my head (didn’t understand it). Il trapassato prossimo io ero entrato/a noi eravamo entrati/e tu eri entrato/a voi eravate entrati/e lui, lei, Lei era entrato/a essi, Loro erano entrati/e Ad Esempio Eravamo entrati nel bosco intorno alle sette di sera. We had entered the forest at around seven in the evening. Il passato remoto io entrai noi entrammo tu entrasti voi entraste lui, lei, Lei entrà ² essi, Loro entrarono Ad Esempio L’Italia entrà ² in guerra nel 1940.  Italy entered in war in 1940. Il trapassato remoto io fui entrato/a noi fummo entrati/e tu fosti entrato/a voi foste entrati/e lui, lei, Lei fu entrato/a essi, Loro furono entrati/e Tip: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io entrerà ² noi entreremo tu entrerai voi entrerete lui, lei, Lei entrer essi, Loro entreranno Ad Esempio Quando avrà ² diciotto anni, entrerà ² nell’esercito. When I’m 18 years old, I will enter the army. Il futuro anteriore io sarà ² entrato/a noi saremo entrati/e tu sarai entrato/a voi sarete entrati/e lui, lei, Lei sar entrato/a essi, Loro saranno entrati/e Ad Esempio Saranno gi entrati al cinema. They must have entered the movie theater already. Congiuntivo/Subjunctive Il presente che io entri che noi entriamo che tu entri che voi entriate che lui, lei, Lei entri che essi, Loro entrino Ad Esempio Penso che entri dall’altra parte dell’edificio. I think you enter on the other side of the building. Il passato io sia entrato/a noi siamo entrati/e tu sia entrato/a voi siate entrati/e lui, lei, Lei sia entrato/a essi, Loro siano entrati/e Ad Esempio Crediamo che siano entrati dalla finestra. We believe they got in through the window. L’imperfetto io entrassi noi entrassimo tu entrassi voi entraste lui, lei, Lei entrasse essi, Loro entrassero Ad Esempio Speravamo che lei entrasse nella nostra famiglia, ma lei e mio fratello si sono lasciati. We hoped that she would become a part of our family, but her and my brother broke up. Il trapassato prossimo io fossi entrato/a noi fossimo entrati/e tu fossi entrato/a voi foste entrati/e lui, lei, Lei fosse entrato/a essi, Loro fossero entrati/e Ad Esempio Pensavo fosse entrato un topo in cucina. I thought a mouse had gotten into the kitchen. Condizionale/Conditional Il presente io entrerei noi entreremmo tu entreresti voi entrereste lui, lei, Lei entrerebbe essi, Loro entrerebbero Ad Esempio Non entrerei in quell’edificio, à ¨ inquietante. I wouldn’t go into that building, it’s creepy. Il passato io sarei entrato/a noi saremmo entrati/e tu saresti entrato/a voi sareste entrati/e lui, lei, Lei sarebbe entrato/a essi, Loro sarebbero entrati/e Ad Esempio Pensi che un ladro sarebbe entrato nel mio negozio? Ne dubito. Do you think a thief  would have broken into my store? I doubt it.

Case Study on Thorntons plc Essay Example | Topics and Well Written Essays - 4500 words

Case Study on Thorntons plc - Essay Example By 1939, Thorntons had 35 shops all over England and a factory in Sheffield that baked confectionery products. The firm's profitability and expansion continued such that in 1988, it was listed in the London Stock Exchange. Thornton family members were involved in the management of the business until the resignation in August 2006 of John Thornton, the last family member on the Board. Thornton family members, however, continue to hold a 22 percent stake in the company. As of the end of its fiscal year on 25 June 2005, the company had 395 stores, 198 franchise outlets, and 26 Cafs all over the U.K and Ireland, over 4,200 employees, an annual turnover of 188 million, and net profits before tax of just over 8.15 million (Helmscott, 2006). The company is based in Thornton Park, a 65-acre site in Alfreton, Derbyshire. Thorntons is one of the key players in the candy and confectionery industry, a sub-sector of the global food and beverages industry consisting of companies that manufacture, process, package, market, and/or sell candies and confections, including chocolate and chewing gum. Business Insights/Datamonitor (2005) reported that the global confectionery sector had an annual turnover of 122 billion growing in value at 3.9 percent yearly. The biggest group in the sub-sector are companies that sell chocolate confectionery products, which accounts for 53.8 percent of total turnover value, followed by sugar confectioneries, sweets and candies (32.8 percent), and gum (13.4 percent). The U.K. confectionery market, one of the biggest in the world, had total sales of 4.53 billion in 2005 growing at approximately 4 percent each year. A few companies led by Cadbury Schweppes, Mars, Nestl, Kraft, and Wrigley dominate in the U.K. market. Thorntons (188 million in sales) is in sixth place, followed by Barry Callebaut, ADM Cocoa Hull, Dunhills (Pontefract), and Renshaw Scott (with a turnover of 58 million) (Swetenhams, 2006). Characteristics of the Confectionery Industry Sector The confectionery sector had its heyday in the 1970s, as sales trebled whilst food expenditures doubled in the decade. By the late 1980s, annual sales growth slowed down to 2 to 3 percent, characteristic of a mature industry. The market in the early to the late 1990s was therefore becoming saturated whilst manufacturers continued to expand production and retail outlets to match what was until then perceived as booming demand. The 1980s also saw a wave of acquisitions that produced two industry giants: Cadbury Scweppes and Nestl. Confectioneries are non-essential foodstuff but are regularly purchased by a very high proportion of the population as an indulgence, a gift, or a

Attend a live concert( this year) and report on it. You must include Essay

Attend a live concert( this year) and report on it. You must include proof of your attendance - Essay Example Record responses to the performances in the concert. What was good or bad and what made it so? Be specific. If it was a group concert, how did the performers work as an ensemble? ?What kinds of themes, messages or ideas came across to you in the concert? What did the experience cause you to think about or feel? ?Comment on the visual impact of the concert: setting, lights, concert dress, movement. How did these add to or detract from the mood and power of the music? What did you notice about audience behavior? (500 words) The date of the concert is on Monday, March 28th, 2011, at 8 p.m. PDT. The location of the concert is at the Staples Center in Los Angeles, California. The performer was Lady GaGa. I loved this performance. It was dynamic, fun, engaging, and it was everything I was hoping for in a concert. The general style of the music was poppy (a la pop music similar to something that Madonna, JLo, Mariah Carey, or Britney Spears might put out). There were some cultural implicati ons that were related to the work done in class. I realized how much our society has become so highly sexualized. That is definitely apparent in the music of Lady GaGa. Her music is soaked with sexual innuendo. Her show just reeks of sultry seductiveness. She has the allure of a porn star and the stage presence of a pole dancer. No one can ignore Lady GaGa’s amazing power which draws you in, like a tide drawn to the Supermoon.

The History of Blood Gangs in Los Angeles Essay

The History of Blood Gangs in Los Angeles - Essay Example The locals often feel that the immigrants and the minorities are looting their job opportunities and destroying the White dominated American culture and their national identity. In short, both the minorities and the majorities in America are looking suspiciously at each other which resulted in the formation of violent gangs for fighting against the opposite groups. The Bloods are one such African American gang formed in Los Angeles in 1972 mainly to fight against another African American Gang; The Crips. This paper analyses the history of Blood gangs in Los Angeles. As mentioned earlier, The Bloods gang was formed in 1972 Los Angeles, California in 1972 and it is active even now. Even though, it was founded in Los Angeles, currently it is operating across America. Murder, drug trafficking, robbery etc are the major criminal activities of this gang. Even though, Crips was the major enemy group of Bloods, they also fight against other criminal groups such as Folk Nation, Surinos etc. T he formation of Bloods can be attributed to some severe conflicts and differences occurred in the Crips gang about the nature of their attack. Majority of the Crips gang members made no segregation while attacking others whereas some of the Crips members were against the attacking of innocent people. The Crips gang was the prominent violent gang in America before the formation of The Bloods. Crips was formed in the 1960’s for conducting robbery and drug trafficking. In 1972, a group of Crips gang consisting of around 20 members attacked a small group of innocent young men for robbing their wallets and leather jackets. An innocent young man called Robert Ballou was killed in this attack, even though he was not a member of any other gangs. The killing of Robert Ballou has created lot of conflicts in the Crips gang about the objectives of the Gang. Some of the gang members (Piru Street Crisps) argued that killing of innocent people cannot be justified while others argued that no segregation is necessary while conducting their missions. Piru Street Crips with the help of Leuders Park Hustlers and some of the other enemy groups of Crips such as The Brims called a meeting and discussed the strategies to counter the threats of The Crips and the necessities of forming another gang to counter the threats from common enemy; The Crips. The meeting decided to select a new flag in red color for the new gang formed and named the new gang as The Bloods (Bloods Gang Knowledge, n. d, p.1). â€Å"Investigative reports in 1991 placed Crips or Bloods in 32 States and 113 cities† (Walker, 2011). As per the current statistics, no American state is free from the activities of the Blood gang. In different states in America, the Blood gang operates in different sets and names; however, the word, Blood is a part of their gang name everywhere. Some of the Blood sets have members from even female community. The Blood do not have a common or national leader even though diffe rent sets of Blood have regional leadership. The regional leadership or the set leadership is often appointed based on the experience and the severity of the crime committed by the set members. Set members are often referred as soldiers. â€Å"By 1980, there were 30,000 gangs members in Los Angeles County,

Business strategy Assignment Example | Topics and Well Written Essays - 1750 words

Business strategy - Assignment Example Evaluation of different tactics for Leeds University Growth in the business is a complex and multifarious aspect but is a highly desired phenomenon for the organizations unanimously. Business growth stands synonymous to business outcome, which signifies the achievement of business goals, increasing the number of employees, enhancing the value of the business related to the stakeholders and enhancing the profit or the sales of the business. New ventures or strategies consist of processes that are related to the capabilities and resources of the organization (Kariv 477). The University of Leeds is ranked as the second largest university of United Kingdom (UK). This university is a significant player in the higher education of UK and has built its reputation on the basis of quality, volume and breadth of research and education along with its diverse portfolio of research excellence. The university has implemented various strategies in order to integrate education, scholarship and world- class research in order to secure a position among the top 50 universities in the world. Through these steps, they aim to create an impact on the global society. Along with achieving academic excellence, the organization also aims to form an efficient, effective and sustainable organization that would promote a healthy workplace, standardised processes and sustainable environment. Financial stability and appraisal of the university staff is also given equal importance in their strategy (University of Leeds â€Å"Strategy Map.†). Therefore, it can be seen that for attaining the world class position, the university has not only framed strategies related to their business, but has also employed resources that will be responsible for delivering the results. Thus, the strategy will lead to substantial growth. 2. Grounds based on which suitable future strategy are chosen for Leeds University To decide on a strategy, the managers devote considerable amount of energy and thought proc esses on considering and reconsidering the future and the present scenario of the organization. Creating a strategy is highly dependent on the scenario analysis and assessment of the business opportunities. Strategy scope plays an important role in this context. The University of Leeds is operating in a rapidly changing business environment where it requires addressing the scope which presents them with an opportunity. The scopes that the university requires to address are product or service scope, customers scope, geographic scope and the stakeholder scope (Fahey and Randall 23-28). Firstly, for University of Leeds to position itself among the top 50 universities, the product and services that they offer plays a significant role. The product and services that is education should be as such, that it develops outstanding scholars and graduates. Hence, the primary focus should be on methods to enhance the product to make it better. Secondly, in case of the customer scope that is the s tudents, the university should deliver their education in such ways that high quality students are developed who in turn will impact the global society. Thirdly, geographic scope is an important parameter for the success of the university. In order to create an impact on the global front, internationalization of the university is very important. This requires expansion of its geographic limits. Lastly, maximization of stakeholder’s value and meeting their expectations are significant for sustainability of the organizati

A Desire to Be Seen. Family Caregivers' Experiences of Their Caring Essay

A Desire to Be Seen. Family Caregivers' Experiences of Their Caring Role in Palliative Home Care - Essay Example Mr. James does not wish to be admitted in a hospital or a nursing home, which is why Mrs. James had agreed to look after him at their home. This condition had been discussed with the General Practitioner, the district nursing team and the palliative care team, who agreed to Mr. James' conditions and chose to support his wife. She took on the role as Mr. James' informal care giver voluntarily as she values the time that she has left with her husband. However, there were instances when Mr. James was feeling severely ill and his wife was uncertain as to what needs to be done to attend to her husband. She immediately contacted the GP, the district nursing team, and the palliative care team for support. In spite of the fact that Mrs. James cherished the moments that she was able to care for her husband, there were times that she felt powerless and helpless. Her husband's condition caused her emotional and psychological stress. After several days of caring for her husband, she started to q uestion whether she made the correct decision. The team opted to advise Mrs. James to undergo a two day intensive palliative care course at the Dorothy House as a means for her to overcome her distress. She felt that she must be able to have a strong grip and command of her emotions so as not to show any signs of insecurity, fear and anger. Seeing his wife strong made a big difference on Mr. James' passing. He died a peaceful death at his home. After Mr. James' death, the palliative care team went to Mrs. James to reassure her and offer her support. The main issues of the care plan constitute of the following: pressure area care; pain; challenges in looking after home; comfort; wife's/family's stress; promise to keep, access or the availability of palliative care team as and when needed; psychological support; and management of medication. The article that the researcher has chosen is entitled "A Desire to Be Seen - Family Caregivers’ Experiences of Their Caring Role in Palli ative Home Care" by Linderholm and Friedrichsen (2010). Main Body (Part 1) The article "A Desire to Be Seen: Family Caregivers’ Experiences of Their Caring Role in Palliative Home Care" was presented clearly. The context of the study can be understood easily as the choice of words was succinct and direct to the point. The researchers began to elaborate on the definition of palliative care and the role it serves in primary health care. The researchers presented the fact that patients diagnosed with life threatening conditions who prefer to stay at home although being attended by health care professionals, require an informal caregiver in order for palliative care to be successful. The focus of the study is important because it presents the necessary care that must be provisioned to terminally ill patients in which most people are not aware of (Gerrish and Lacey, 2006). The aim of the study was to explore the experiences of an informal care giver of a dying relative who is admi tted in a primary healthcare facility. The study intended to delve into the aspects of the caring role and support rendered during and after the patient's illness. The research aim was specific and well defined. Methodology The study employed a qualitative research design that made use of a hermeneutic approach. It is appropriate that the researchers have chosen a qualitative approach because the objective of the study is to explore the experiences of the informal care giver during the patient's illness and after they died. In that regard, the data gathered were interviews concerning the first hand account narration of the informal carers (Nieswiadomy, 2008). It is applicable in answering the aim of the study

Business strategy Assignment Example | Topics and Well Written Essays - 1750 words

Business strategy - Assignment Example Evaluation of different tactics for Leeds University Growth in the business is a complex and multifarious aspect but is a highly desired phenomenon for the organizations unanimously. Business growth stands synonymous to business outcome, which signifies the achievement of business goals, increasing the number of employees, enhancing the value of the business related to the stakeholders and enhancing the profit or the sales of the business. New ventures or strategies consist of processes that are related to the capabilities and resources of the organization (Kariv 477). The University of Leeds is ranked as the second largest university of United Kingdom (UK). This university is a significant player in the higher education of UK and has built its reputation on the basis of quality, volume and breadth of research and education along with its diverse portfolio of research excellence. The university has implemented various strategies in order to integrate education, scholarship and world- class research in order to secure a position among the top 50 universities in the world. Through these steps, they aim to create an impact on the global society. Along with achieving academic excellence, the organization also aims to form an efficient, effective and sustainable organization that would promote a healthy workplace, standardised processes and sustainable environment. Financial stability and appraisal of the university staff is also given equal importance in their strategy (University of Leeds â€Å"Strategy Map.†). Therefore, it can be seen that for attaining the world class position, the university has not only framed strategies related to their business, but has also employed resources that will be responsible for delivering the results. Thus, the strategy will lead to substantial growth. 2. Grounds based on which suitable future strategy are chosen for Leeds University To decide on a strategy, the managers devote considerable amount of energy and thought proc esses on considering and reconsidering the future and the present scenario of the organization. Creating a strategy is highly dependent on the scenario analysis and assessment of the business opportunities. Strategy scope plays an important role in this context. The University of Leeds is operating in a rapidly changing business environment where it requires addressing the scope which presents them with an opportunity. The scopes that the university requires to address are product or service scope, customers scope, geographic scope and the stakeholder scope (Fahey and Randall 23-28). Firstly, for University of Leeds to position itself among the top 50 universities, the product and services that they offer plays a significant role. The product and services that is education should be as such, that it develops outstanding scholars and graduates. Hence, the primary focus should be on methods to enhance the product to make it better. Secondly, in case of the customer scope that is the s tudents, the university should deliver their education in such ways that high quality students are developed who in turn will impact the global society. Thirdly, geographic scope is an important parameter for the success of the university. In order to create an impact on the global front, internationalization of the university is very important. This requires expansion of its geographic limits. Lastly, maximization of stakeholder’s value and meeting their expectations are significant for sustainability of the organizati

Nielsen Nugget Case Study Example | Topics and Well Written Essays - 500 words

Nielsen Nugget - Case Study Example Also, according to competitiveness, it has the lowest yet it constitutes of the large amount spent by consumers compared to other segments. Therefore more targets to this attitudinal group will help the company to take the advantage of the slight growth in the market. Based on the behavior of different consumer under different conditions, among those who use the Premium people type of coffee, the old singles and couples would be appropriate to target with promotions. This is because they compose of the largest population in the market and by attracting them to use premium people more sales will be realized and hence awesome beans would be able to take the advantage of the slight growth in the coffee market. Some of the promotion strategies that could be used in this demographic segment includes: better and enhanced packaging, better distribution strategies, direct marketing, advertising, publicity and sales promotion. This will ensure that the target demographic group has all the information regarding the product, hence they will consume more of it. These promotions will also make the product more competitive and hence the profitability of the product will be enhanced. The other demographic group to target with promotions would be young families because this comprises of the second largest consumers in the market, if most of them could turn to the use of the product, more profits would be realized. Know about the composition of the population and their income trends in the global market and how they affect marketers. This will help in selecting the best strategy of marketing and the channel of distribution of the product Premium people. It is important to consider and understand how the population growth is shifting in different areas and for different age groups. This will help the awesome bean company to plan for the future. It will also help to cope with competition as demand changes with a change in population. Distribution

The Skillful Teacher Essay Example for Free

The Skillful Teacher Essay Introduction There has been a great deal of change taking place in the field of education over the past few years. It seems that every time we turn around a new approach is being heralded as the best in terms of teaching and helping students to excel. Most of these works come and go, as they more often than not, involve fads of sorts. With books like â€Å"The Skillful Teacher† by Stephen D. Brookfield and â€Å"Teaching Tips† by McKeachie there is hope that we can find the teacher that we always wanted to be within us. In Brookfield’s book we see a personal approach to teaching students and an approach that not only takes the students into account, but also the teacher. In McKeachie’s book we find many helpful tips that we can take into the classroom, no matter what the age of the student. In the following paper I will share with you some of the things that I have learned from these books and how I can utilize them in the classroom. Experiencing Teaching. Brookfield essentially asks the reader, the teacher, to look at teaching, to examine what they love about teaching, perhaps why they got into teaching, and use that knowledge as a foundation for the process. Brookfield offers suggestions, but seems to primarily rely on the intelligence and passion of the reader for the development of their own unique vision as it involves teaching. Learning is not a predictable and stable reality. There are rhythms to learning and students, as well as teachers, will often find themselves at a point where they are essentially stagnating as they have reached a level of burn out to some degree. Brookfield does not ignore these realities but presents the reader with ways in which to provide new motivation for learning, new motivation that helps students, and teachers, out of established patterns. Brookfield’s method of a textbook in a narrative form is a novel idea for future teachers who can gain more from a â€Å"story† than a theory book. I found the section on muddling through to be enlightening. As teachers we never know what is going to happen in a classroom on any given day so the best we can do sometimes is muddle through and hope that we make the right decisions. As a teacher I find myself doing this sometimes but I thought it was because I havent been teaching very long. I had no idea that there were actually teachers out there that have the same. Brookfield states that â€Å"this is going to be an opinionated, some would say polemical, book† (p. 3). I believe at this point in our career, when we are either teaching or getting ready to teach the opinions of those who have experience are more helpful to us than the theory that we learn. Real live experiences tend to stick in our mind better than a theory or formula that we might be able to incorporate into the classroom. Brookfield points out how important it is to gain the trust of the students. The teacher is, after all, the teacher, not the student. The teacher’s position, in this respect, can be very fragile if the students do not trust the teacher to do their job well, but also maintain an intelligence that is above the students to some degree. If a student does not trust that the teacher knows what they are doing, they will not listen to what the teacher presents. The example that Brookfield used (p.4, 5) regarding how to get students to open up and actually take part in a discussion is a breaking point for all teachers. This information will be helpful to me in â€Å"ALL† future classes. As an instructor at the college level, the only way that I know if my students understand the material that I have given them is an open discussion of the material. Unfortunately at times the silence is deafening. While I understand that Brookfield’s work primarily addresses adult students, college students many of the things that he mentioned can apply to students of any age. Again, this is an important aspect of teaching and learning for a student who feels motivated to become involved in discussions will feel that they are part of the process, that they are part of the teaching process. And, along the way they, as well as the other students, learn more than they thought they would. As Brookfield points out, too often students are not approached as though they were adults, a reality that Brookfield sees as very damaging to the teacher and learning process. Bearing this aspect in mind we see this first chapter as intriguing and very enlightening for college students do not need to be forced to learn, as though they were children. Students need to be approached as adults, from a teacher who is an adult and who is passionate about the entire learning process. Brookfield admits that emotional problems, emotional outbursts will occur while teaching. He does not avoid these realities, but addresses them and provides many helpful perspectives a teacher can take in dealing with such. Feedback Since some students really do have a hard time with open discussion in the classroom the one minute paper is a tool that can be utilized to find out if the teacher is actually getting pertinent information across to the students. We all know that students shake their heads in agreement so they can get out of class, but we never know if they actually understand what we are talking about. This is a tool that I plan on implementing in my classroom in the future, several times within the semester just to make sure that everyone is able to understand the information that I am trying to relay. I believe that the muddiest point (Brookfield, p. 38) will also be a significant point within this one minute paper. While I know that we should not try to control what the students write, because it inhibits their critical thinking, they might actually need some structure as to what they should put into their paper. In my experience, when asked to do a paper of any type, students always want to know what is expected of them so I might just throw things out for them that they might include in this one minute paper such as: â€Å"What was the most confusing thing that we covered today†; â€Å"Do you think anything that we discussed today will be important to you in your future? If so, what and why? †; â€Å"Tell me what I could have done today to help you learn the information better†. Since I teach an oral communication this will be a new experience for both the student and me, but I feel that I can glean good feedback by utilizing this method. Participation/Nonparticipation In McKeachie’s â€Å"Teaching Tips† (p. 45) the section on nonparticipants was something that I could relate to because it is so difficult sometimes to get some of the students to participate in any type of discussion. You never know if they have actually read the material assigned or if they just dont like to talk in class to a bunch of strangers. I really dont like to think that my students are bored but when students have a textbook for another class out reading it while you are lecturing, you have to wonder if you are that boring or if something else is just more important at the moment. In the discussion monopolizer section (McKeachie, p. 48) it stated that â€Å"if you have worked on nonparticipation effectively, the discussion monopolizer is less likely to be a problem†. Unfortunately there seems to always be that one student who wants to be the center of attention and they wish to talk (a lot) even if what they say has no relevance to the subject at hand. There have been times in my classes when I ask questions and continually have the same person answering the questions that I actually say; Now someone besides (blank) give me an answer. Sometimes teachers have to do this, not in an effort to embarrass the student but more so to give other students an opportunity to speak. The section in McKeachies â€Å"Teaching Tips† (p 45) about nonparticipants was extremely important to me. Because â€Å"most students are used to being passive† it is very difficult to get them to participate in an oral communications class. There is always so much apprehension from students that is difficult to get some of them to participate in anything that the class does. I spend a huge amount of time coming up with ways to get the students to participate in a manner that relieves their apprehension and anxiety. Some students right out of high school just dont have the experience in public speaking or people meeting skills that they need to get involved. Another instructor in my department gave me the idea to pair students up or put them in small groups of four or five and give them an opportunity to do different exercises to get everyone involved without having to be the center of attention for the whole class. Having rant sessions seems too pull these students out of their comfort zone of silence, because there is generally something that everyone has bottled up inside that theyre just waiting to get off their chest. Brookfield (p 141) talks about grading for participation by establishing clear criteria for effective participation. He states that this should be done in the syllabus but I do not think that it has to be that specific in the syllabus. There are different ways to have participation such as in groups. I like to break my class up into small groups of 4 or 5 on a regular basis to have them discuss issues and solve problems. Sometimes its just easier for shy people to talk in a much smaller group. I guess that what Im doing here also ties into the scaffolding discussion and the circle of voices (Brookfield, p 143). Lecturing Planning lectures and developing power points are an important part of teaching. In order for students to be able to learn they should not rely solely on the power points for their notes. Note taking is a valuable skill that students need to learn and keep throughout their college careers. Teachers should put key words on the power points and sometimes fun things that will get their attention. When planning a lecture an instructor should try to make sure that they use words that everyone understands and use everyday examples in them. I always make sure that Im asking the students questions as we go along to make sure they understand, even if its just What do you think or â€Å"Can you think of any examples of this? . It seems that teachers too often merely teach. They merely recite the information the student should know, expecting that the students are listening and taking notes. They do not stop to listen to whether or not the students are actually responding to anything that is being taught. And, conversely, what happens is that the teacher has no real response to teaching. As such, Brookfield illustrates how teachers can become aware of what they are doing, and approaching the entire endeavor of teaching from a responsive position. Brookfield offers suggestions to the reader for encouraging students to listen, for creating new ways to lecture that can get the students’ attention. Lecturing has often been a difficult part of teaching, as Brookfield indicates, due to the fact that learning habits instill in the student the belief that a lecture will be boring and will offer no sense of creative thought. As far as lecturing creatively, I read Chapter 6 (Lecturing Creatively) with great interest because I want to make sure that I am doing things in my classroom that work out best for my students. Brookfield stated that we need to be clear about why we lecture (p 99). Having been in classes where the lectures absolutely put you to sleep, I want to avoid this in my classes. I tell my students to look over the chapter(s) that we will be covering in class the next session, with the motive being open discussions. McKeachie (p 56) tells us to make sure we present up-to-date information, to summarize the material, adapt the material to the students, help the student read more effectively and to focus on key concepts or ideas. When lecturing, teachers should try to break the material down into language that the students understand and make it as concise as possible. Talking to the students and then asking questions to get them to try to discuss things seems to be a better way to try and get the information across to students. I always try to give them several examples of anything that I am trying to teach them (any new concepts). This opens the door for more discussion, especially as the semester continues and the students get more comfortable with the instructor and their classmates. Testing and Assessments  McKeachie (p 73, 74) discusses methods of assessment. He talks about being open to trying something different and I think that this will be beneficial to the students. History tells us that if a student fills their head with information that they will be asked to regurgitate on a test and it is not interesting to them, they will not retain this information any longer than necessary. Unfortunately some departments require that you administer tests in order to dole out a grade. In my case there are specific guidelines that are given, that we as instructors are supposed to teach and test on to meet certain criteria. Sometimes the information in a basic text book can be confusing if there is not any discussion that goes along with it. Giving students an opportunity to ask questions about what will be covered on the test and encouraging them to think about it for several days before the test so that they can get any questions answered is a method I use to get see what information the students know and do not know. I think that one of the most common methods for checking for understanding is tests or quizzes that we give our students. I like McKeachie’s (p 300) approach of having students paraphrase things for you. This is a method that I utilize quite. I don’t want to test my students to death because some students have test apprehension and I don’t want to stress them out by thinking, â€Å"Oh, no. Another test! † McKeachie also talked about not just knowing how to learn, but also wanting to learn and I believe that this is a major setback for some students. Unfortunately some students are in college because their parents told them they were going. You always see some students who appear to be very intelligent but just really don’t want to be in the classroom. Class Discussions. I think that Brookfields chapter on discussion (Chapter 7) had some good ideas. It can be very difficult to get students to participate in discussion, especially undergraduate students. There are always some students in a class that just really dont have any desire to participate in any form of discussion. Im not sure if this is because they are afraid that they might say the wrong thing or that it might generate a question that they arent able to answer. Brookfield (p117) said that if a teacher makes part of the grade participation that the students think that they have to be involved in discussion to meet this obligation. I dont know if that is what all teachers expect. I dont think that any student should be put on the spot with having to come up with some type of discussion if they dont feel led to. We, as instructors, never truly know why someone doesnt talk much in class. It might just be their nature that they dont talk much. Brookfield stated (p 134) that â€Å"some students are so shy and introverted that nothing short of therapeutic intervention will embolden them to speak†. They might be the type that listens all through the class to digest the information and then wants to talk about it at the next class session. Brookfield (p 134, 135) talks about students being worried about â€Å"looking stupid†. Teachers should be aware that this might be the reason that some students dont speak up as readily. Brookfield said that instructors should announce in the class that there are no stupid questions. This should be one of the first things that students are told every semester and it should be repeated several times throughout the semester. Brookfield (p 135) recommends putting together a panel of former students for a discussion with current students to help put them at ease and I believe this something that I can incorporate into my classes. Group Learning Teachers do not use the group learning system as much as they should. I tend to believe that students learn better from each other than they do the instructor most of the time. ODonnell (McKeachie, 192) stated it right when she said that â€Å"peer learning has the advantages of interaction with a peer† and this is extremely important for young people. It sometimes builds their confidence in the information that they know. Some of the students who are less vocal might actually open up to a peer and share what they know. As far as peer tutoring I think this is something that should be encouraged in  classes. I believe that if we were to set up groups with the students who do well and those that dont do so well (as far as tests are concerned) to have them study together that it would improve the grades because I think that the peers can sometimes get the idea across to students on a level they understand. Writing McKeachie (p 214) discussed the various types of low stakes writing and that the most obvious thing to do is ask students to write about is things they are comfortable with, casual things, just exploring a topic and to encourage the students not to struggle with this too much. Low stakes writing should help build confidence in students regarding their writing. This method of writing can be used in class or out of class. Out of class this writing could be a journal. I plan to use this method of low stakes writing in my classes by having them keep a journal, probably of humorous things that happen to them, because it will go along with one of the aspect of communication where I teach about short term and long term memory. High-stakes writing requires more on the part of the student, as well as the teacher. High stakes writing requires that the writing has to be good which involves research on the part of the writer. McKeachie (p 217) points out that most readers of his book are not trained as teachers of writers. I can relate to this because I teach oral communication but there are times when I require students to write research papers so I need to become more comfortable with this type of writing. As a student myself, I have experience in writing research papers where the instructor wanted me to do exactly what McKeachie said (217) â€Å"regurgitate material from textbooks or lecture†. I believe that for high stakes writing topic selection will be the key to how good the writing actually is. I like the idea of multiple papers and drafts because I believe that the only way for you to learn to write better is to get constructive criticism. Having the opportunity to turn a paper in early for constructive criticism in order to rewrite it makes for a better final paper. With todays technology our writing suffers greatly because we depend on our software to find all the mistakes, whether spelling or grammar. Unfortunately the software might not always recognize that a word is not the correct word and it definitely doesnt always find grammatical errors. The old standby method of printing things off and reading them line by line and then paragraph by paragraph is still the best way to proofread. Technology Brookfield’s Teaching Online (p 191) was interesting but I am not a huge fan of online classes. I prefer the human interaction that you get in the classroom. I think that Brookfield (p 195) was correct when he said that it is an advantage to take an online class before you teach one. Before instructors put together an online course they should keep the three core assumptions that are mentioned in mind: good teaching is whatever helps the student learn, good teaching is critically reflective and how students experience their learning. If the students dont learn anything from an online class then it is not worth it to take the class. If there is no interaction between students and instructors, just how much is it helping the student? A good online course should require a specific number of posts expected each week in order to create good discussion. The instructor may have to guide the discussions so that everyone participates. Brookfield talks about organizing the online course work and I think that this is very important. The instructor must put just as much work into organizing and keeping up with what the students are doing in an online class as they do in the classroom. How far technology is going to take us in education? Sometimes not being in the classroom is not always the best way to learn. In other classes we have talked about the millennium student who wants to stay in their dorm room or apartment and do all their classes on line. This can be a benefit to both instructor and student or it can be a detriment to both. The teacher doesnt need to lose the people skills that they have developed after time in the classroom. In times of inclement weather though this can definitely be an attribute since colleges dont have make-up days and generally the department expects you to get through a certain amount of information. Learning Facilitating active learning in a large class is something that instructors should take seriously. The idea of forming small groups and the think-pair-share method (McKeachie p 269) is a good thing to utilize in large groups. If we put the students into smaller groups where they can discuss the material they will get more out of it. It is virtually impossible for the instructor to get the point across to every student in a large class, but students tend to learn better from their peers, probably because they are not as afraid to ask questions in small groups as opposed to in front of the entire class. Having a goal as a student is very important to our career as a student. As instructors we need to help the students realize that they will benefit from each of the classes that they are taking in some way and at some point in their life. As an oral communications instructor I not only teach them how to communicate in the business world but also teach them how to communicate with friends, family and their significant others. Building their self confidence in the classroom will only help them in the long run in the â€Å"real world†. Conclusion Brookfield’s book is a very diverse book that approaches topics not adequately addressed by other books. It is a work that touches on some of the most basic aspects of teaching. It does not focus on the political realities of teaching, nor does it set out to illustrate how all other methods of teaching are wrong. It is a thoughtful book that treats the students and the teachers as individuals, not merely part of an institution. Of course, the opinions and perspectives presented are only those of this particular writer. In light of this the student should use the information presented as a tutorial to assist them in development of their own perspectives concerning Brookfield’s book. McKeachie’s â€Å"Teaching Tips† is a valuable guide book that no teacher should be without. All teachers should have a copy of this book before they ever teach their first class. While some students sell their books at the end of each semester, this is one book that should be kept for references, no matter what age student is being taught. This book covers many (if not all) things that will be encountered in the classroom. REFERENCES Brookfield, S. D. (2006). The Skillful Teacher on Technique, Trust and Responsiveness in the Classroom (2nd ed. ). San Francisco, CA: Jossey-Bass. McKeachie, W. J. Svinicki, M. (2011). McKeachie’s Teaching Tips (13th ed. ). Belmont, CA: Wadsworth Cengage Learning.

A Review Of Literature: Bullying Effects

A Review Of Literature: Bullying Effects In this section of my thesis I reviewed articles thematically. Bond, Carlin, Thomas, Rubin, and Patton (2001) establish a relationship between repeated peer bullying and the indication of anxiety and depression in early teen years. A cohort study over a two-year period was done in Victoria, Australia. The participants were 2,680 students surveyed twice in 8th grade and once in 9th grade. Students completed a survey at school via laptop computers supplied by the researchers. Overall surveys took about 40 minutes to complete (Bond et al., 2001). Reported victimization on the first survey was 49%, 51% on the second, and 42% on the third survey. The respondents reported the following: (a) 33% reported recurrent victimization, (b) 33% indicated being bullied at one time, and (c) 33% reported not ever being bullied. The frequency of stated anxiety and depression at all three survey points were as follows: First point 16%, second point 18%, and third point 15% (Bond et al., 2001). Bond et al. (2001) found evidence that past events of victimization and reduced social interaction foresees the start of emotional problems. Prior recurring emotional problems are not notably related to impending victimization. These results have proposition for how important the occurrence of victimization is cared for and for the motivation of intervention programs focusing on mental health problems and bullying (Bond et al., 2001). Bond et al. (2001) concluded there is a strong connection between victimization and indications of depression and anxiety. Results confirmed the reasons for indication of anxiety or depression is a result of a history of victimization. Therefore, poor social relationships with peers and a history of victimization lead to problems in adolescents (Bond et al., 2001). In a quantitative research study Peterson and Ray (2006), worked together to research if gifted children were especially vulnerable to being bullied. The quantitative analysis was used to find the frequency and influence bullying has on gifted students. There were two surveys done one of which there were 432 participants who were gifted eighth graders in 11 states, these students were given verbal questionnaires inquiring if they had encountered bullying behavior, such as name-calling, pushing, hitting and other physical violence, or teasing about family, grades or appearance (Peterson Ray, 2006, p. 155). The results of the first survey are as follows: The researchers found 67 % of gifted students had encountered bullying by eighth grade, 16 % defined themselves as bullies and 29 % had aggressive ideation. Interviewed participants identified unexpressed violence, depression, and missing days of school as a reaction to bullying. Teasing about appearance, intelligence and grades, name-calling, and pushing and shoving are the most frequent kind of bullying throughout the first nine years of school. Mocking students about appearance had the most damaging outcome psychologically (Peterson Ray, 2006). The second survey was done on 57-bullied students throughout six states who were mailed individual surveys that conducted in-depth follow up questions. The quantitative survey consists of four questions: (a) having been bullied, (b) has been a bully, (c) thinking of being violent, and (d) done any violence. The results of the take home survey found males were most likely to be the bullies, be bullied, think violently, and conduct violence over females (Peterson Ray, 2006). Peterson et al. (2006) concluded by noting bullying appears to be a problem with gifted children and adolescents. Evidence is concerned with the escalation in bullying from middle school going to high school and carrying it on to adolescents. Even though after the sixth grade the name-calling and teasing go away, much stronger and violent bullying accrues (Peterson Ray, 2006). In a quantitative research study, Voss and Mulligan (2000) worked together to find out if short pupils are at risk for being bullied. There were 92 short normal teenagers who were under the 3rd percentile height at school admission. Also, taking part in this study was 117Â  controls equivalent for gender and age that completed the bullying survey. Throughout the bullying survey the study confirmed there was no major gender or social class distinction between the groups. The majority of the ages were around 14 years old and their height was around four to five feet. More short students informed they were bullied at some time in middle school more so than the controls. The study has revealed that shorter boys are more than twice as likely to be victims of bullying then as for the control boys. Bullying also saddens shorter boys much more than control boys. In many of the cases bullying had stopped, but significantly more short pupils than controls, regardless to sex, reported current bullying (Voss Mulligan, 2000, Subjects, Methods, and Results section, Â ¶ 1). Voss and Mulligan (2000) concluded by stating bullying is happening in schools and is harmful to the victims. Generally, victims stated to be more vulnerable than their bullies. This would imply very short students are less likely to be the attacker and more likely to be the victims. The growth study allowed them to observe the occurrence of bullying, as experienced or perpetrated by pupils of different heights (Voss Mulligan, 2000, Comment section, Â ¶ 1). According to Yoneyama Rigby (2006) bullying behavior has an effect on the students perception of the school environment. Research has shown that lesser quantities of bullying behavior are found in schools with a positive school environment. It was hypothesized that judgments of classroom climate would be less positive among students who were identified as (a) bullies, (b) victims, and (c) bully-victims than others who are not involved in bully/victim problems (Yoneyama Rigby, p.36). There was three different questionnaires developed using the following measures: (a) the school climate scale, (b) the victimization scale and (c) the bullying scale. The questionnaires were given to 531 students attending grades eight and nine in Australia. The subjects were taken from five different schools. Average age of the subjects was 14.1 years, for males and 13.9 years for females. In this study, students were only allowed to participate with their parents permission (Yoneyama Rigby, 2006). The average score obtained by Yoneyama Rigby (2006) suggests that the observed school/classroom environment was not negative at the five schools used in the study. The female students rated the classroom climate more positive than the male students. The male students were more likely to be involved in bullying than the females. The male students were also reported to have been involved in more bully/victim problems than the females. Yoneyama Rigby (2006) concluded that students who are involved in some sort of bully/victim problem have a less positive view of the school climate than those students that had no involvement in bullying. The results show that there may be a link between the perception of the classroom climate and student learning. It seems likely that the negative perceptions of school climate that are characteristic of students involved in bully/victim problems may serve to hinder their learning and to disadvantage them academically(Yoneyama Rigby, 2006, p.40). Entenman, Murnen, Hendricks (2005-2006) investigate how bullies and bullying actions are showed in K-3 childrens books published from 1995-2003 and how teachers can utilize these books to inform students about bulling in their classrooms. In the study, 25 books about bullying were selected based upon the criteria set by Jalongo (1983). A subject study was performed on each book to identify the behavior of the bully. The behaviors were broken into different categories: (a) physical intimidation, (b) name-calling, (c) stealing, (d) verbal intimidation, and (e) teasing (Entenamn et al., 2005-2006). The reviewed childrens books showed the roles of the bully, the bystander and the importance of adult involvement when bullying takes place. Entenman, et al. (2005-2006) suggests the teacher can take part in a big job by stopping the actions of the bully early on before the behavior has the opportunity to become part of the childs everyday life. It is significant to communicate that the victim in each of the stories used was capable of rising above the problem and get back their self-confidence by the end of the book, with the help of an adult (Entenman et al., 2005-2006). Research has shown that childrens literature is an effective way to help children resolve problems. Using these books in the classroom is one way teachers can help reduce bullying and discourage bullying behavior. The primary goal of this study has been to give the teachers a list of books that they may be able to use in their classrooms when bullying occurs. Entenman, et al. (2005) inquires about the correlation of labeling a student as a bully at an early age and the ramification of victim blaming and the schools role. The only way to answer these questions is with more research on the subject of bullying and its impact on children (Entenman et al. 2005-2006),. Salmon and James (1998) used a quantitative methodology to examine the psychological health issues of students being bullied. This study assessed: (a) indication of anxiety and depression in bullied students, (b) self esteem in bullied students and students that were not bullied; and (c) self esteem for both bullies and those who were not bullies. Four questionnaires were anonymously completed by the 904 participants aged 12-17. Two secondary schools were used for this study. The first school is in a low income area. The second school is in a high social class area (Salmon James, 1998). Salmon and James (1998) found that boys aged 12-13 with high anxiety and lying scores were most likely to be bullied at the low income school. Boys aged 15-16 with low anxiety and lying scores and high depression scores were most likely to be bullies at the high social class school. Girls ages 13-14 in the advantaged school with low anxiety and lying scores were least likely to be bullied. Girls aged 12-13 with high anxiety and lying scores and low depression were least likely to be bullies (Salmon and James, 1998, Subjects, Methods, and Results section, Â ¶ 2). The study concludes that the low occurrence of bulling may show the value of bullying intervention programs already implemented at the two schools that were assessed. A new finding from this study is the link connecting an excessive depression score and being a bully (Salmon James, 1998). Bishop JH, Bishop M, Bishop M, Gelbwasser, Green, Peterson, Rubinstaj, and Zuckerman (2004) explore the relationship between study behavior and academic engagement of individual students, the norms and attitudes of close friends, and the peer culture of school. The study is particularly interested in how the academic orientation of students and their close friends invites or protects them from harassment (Bishop et al., 2004, p.236). A qualitative research design was used. The participants were from eight New York State suburban high schools. Surveys were done by 35,000 students at 134 schools and information was examined. Interviews and respondents were matched on gender (Bishop et al., 2004). The study found harassment and bullying are directed toward students who are rejected by their classmates. Surveys conducted in 1998 and 1999 found that 13.1% of boys and 6.7% of girls were teased, insulted, or made fun of almost everyday. Another 19.5% of boys and 13.3% of girls were insulted to their face about once a week (Bishop et al., 2004, p. 237). Male outcasts are usually harassed in front of others. Certain types of achievement: (a) athletic, (b) funny, (c) friendly, (d) popular, and (e) attractive are better in the eyes of students classmates. However, for academics, a slightly above average rank of school effort and accomplishment is the norm. One is approved for going beyond it. Students feel that if a peer is smart they are lucky. Students describe nerds as asking a lot of questions and not having fun in their spare time (Bishop et al., 2004). Bishop, et al (2004) found that harassing students poison the school climate teachers attempt to create. To many students at the primary school level, nerds demonstrate that the teacher should be expected to help learn. The secondary school students are saying to them that reliance on teachers is babyish. Schools need to represent the position that school is always about learning and getting an education, and students are suppose to work hard. Schools with the most commanding teachers indicate considerably lower levels of student harassment; students studied together more often, were more occupied in class, and finished homework on a daily bases (Bishop et al., 2004). In an article written by Brown University (2006) it indicates children at elementary school level are involved in bullying either by being the bully or being the victim due to being sad, not belonging, or feeling unsafe. This study was carried out in a West coast urban public school district. There were 3,530 students from grades three through five with an average age of 9.6 years who took part in a thirty-seven questionnaire survey. Survey results showed that 22% stated they took part in bullying as both a victim or as the bully. From the 22% being involved with bullying 6% reported always being bullied, 14% reported bullying others, and 2% reported being the bully as well as being a victim. This study done by Brown University (2006) also indicates 71% of students surveyed state the playground is the most common place where bullying happens (Brown University, 2006, p. 4). Brown, Birch, and Kancherla (2005) wanted to understand the behavior of bullies by searching for the viewpoint of young children, to determine if they thought of bullying as a problem. They wanted to know what the children would do if they were bullied and what they did when they witnessed someone being bullied. One thousand two hundred twenty-nine children between the ages of 9 and 13 were sampled. The students were from seven different states, and 31 different schools. Students could only participate in this study if they got permission from their parents (Brown et al., 2005). Students were given a variety of closed end questions with anonymity being protected. The questions consisted of two demographic questions and eight questions on their individual experiences with bullying. The results of the data collection were compared using a chi-square analysis. One third said they had been bullied once in a while, another 15% admitted to being bullied weekly. Six out of seven said they were never afraid of going back to school as a result of bullying. One half of the students respond to bullying by fighting back and only 8% said they try to talk it out. One fourth of the students believe bullying to be cool. Over 40% of students admitted to bullying at some point in their life with only one in five frequently bullying, more than once a week. The study concludes although boys indicate being victims of more every day bullying, the girls were more likely to inform a teacher (Brown et al., 2005). The student responses seem to be consistent, that is, if the student is bullied and tries to talk to a bully they will usually step in and help another student who is being bullied. The same goes for the opposite, students who fight back when they are bullied tend to be involved during other bullying incidents. In almost every category, according to the student addressing the issue through lesson is the least effective way to stop bullying. This dichotomy of victims may point to the need to customize anti-bullying campaigns. Specifically, victim-bullies need to understand the difference between what they perceive as self-defense and bullying (Brown, Birch, Kancherla, 2005, p.390). Chapell, Hasselman, Kitchin, Lomon, MacIver, and Sarullo (2004) conducted a study of 119 undergraduates from an eastern university and discovered students who were bullies or were a bully-victim in elementary school and/or high school were also bullies or bully-victims in college. This study found there is more bullying in elementary schools than in high schools. At the elementary school level the bullying rate is at 14% and by the end of high school that rate drops down to 2%. According to the study those students who were bullied in elementary and high school experienced more verbal bullying than social bullying or physical bullying (Chapell et al., 2004). A study of 154 5th-grade students in a rural area in Georgia was conducted by Pellegrini, Bartini, and Brooks (1999) to find the factors linking the group connection and victimization in early teenage years. The participants were given a class list and the researchers requested participants to put their classmates in categories of whom they were friends with, who they liked the most, and who they liked the least. This study concluded bullies tend to group with other bullies due to their aggressive behavior toward others. Pellegrini, et al. (1999) also concluded victims of bullying tend to be friends with other victims. Bullies tend to have a positive view on bullying and victims have a negative view on bullying; which allows each group to become friends due to having the same view about bullying (Pellegrini et al., 1999). Pellegrini, et al. (1999) also distributed Olweuss Senior Questionaire to each participant. The questionnaire asked the participants five items about bullying other students, nine items about experience to direct and indirect victimization, and three items about individuals negative attitude toward bullying. Next the students were put into three groups; bullies, victims, and aggressive victims. Out of these participants 14% were put in the bullies group, 18% in the victims group, and 5% were aggressive victims. In this study bully results connected to anger and temperament. It was found that the leaders of the bully groups are those who use anger successfully. They also seem to validate their negative actions by having positive attitudes toward bullying. As for the victims group they do not support the use of anger to get things done. However, they may use proactive anger as a reaction to being bullied. This is an adaptive strategy used commonly among victims. These outcomes are also consistent with intervention work, if students in schools do not accept bullying rates of victimization decline (Pellegrini, et al., 1999). Dake, Price, and Telljohann (2003) explore the occurrence of school bullying actions and examine the connection between bullying and academic problems. The responsibility of school staff in bulling prevention is also explored. A quantitative research design was used in diverse settings, including Norway, Sweden, Denmark, Finland, Germany, Spain, Scotland, Austria, Japan, Canada, and the United States. The participants are all elementary school students in grades one through five. The frequency of victimization varies from a low of 11.3% in a sample of 5,813 students in Finland to a high of 49.8% in a nationwide sample (7,290) of students in Ireland. In the Unites States the estimated amount of students being bullied is 19% (Dake et al., 2003, p. 173). Studies agree a connection between bullying and academic performance exists but studies are not coherent in their results. A British study of children ages 8-13 found a harmful relationship between being bullied and the level of scholastic ability. The same study also showed a harmful relationship between children who bully and the level of scholastic ability. For the British both bullies and their victims demonstrated poorer scholastic ability. A comparable age study of children from the United States found victims and bullies suffered lower academic aptitude. Other school associated issues such as school changes (doing well in class, following school policies, completing homework) and school connection (getting good grades, being content at school, realizing school is serious). Students involved in school bulling had low levels of school adjustment and school bonding. The bullied were affected more than the bullies. Bullies were 2.1 times more likely to feel separated from school t han those not involved with bullying (Dake et al., 2003). In Pattersons (2005) article they define bullying for primary school children as when people are mean to someone or hurt them on purpose (Patterson, 2005, p. 27). This article brings a variety of other studies into his article. Collins et al. (2004) describes different types of bullying such as; physical bullying can be shoving, kicking, or hitting and direct verbal bullying includes spreading rumors, social exclusion, and telling tales (Patterson, 2005, p. 27). Royal College of Psychiatrists suggests 1 in 4 primary students are bullied (Patterson, 2005, p. 27). While Aggelton et al. (2000) says between 5% and 10% of children experience long-term persistent bullying which actively interferes with their mental health (Patterson, 2005, p. 27). Pattersons (2005) article continues on to say in the study done by Karstadt and Woods (1999) they indication a connection between mental health issues and bullying, with children often experience lowered self-esteem and depression. Thompson et al. (2002) suggest bullies experience more negative feelings and thoughts about themselves than their peers (Patterson, 2005, p. 28). For example: The bully may have problems of their own, maybe they will get bullied themselves, they are scared of getting picked on, they want to brag and seem strong, or many do not like themselves and so they pick on others. Kumpulainen and Rasanen (2000) state later in life children who have bullied remain troubled and they may be violent with criminal behaviors and convictions (Patterson, 2005). Greens (2007) research states statistics about students who committed suicide due to being bullied at school. This was from a studied done by Greenbaum (1991). The study states in Norway in 1984 three middle school students committed suicide after being bullied by classmates. In another study done by Barone (1997) the Japanese government reported a 13 year old hung himself after being bullied by classmates and gang members in his school and neighborhood (Green, 2007, p. 333). In Littleton, Colorado in 1999 two students committed suicide after killing 13, because they too had been victims of bullying (also known as the Columbine shooting) (Green, 2007). Dulmus, Sowers, and Theriot (2006) hypothesize a better understanding of the bully-victim, victims, and rural school bullying will be obtained from this study. The knowledge gained from this study will guide future studies as well as school or community based intervention programs to help the victims of bullying. The subjects studied were 192 primary and secondary school students from three different rural areas. The area of this study is severely poverty stricken. Nearly 43-61% of the participants get free or reduced lunch programs and about 12% do not even have a telephone in their homes. The student population is 98% Caucasian. Parent consent forms were signed before the study took place (Dulmus et al., 2006). The students completed an Olweus Bully/Victim Questionnaire was designed for students grade three to ten. The questionnaire consists of 56 questions pertaining to perceptions, observations, and participations about different aspects of bullying in their school. Dulmus, et al. (2006) states for this study any student who reports experiencing any of the bullying behaviors at least two to three times a month is classified as a victim. The results read using chi-square and multivariate analysis of variance (MANOVA) tests. Of 192 children in this study, 82 have experienced some type of bullying at least two to three times a month during the three months prior to data collection, including 60 victims. The other 22 victims meet criteria to be both bullied and a bully, or a bully-victim. This group is 11.5 percent of the total sample or 27% of the victim sub sample (Dulmus et al., 2006, p. 21). School-based intervention programs are an important feature that will be needed to counteract the bullying in the schools. According to Dulmus et al. (2006) participants who are victimized are more terrified of bullying. Forty to fifty percent of the participants state educators do little or nothing at all to offset the bullying in the schools. The study concluded future research needs to be conducted in order for victims needs to be met (Dulmus et al., 2006). Anti-Bullying Programs Dake, Price, and Telljohann (2003) found intervention of school bulling needs to become the number one concern. Peer intervention programs to decrease bulling have had modest results. The best approach to have is for the whole school to participate. The whole school participation would combine multiple activities to decrease bullying. To assist schools in the United States to determine what method of bully prevention works best, more studies need to be completed (Dake et al., 2003). In a study done by Siris and Osterman (2004) a group of elementary school teachers decide to do an action research in their classrooms school wide. These teachers noticed the victims of bullying in their school differed from their peers by looks, culture background, clothing, or actions. These victims tend to be lonely and insecure. The teachers study their classes for three weeks and identified conditions in which students picked for the study that experienced a sense of belonging, capability, and independence. The teachers began to pay more attention to students that were victims and ask the students more personal questions throughout the week for instance: What did you have for dinner last night or what do you do for fun (Siris et al., 2004, p. 290)? This action research concluded once the teachers started to pay more attention to these students and giving positive reinforcement they felt better about themselves, they were happier, enjoyed coming to school, and other students trea ted them better. An anti-bullying program could be as little as paying more attention to victims of bullying and giving them positive feedback by teachers (Siris et al., 2004). According to Whitted and Dupper, (2005), some of the best practices for preventing or reducing the prevalence of bullying within schools are as follows: (a) school-level interventions, (b) classroom-level interventions and (c) student-level interventions. A school-level intervention develops classroom and school wide rules prohibiting bullying and promote modeling of respectful and nonviolent behavior. (Whitted Dupper, p. 169). The message of bullying will be taken seriously is the message that needs to be sent. The bully must know bullying will not be tolerated; this idea must come directly from the principal and be followed through by the administration and teachers. Having a written policy in the school community with a clear definition of what bullying is and the procedures to report incidents is an integral part of the plan. Parents must be encouraged to report if they suspect their child being bullied or being a bully. According to this study (as cited in Rigby, 1995) an evalu ation will increase school staff awareness about the characteristics, popularity, and consequences of bullying. After the needs assessment the coordination of a committee should take place states Whitted and Dupper. The committee should arrange to improve the supervision in the sections of the school that lack it and bullying usually occurs (Whitted Dupper, 2005). Classroom level involvement includes educators integrating bullying prevention materials into the curriculum, and holding classroom meetings to discuss bullying. Involving students in creating and implementing classroom rules against bullying and discussing the importance of bystanders in stopping bullying are two interventions discussed by Whitted and Dupper (2005). This study states (as cited in Rigby, 1995) programs instructing bystanders to notice and report bullying have the biggest influence on reducing bullying (Whitted Dupper, 2005). Garrity, Jens, Porter, Sager, and Short-Camilli (2004) give positive feedback on an anti-bullying program good for schools to use. The program is called Bully Proofing Your School. Throughout the article it does give some interesting statistics about bullies. One statistic is that children who are recognized as a bully by the age of eight are six times more likely than non-bullies to be found guilty of a criminal actions by the age of 24. The second statistic is by age 30 students who were bullies are five times as more probable to have a serious criminal record. It states several times in the article anti-bullying programs are best effective the earlier they are started in childrens education. The study indicates by the time aggressive students reach middle and high school, thought patterns and maladaptive behaviors have solidified into habit, often rendering intervention extremely problematic (Garrity et al., 2004, p. 186). This study also cites another study from Hoover and Oliver (1996) as saying educators need a minimum of 20 hours of instruction to be taught on how to intervene and instruct students with troubled and troubling behaviors (Garrity et al., 2004, p. 186). The article goes further into depth of what comes with the Bully-Proofing Your School program and how each item or manual is effective. Garrity et al. (2004) suggests for this program to work schools should utilize their administrators, teachers, specialists, and behavioral teams to implement the program. The program provides training for schools and parents who choose to utilize it (Garrity et al., 2004). Greens (2007) research discusses a variety of different studies and how important it is to implement an anti-bullying program into schools world wide. Interventions have promising benefits and should be used more often by schools. Some benefits from intervention is students will feel safer at the school they attend, bullies will benefit because several studies show if left alone they show social failure and failure in academics, and if nothing is done to stop bullying it can escalate to more serious violence. According to the article some tips to prevent bullying at schools from another study by Hazler, Hoover, and Oliver (1993) is that bullying does exist and that all school personnel understand this problem. Administrators next step is to train their staff on the steps they must take to handle bullying. Finally, there needs to be a familiar comprehensive plan for the members of the entire staff can follow with ease. Green (2007) quotes, When we listen to our students, we can bring our perception of bullying closer to reality (Green, 2007, p. 336). The Olweus Bullying Prevention Program (1994) is an anti-bullying program intended for ages 6-15 years old. The efforts of this program are aimed at improving peer relationships and making the school environment a safe place to learn. In this intervention all students take part with the students who bully or victims receiving additional help. The program first identifies some of the risk factors of bullying. The Bullying Prevention Program includes the following approaches: information sharing, counseling, behavior modifications, parent training classes, and in school curriculum. Each part is as important as the next in successfully implementing this program (Olweus, 1994). This study goes on to state nine positive remarks about his program; which was evaluated by 2500 students from grades four through seven in Bergen. Here are some of the positive feedbacks from the results of the study: Classes agreed that they show a de