Unanswered Issues With The Mayor of Casterbridge Ap Essay Samples Revealed

Unanswered Issues With The Mayor of Casterbridge Ap Essay Samples Revealed Fate is natural and irony is part of fate. You don't require rhetorical flourishes. Conversely, Henchard does possess some positive facets and for that reason, this means that character isn't directly proportional to fate. The War Against the Mayor of Casterbridge Ap Essay Samples Henchard resolves to earn a new start in life. The ordinary man will have the ability to grasp that the severity of Henchard's impulsivity is unacceptable. This causes people to believe that they have had pre-marital sex. However, during the Victorian Era, various kinds of women began to form. During the next calendar year, Henchard's life gets fairly settled. He explores how personal choice might or might not influence the results of an individual's life. Read all of it on your own and you are going to get hooked. He's not how I thought he'd behe overpowers me! Overall I discovered these interesting. I read this bo ok in college as a portion of a terrific college class I was in. The graders know that you could have to rush to complete the previous question, so don't be scared to abbreviate or write partial sentences in case you must. The student forces the reader to create the connections. However, you've got to understand the content well to compose an excellent responseso get back to studying! This isn't an instance of the work generated by our Essay Writing Service. Analysis The bodily surroundings within this chapter serve to strengthen the dramatic movement of the unpleasant events. He continues this with a terrific number of vocabulary using his education. The prompt vocabulary will say precisely what to do in your essay. The 30-Second Trick for the Mayor of Casterbridge Ap Essay Samples She moved on to a different portion of the area. They're all in a sense moving a portion and, most significantly, on account of the function they've assumed or been made to presume are perceived in various ways. They opt to continue to keep their previous relationship a secret from Elizabeth-Jane. Define each of these rules 2. Look closely at dates and terms. Initially the search is unsuccessful because Michael refuses to spell out the conditions of their parting. In general, this statement can be agreed to a large extent. So that your answer has to be focused. The Honest to Goodness Truth on the Mayor of Casterbridge Ap Essay Samples He is sure that there's ample business for each of them. The manual method makes the procedure too cumbersome, and in the majority of cases houses are allocated in a haphazard fashion, without due procedure, resulting in unfair allocations. This method through its seven steps helps the stakeholders concentrate on the issue and the way to determine suitable solutions. Henchard and Farfrae's once companionable small business partnership starts to decay. He walked down the principal street of the town, stopping at each shop and inn to provide his expert services. She ascended to the peak of the steps. Open to residents in the usa only. Honestly, it's only because you're reading it and methodically g oing through it and picking out stuff that it's so boring. Conversely, it's never morally acceptable to lie to anybody, especially to someone who's as near Henchard as Elizabeth-Jane is. In the beginning the hag doesn't recollect the shameful event. In such files, he found an article describing the selling of a wife via an auction. He hasn't been told by Susan that Elizabeth-Jane isn't really his daughter. The Mayor of Casterbridge turns out to be an intriguing novel, that offers everything modern day critics aspire to keep from the hands of children. He desperately attempts to find Newson, Susan, and Elizabeth-Jane, but nobody knows where they've gone. Farfrae takes the chance to obtain Michael's headquarters and provide a job to Michael. The morning after, Michael awakens.

Educating Through A Multicultural Perspective Essay

Educating Through a Multicultural Perspective What the Research Says? Defining Multicultural Education The United States serves as a culturally rich country who opens its arms to individuals from many different ethnicities, backgrounds, and life experiences. It seeks to be the melting pot of a blended group of people, providing opportunity and equity for all. Consequently, our educational system is the cornerstone for providing equal opportunity for all persons. Therefore, as the United States continues to be immersed with individuals from various cultures, the educational system must consistently seek to assure that educational opportunities are equally distributed to our students. In order for this task to be accomplished, developing a well-defined illustration of what multicultural education is necessary. With the shifting cultural texture and demographics of the United States (Banks, 2006b; Irvine, 2003), redefining multicultural education has become imperative. There are many views on the benefits and/or shortcomings of the multiculturalization of education. The question is not whether a multicultural education should be adopted but it is rather what we understand from multicultural education and how we are going to initiate such a reform within an educational system when we cannot even define ‘multicultural.’ â€Å"The awareness of one’s own assumptions, prejudices and stereotypes is a first step to be able to positively interact and learn from others. In this processShow MoreRelatedImplementing Multicultural Education Essay1113 Words   |  5 Pagesconcept of multicultural education. One argument against multicultural education is the fear that the lack of a clear definition will essentially confuse teachers which will affect the classroom. Professor Ryan, a professor of education at Lasalle University states that â€Å"the term multicultural education is a slogan. It means different things to different people, and it assumes different purposes in different contexts† (Webster 14). His argument is that to minority students multicultural educationRead MoreEssay about Improving Education through Cultural Diversity1087 Words   |  5 Pagescultural diversity is the coexistence of different culture, ethnic, race, gender in one specific unit. In order, for America to be successful, our world must be a multicultural world. This existence starts within our learning facilities where our students and children are educated. This thesis is â€Å"changing the way America, sees education through cultural diversity, has been co existing in many countries across the world. These changes begin in any learning environment; where our families, friends, childrenRead MoreStudents Are Not Entering The Classroom With The Knowledge And Understand ing Of Multicultural Education762 Words   |  4 Pagesclassroom with the knowledge and understanding of the importance of multicultural literature. The students are suffering due to the lack of diverse reading literature incorporated into units of reading study. There is a need for staff developments and in-services to help educate teachers on ways to provide multicultural literacy awareness in primary schools. Objectives †¢ To heightening the awareness of the importance of multicultural literature in early grades. †¢ To prepare educators for diversityRead MoreEssay about Report on Cross-Cultural Management1127 Words   |  5 PagesFuture of Management Principles of Management â€Æ' Table of Contents iii. Executive Summary iv. Introduction iv. The Contemporary Perspective v. Issues and Challenges vii. Recommendations based on Management Perspective vii. Summary viii. Bibliography Executive Summary This paper is a report on cross-cultural management, with the issues related to cross-cultural management being discussed in the paper. Additionally, the report has produced the future way of cross-cultural managementRead MoreWhat Kind Of Cultural Curriculum Should Be Taught997 Words   |  4 Pagesas each side tries to persuade the reader to see their side of this issue. This is a persuasive article by a credible author, with each side using examples and creditable sources to support their views. Position 1 stresses the importance of the multicultural education because of the drastic increase of immigrants in our schools in order to persuade you to see its point of view. According to the authors Nelson, Palonsky and McCarthy (2013) when they say â€Å"the population of the United States is expectedRead MoreEarly Childhood Educators Promote Diversity, And As A Result Improve Academic Outcomes1413 Words   |  6 Pagesmore multicultural, the need for educators to provide support to different family structures increases. This review will examine strategies utilized by early childhood educators to promote diversity, and as a result improve academic outcomes. Most data related to diversity in the classroom is derived from research in pre-school and Head Start programs. Although there are other avenues for early childhood education, including home-based and center-based childcare, this research will focus on pre-KRead MoreThe Key Elements Of Educational Opportunity Essay1322 Word s   |  6 Pagesbasis of an argument for the need of culturally responsive teaching practices. The perspective that is missing is the classroom teacher s, within a broken system, in order for teachers to stay positive, they need to have strategies to be successful in a system that is currently in disarray. Therefore, to encourage teachers to become more effective on their own fruition, she may have suggested teachers’ educating themselves on how to use their knowledge of their students’ backgrounds and incorporateRead More Other Peoples Children: Cultural Conflict in the Classroom Essay1294 Words   |  6 Pageschildren (Delpit, 1995, pg.69). Through Other Peoples Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural education and details ways teachers can solve the inherent problems that arise as a result of many cultures interacting in the classroom. The purpose of this paper is an analysis of this text through an analytic , interpretive and normative reading. Analytic Reading Delpits article is in support of the multicultural education theory. She invitesRead MoreSocial Inequality And Stereotyping Cultures From Political Power1384 Words   |  6 PagesDue: 25 August 2014 By: Kody Williamson (s4350274) Tutor: Dr Joy Kennedy Youdell (2012) argues that the singular and one-off multicultural events reproduce majority/minority, Same/Other relations in their display of minoritises cultures for the appreciation of or consumption by the majority. (p 153) This essay will look into the argument of how the one off multicultural events can be seen as racist, fostering social-inequality and stereotyping cultures from political power. It will also outlineRead MoreFor The Past Two Decades, Canadian Population Is Increasingly1439 Words   |  6 Pages For the past two decades, Canadian population is increasingly diverse and multicultural by the huge wave of newcomers who will adopt and immerse different â€Å"cultural practices† in contributing to the national development (Parent Clydesdale, 2016). Canada is also one of the first countries in the world that has issued multicultural official policy since 1971. The concept of multiculturalism is referred to academic views about the equality and respect for variant cultures, religions, races and behaviours

Credit Card Challenges

Question: Discuss about the Credit Card Challenges. Answer: Introduction Like everything, credit card also has its own pros and cons. In this age of consumerism and commercialization, people tend to buy the things, which are sometimes quite expensive as compared to their income (Reamer, 2013). Thus, they use credit cards to buy the products and pay the credit card company later on with the appropriate interest. This age of globalization has made various companies spend huge money on advertisement and marketing. They tend to come up with reward points on credit cards, discounts on credit cards by this company, premier miles earned to be used for travelling and so on. All this makes people to take credit cards and spend. This is not a good practice. The purpose of the credit card is to provide the additional cushion in case of emergency or when some urgent purchase is required and credit card holder is aware that he will be able to make the payment on time or in few months. But people are using the credit card to live the extravagance lifestyle purchasing t hings that they cannot afford and thus paying huge interests and thus increasing the pockets of Banks and other financial institutions. Analysis When someone makes a purchase using credit card, he is buying using the money of the bank or financial institution. It is a convenient way to make purchases especially in this age of contactless technology where you just have to flash your phone having credit card details and appropriate app in front of terminal (Leeflang, 2014). Then Credit Company will generate the bill or statement having minimum amount that needs to be paid. Misconception of minimum repayment concept This is where the problem starts when people think it is good to pay the minimum repayment. Actually, this is very bad habit and it take years to pay the outstanding balance due to very high interest rates and the compounding interest. Best practice is to pay more than the minimum payment. And ideal way to use card is to make the payment in full always (Worthington, 2015). In such scenarios, one will not incur any cost and continue to enjoy the rewards benefits of card. This activity is the main reason people find it difficult to get rid of debt in Australia. Buy things you cant afford- Some people buy the expensive things and take exorbitant foreign holidays using credit card. Possession of credit card gives them false confidence that they can afford anything (Wang, 2012). When they start missing payments or pays the minimum payment, then the high interest rates makes them to repays huge amount and they struggle to become debt free. It is good to buy the things that you truly afford. Payment history- Missing credit cards payment will affect your payment history and then it will become difficult to get loan if history is poor. Companies like American express charges huge interest rate if they issue credit card to people having bad history. They should educate people about the power of compound interest and how huge it can become. Solution to common credit cards problems Credit card companies should provide more information to people about how the credit card works and educate them that minimum repayment will also incur interest. They should make monthly statements in a comprehensive manner stating from when the interest started and how much is the interest. At the same time, consumers also get them familiar with the working of card so that they can use it for the best features without paying much interest. Consumers should also not purchase expensive things that they can afford using credit cards (Goyal Pandey, 2012). Conclusion To conclude, common but serious problems are discussed that can arise due to the improper use of credit card. Improper use can be due to the unawareness of the consumers also or hiding of the certain facts by the financial institutions or banks. Solutions are also discussed so that people will learn how to use the card effectively. With the above discussion it can be said that the credit card challenges could be avoided with effective system at place. References Goyal, V., Pandey, U. S., Batra, S. (2012). Mobile banking in India: Practices, challenges and security issues.International Journal of Advanced Trends in Computer Science and Engineering,1(2). Leeflang, P. S., Verhoef, P. C., Dahlstrm, P., Freundt, T. (2014). Challenges and solutions for marketing in a digital era.European management journal,32(1), 1-12. Reamer, F. G. (2013). Social work in a digital age: Ethical and risk management challenges.Social work, swt003. Wang, Y., Streff, K., Raman, S. (2012). Smartphone security challenges.Computer,45(12), 0052-58. Worthington S. (2015). Financial literacy a major challenge with credit card interest rates. Retrieved from: https://bluenotes.anz.com/posts/2015/09/financial-literacy-a-major-challenge-with-credit-card-interest-rates.

Welfare Essays - Federal Assistance In The United States

Welfare Welfare Welfare is a government program that provides money, medical care, food, housing, and other things that people need in order to survive. People who can receive help from these welfare programs are children, elders, disabled, and others who cannot support their families on their current income. Another name for welfare is public assistance. There are many organizations that supply this public assistance. Such as Salvation Army and other groups. Public assistance benefits help many people who live below the poverty line, an income level is established for families. If your income is below this you would be eligible to receive this help. Welfare in the United States Federal and state governments in the Unites States serve the poor people through about 60 public assistance programs. Most people receive help through one of the four major programs. These programs are Medicaid, Aid to families with dependant Children, Social Security, or Supplemental Security, or the food stamps program. I will discuss the four programs individually. Medicaid provides free medical care to the poor people. Funds vary from state to state. In some situations, people who may be able to pay daily needs, but can't afford large medical bills may also be able to receive Medicaid. Some services paid for are bills such as doctor's visits and nursing home care. Most Medicaid funding comes from the federal government. The rest is supplied by the state. Each state runs their own Medicaid program. A.F.D.C. provides cash benefits to dependent children and the parents or the guardians taking care of them. Most families that qualify for A.F.D.C. have just one parent in the home. About 80 percent of these families are headed by a woman. A.F.D.C. also pays benefits to two-parent families if both parents are unemployed. Most A.F.D.C. funding comes from the federal government. The states provide the rest of the money and administer the program. The sizes of families' payment vary from state to state. Next is Social Security Income. This provides financial Aid to people in need who are at least 65 years old, blind, or disabled. The federal government finances and administers social security income programs in most states, though some states supply the federal payment and are able to run their own programs. Finally, the Food Stamp Program helps low-income households buy more and better food than they could otherwise afford. Each participating household receives a certain number of coupons called food stamps. The stamps are issued by the federal government. The number of stamps a household receives varies with the family's size, income, and expenses. Cooperating grocery stores accept the stamps like money for food purchases only. There are other programs such as energy assistance and public housing. Energy assistance, which is federally financed but administered by the states, helps people pay fuel bills. Public housing provides low cost rental apartments in government owned buildings. State and local governments fund and administer their own general assistance programs. These programs provide financial aid for needy people who do not qualify for other types of welfare. People waiting to receive assistance from other programs also may get temporary emergency aid from general assistance. Back in the early days, welfare resembled the English system. Social governments were responsible for helping the poor. But the colonies and later the states, sometimes helped the local government provide aid. The first federal welfare program, began after the Revolutionary War, they provided pensions to war veterans. During the Civil War these pensions were expanded to cover soldiers' widows and orphans. In the early 1900's, primary responsibility for providing welfare benefits shifted from local to state governments. During these years, states enacted programs to aid dependent children and the elderly. The criticisms of welfare ranges over a number of social and economic issues. Some people criticize welfare programs for not providing high enough benefits to eliminate poverty. Spending on welfare would have to increase greatly to eliminate poverty, and many people believe the cost is already too high. Many critics of the welfare system charge that providing a steady income to needy people encourages idleness. Actually, most welfare benefits go to elderly, blind, and disabled people and mothers with young children. But welfare does discourage some recipients from working harder by reducing benefits if their income

Free sample - Advanced research methods. translation missing

Advanced research methods. Advanced research methodsThe issues that these two articles raise are that one; culture plays a major role in influencing a decision of an individual. What could be morally right to a person from one culture could be immoral to another person from a different cultural background. The other issue is that different parts of brains vary in activities when it comes to moral impersonal, moral personal and non moral conditions. This kind of study can be classified as and experiment. This is because people who were being tested, when answering questions were undergoing brain scanning by use of FMRI. In this way, the researcher gets first class information as he is the one who watches the results come out (Joshua D. Greene, R. Brian Somerville, Leigh E. Nystrom, John M. Darley, Jonathan D. Cohen, 2001). One of the factor   that the researcher seem to control is that he is able to prove that his findings are true by demonstrating his experimental results. The other way he uses is to explain step by step and seems to have a convincing power. The hypothesis in the study is that certain parts of brain and culture are involved when it comes to make decisions concerning morals. The researcher hypothesis was correct. This is because most of the respondents’ answers and results of the brain scanning were in favor of the hypothesis. The brain scanning followed the laid down procedures (Sandra Blakeslee, 2005). When comparing the information in the New York Times and the short journal, the short journal has deeper information than the New York Times’. The key difference is that the researchers were working on the same issue but the researcher in the short journal went an extra step of doing a brain scan. The moral issue is that it is better to provide more reliable outcome. The information provided can be of great value to the society. This will help people to understand why people behave in a manner that is different to them. References Joshua D. Greene, R. Brian Somerville, Leigh E. Nystrom, John M. Darley, Jonathan D. Cohen (2001). An fMRI Investigation of Emotional Engagement in moral judgment. Science Sandra Blakeslee (2001, September 25). Watching How the Brain Works As It Weighs a Moral Dilemma. New York Times

Court Reporting and Legal Journalism Writing Guide

Court Reporting and Legal Journalism Writing Guide So youve been to court, taken good notes on a trial, done all the necessary interviews and have plenty of background. Youre ready to write. But writing about the courts can be challenging. Trials are often long and almost always complex, and for the beginning court reporter, the learning curve can be steep. So here are some tips for writing about the courts: Cut out the Jargon Lawyers love to spout legal terminology - legalese, for short. But, chances are, your readers wont understand what most of it means. So when writing your story, its your job to translate legal jargon into plain, simple English that anyone can understand. Lead With the Drama Many trials are long periods of relatively boring procedural stuff punctuated by brief moments of intense drama. Examples might include an outburst by the defendant or an argument between an attorney and the judge. Be sure to highlight such moments in your story. And if theyre important enough, put them in your lede. Example A man on trial for allegedly killing his wife during an argument unexpectedly stood up in court yesterday and shouted, I did it! Get Both Sides Its important in any news article to get both - or all - sides of the story, but as you can imagine its especially crucial in a court story. When a defendant is charged with a serious crime, its your job to get both the defense and the prosecutions arguments into your article. Remember, the accused is innocent until proven guilty. Find a Fresh Lede Everyday Many trials go on for days or even weeks, so be sure to follow the recommendations for follow-up stories when you cover a long one. Remember, the key is to take the most important, interesting, and newsworthy testimony of any given day and build your lede around that. Work on the Background While the top of your story should be the trials latest developments, the bottom should include the basic background of the case - who is the accused, what is he accused of, where and when did the alleged crime occur, etc. Even when covering a highly publicized trial, never assume that your readers will know all the background of the case. Use the Best Quotes Good quotes can make or break a trial story. Jot down as many direct quotes as you can in your notebook, then use just the best ones in your story.

Chemistry Lab Report Example | Topics and Well Written Essays - 1500 words

Chemistry - Lab Report Example 31). Since acids and bases readily react with each other, it is experimentally quite easy to find the amount of acid in a solution by determining how many moles of base are required to neutralize it. This operation is called titration, and you should already be familiar with it from your work in the Laboratory (Harris 2006, Pg. 06). We can titrate an acid with a base, or a base with an acid. The substance whose concentration we are determining is the substance being titrated; the substance we are adding in measured amounts is the titrant. The idea is to add titrant until the solution has been exactly neutralized; at this point, the number of moles of titrant added tells us the concentration of base (or acid) in the solution being titrated (Harris 2006, Pg. 8). In this schematic reaction, base1 is conjugate to acid1, and acid2 is conjugate to base2. The term conjugate means â€Å"connected with†, the implication being that any species and its conjugate species are related by the gain or loss of one proton. The Arrhenius view of an acid is a substance that dissociates in water to produce a hydrogen ion. There is a serious problem with this, however: the hydrogen ion is no more than a proton, a bare nucleus. Although it carries only a single unit of positive charge, this charge is concentrated into a volume of space that is only about a hundred-millionth as large as the volume occupied by the smallest atom. Owing to its extremely small size, the proton will be attracted to any part of a nearby atom or molecule in which there is an excess of negative charge. Such places exist on any atom that possesses non-bonding electrons, and here that protons attach themselves to the acceptor atom by forming a shared-electron (coordinate) bond with the lone pair (Silbey 2006, Pg. 42). Interestingly, experiments indicate that the proton does not stick to a single H2 O molecule, but changes

Southeast Asia Research Paper Example | Topics and Well Written Essays - 750 words

Southeast Asia - Research Paper Example According to Antonio Pigafetta, the opening of the sea route to South East Asia across to the pacific had a great impact in allowing the Spanish to rule over the South East Asians. According to this author religion played a major role in to create the close relationship between the Spanish and the Spaniards. This is because as the Spaniards traveled over to South East Asia their main objective was to convert people to Christianity besides trading. For this reason, most of the Chinese failed to convert because of their strong religious background based in Islam. However, their belief and trust in God created a close relationship between these two parties. This also ensured that the Chinese had no close relationship with their rulers especially the British and the Dutch. It is believed that the cruel nature of the Dutch and the British created a poor relationship between them and the Chinese. In addition to this, the Dutch and British were more civilized something that also created a b ig disparity amongst them and their slaves. According to Antonio who was an Italian Knight of the Order of St. John of Jerusalem, Magellan instructed all Christians to engage in public conversions (Gullick 18). These conversions laid a basic foundation that was followed by a lot of Roman Catholics from Philippines spreading the gospel. It is believed that this association is what led to a close relationship between the Dutch and the Spaniards. On the other hand the Chinese were so involved in their traditions.

Annotated Bibliography Essay Example for Free

Annotated Bibliography Essay An Annotated Bibliography: Stereotypes in Advertising August, Eugene R. Real Men Dont: Anti-Male Bias in the English Language. The University of Dayton Review Spring (1986): 336-347. Web. In Real Men Dont: Anti-Male Bias in the English Language, Eugene August states that men have been victims of negative bias equally if not more than women through gender restrictive language, which limits the roles men have, gender exclusive language, which excludes men from any type of consideration, and negative male stereotypes. Throughout the article August gives examples of ways in which males ave been forced to fit a certain role and if deviated from, they would be criticized and ultimately excluded from that party they were formerly attached to as an example of gender restrictive language. I agree with August in his arguments, but I would be a little more generous when finding victims on this subject. Women have been made victims Just as long, if not longer than men have. I feel as if the male community is lashing out against the women, almost I a way on giving then a taste of their own medicine. Yet in reality I shouldnt be structured as a war of the sexes, but ather an attempt on the part of all sexes, to acknowledge and condemn gender stereotypes. Berger, John. Ways of Seeing. 1972. London, Penguin, 1990. In the book, Ways of Seeing Ch. 7, John Berger tells us that the role of publicity has evolved from oil paintings. Publicity images draw on the visual language of oil paintings, but their purpose is to manufacture glamour. This is due to the fact that the spectator-buyer is always changing, publicity aims to sell us something, and in order to do this it must make the spectator-buyer appear incomplete to his or herself. It must make us think we are in need of something more. The more, is a dream that is created from the spectator-buyer, using the mystique and lure from what publicity has given them of how they can become more derisible, by imposing a false standard of what and what is not desirable. I have a similar opinion to that of Berger. I feel that publicity is not natural, but the product of a culture that defines an individual by what they possess. This idea of identity has been prostituted to a culture that tells an individual that they are no one if they do not buy the life publicized. The interesting point that Berger makes is that publicity never paints the full picture for the consumer. It only provides the tools and a canvas for which to paint. Publicity allows the spectator-buyer, to paint for his or herself of what he or she could be. It is not obscence to suggest that this has become the lifeblood of our publicity promise of transformation. Fowles, Jib. Advertisings 15 Basic Appeals. Mass Advertising as Social Forecast. Santa Barbara: Praeger, 1976. (16-27). Print. In the article, advertisings 15 Basic Appeals written by Jib Fowles, we learn that dvertisements make an attempt to reach out to one or more of our 15 basic emotions as outlined by Fowles. These are the fifteen basic emotional appeals that we as humans need, and if crafted correctly, might result in us engaging in the advertised product. As we learn of these essential needs, we learn that advertisements are not so thoughtless as we may have previously assumed. We learn that it is an art. The emotional appeals made in these advertisements act as the thin end on a wedge, when driven in to our conscious it then allows for the true message o flow in without almost any defense, thus accomplishing its purpose. I completely agree with the claim that Fowles made in his article. Advertisers seek to highlight and ultimately tap into our emotions to use them to persuade us into using the given product. One such emotion that is highlighted is the need for affiliation. Despite the fact that recent statistics have shown that people are doing things on their own more than ever before, the majority of advertisements are linked to this basic and fundamental emotion. This is because, Just as we as a people have an inner desire to chieve things on our own, we also need Just as much if not more than our independence, people to share in our achievements. Fowles does a great Job in highlighting this fact as well as many others in his article based on our 15 basic emotions. Kilbourne, Jean. Bath Tissue Is Like Marriage: The Corruption of Relationships. Cant Buy My Love: How Advertising Changes the Way We Think and Feel. New York: Touchstone, 1999. (76-94). Print. In the article, Bath Tissue Is Like Marriage: The Corruption of Relationships, Jean Kilbourne speaks out about how advertisements sink into our deepest needs for love and nurturing, and transfer them onto any given product. In order to accomplish this, advertisers must be able to capture our attention with something that the consumer yearns for, and then make the underlying message about how their product will achieve this goal. We learn that the roles of an advertiser not to care about the potential buyer, but to make the consumer feel as if they are loved. When an advertisement is able to lull us into a false sense of security, then it has ccomplished its Job. Kilbourne concludes with exposing that advertising has come to the point of promising that a product can deliver that which can only be given given by Kilbourne. In her article she sates that that advertisements exist to exploit or very real and inner human desires. As we look at advertisement in any medium, we find out that until we have associated ourselves with a certain product or brand, we are not enough. Whether it be ads replacing human relationships, men dominating women, or even that one cell phone is superior to another, all tug at the need to be n top, and without these products we are found wanting. But the hang up with the promise of accomplishment from a product is that it only last as long as the ads. Every time we turn on the television or the radio, we are exposed to hundreds of ads that dissect everything that is human about us and assigns a product to it. We shall ever be found wanting in the eyes in the world, the only escape is for us to search for what truly matters and stick to it. Wall, David. It Is And It Isnt: Stereotypes, Advertising And Narrative. Journal Of Popular Culture 41. (2008): 1033-1050. Academic Search Premier. Web. 29 Sept. 2013. In the article, It Is And It Isnt: Stereotypes, Advertising And Narrative. by David Wall, is claimed that stereotypes in advertising are still being used because they are still a viable way for advertisers to move a product because of familiarity. A point that Wall makes is that consumers see through the stereotype and the false climas made by advertisers, and the advertisers know this. So what the advertiser does is then play on manipulation of the mixed emotions of desire and anxiety. The product then ecomes, by the consumers own doing, the essence of happiness, freedom, and the channel to an altered paradisiacal reality. I agree with the claims made in this article. Interestingly enough Wall makes the accusation stereotypes will tell us much more about those doing the representing than those being represented(1037). This is interesting because in the rest of the article Wall discusses the fact of stereotyping and the reasons behind it, political, historical, cultural, and so on. But he never really comes back to his very strong comment. I would go a step further with this remark nd say that not only do stereotypes in advertisements reflect what the presenters think about different situation, but what the presenter believes the viewer-consumer believes about different situations. For the viewer not to be overly effected by the stereotypes they are exposed to, they need to learn, what Wall calls the language of analysis. Which is to allow those whom are targeted to see beyond smoke and mirrors of it all and understand stereotype as a form of cultural advertisement for the self that is inseparable from the wider cultural narratives that create it(1049).

Morning Sickness :: essays research papers

Why do they call it morning sickness if I feel nauseated all day long? About three-quarters of all pregnant women have nausea (and sometimes vomiting) during their first trimester. For some, it's worse in the morning and gets better over the course of the day, but "morning sickness" can strike at any time. The nausea usually starts around 6 weeks but can come on as early as 4 weeks for some women, and it usually tapers off around 13 weeks as you start your second trimester, although queasiness can come and go throughout your pregnancy. What causes nausea and vomiting during pregnancy? No one knows what causes nausea during pregnancy, but it's probably due to some combination of the many physical changes taking place in your body. Some possible causes include: †¢ Rapidly increasing levels of hCG, estrogen, and other hormones during early pregnancy No one knows why they may contribute to your nausea, but the timing is right: Nausea tends to peak around the same time as your levels of these hormones do. †¢ An enhanced sense of smell and sensitivity to odors. It's not uncommon for a newly pregnant woman to find that she's now overwhelmed by the smell of a bologna sandwich from four blocks away, for example, and that certain aromas instantly trigger her gag reflex. This, too, may be a side effect of rapidly increasing estrogen in your system. †¢ A tricky stomach. Some women have a gastrointestinal tract that's more sensitive to the changes they're undergoing in early pregnancy. One study even found an association between h. pylori (a gastrointestinal bacteria that can cause ulcers) and severe nausea during pregnancy, although no one knows why the two may be related. You may have heard that morning sickness can be caused by a B vitamin deficiency. While taking a vitamin B6 supplement does seem to help ease nausea in many pregnant women, that doesn't mean they have a vitamin deficiency. In fact, at least one study has shown no significant differences in the levels of B6 in women with morning sickness and those without it. No one knows why B6 is helpful. Some researchers also believe that stress and emotions may also play a role in morning sickness, but it would be hard to say whether it's stress causing the nausea or the other way around. Are some pregnant women more likely than others to have nausea?

Engaging with God: A Biblical Theology of Worship Essay

As is well known, the urge to worship is an innate drive of humankind. Through the ages, people from all walks of life have appealed to a deity for assistance, protection, and salvation. Then, through various ceremonies of praise and thanksgiving, countless societies have expressed appreciation for the bounties of life. Further, chapter seven blatantly stresses that the idea during the ancient times in building the church and the assembly of the people for service to God has been a consistent aim in providing the needs of humankind in the most spiritual sense of sagacity. As the Roman Empire crumbled and Christianity ascended, early Christians adopted the basilica as a temple for worship, adapting a secular dwelling to religious needs. The dominance of its form and the dignity of its purpose in accommodating the liturgical needs of the Church seem to have appropriately reflected the triumph of Christianity. But Paul’s use of the word â€Å"justification† has been greatly misunderstood in contemporary theology. For Paul, justification does not denote an event or process by which one is saved. Justification is not â€Å"so much about soteriology as about ecclesiology. † It’s far more concerned with discerning â€Å"who is in† rather than the process through which one â€Å"gets in. † Justification is concerned about how one can discern â€Å"who is a member of the covenant family. † Faith is the â€Å"badge of covenant membership, not something someone ‘performs’ as a kind of initiation test. † The law court is the â€Å"metaphorical mean through which the covenant purposes of God are fulfilled. Some people may even call God different names but the level ground that all these people have is the belief in something higher than the mortal soul. Although some may refute this as merely assumptions but investigating the self clearly, there is this certain uncertainty of being a mortal, of being a mere human being. However, this may be beside the point. Religious tolerance can not only promote appreciation for other religions but it could also stop religious conflicts. People have tendencies on neglecting what is basic on the Commandments of God, it on love thy neighbors and if this love would necessitate tolerance then peaceful interactions could be attained. However, Paul remained in the belief that through the structure of the church, and the gathering of the people in edification, what is seemingly important in such scenario is the idea that these individuals come together in the light of praising God—that whatever it is that may have possibly been â€Å"different† within each other, is not a hindrance to praise one God and spread the word to humankind in that instance. Moreover, incorporating certain characteristics of Greek architecture, but often surpassing it structurally, the ancient Roman temple was likewise a magnificent work of stone visually representing the important role of religion in society. Reflecting the values of secular society, the Roman basilica, a court building and meeting hall, similarly evolved into an imposing form, also prominently situated, while the exterior of the Classical civic temple projected monumentality appropriate for a central public building, the interior, with its spatial organization of narthex, nave, and chancel, echoed solemnity of important functions, including religious ceremonies. Rows of columns defining side aisles adjacent to the nave effused dignity of purpose while rhythmically moving the eye forward to the chancel with its sacred altar. Review on Chapter Nine What is going on around them, in the social and political life of their power of false religion? In most part of the world, Jesus Christ is not a stranger in concept and in fame. Some books in the Holy Bible were even devoted to discussing and retelling the life of Jesus Christ. It could be seen then that the main writers or proponents regarding the accounting of Jesus’ life and works were written by Matthew, Mark, Luke and John. Few words are as deeply freighted as â€Å"religion,† and few raise so many questions. If the first is â€Å"What is the meaning of life? † others follow rapidly. At the pedestrian level of empirical discourse, some obvious ones arise. Is religion one or several? If the latter, what do they have in common, and why are there so many of them? How did they arise? Why are they so different? What has determined their content and their demographic boundaries? What distinguishes religion or religions from other types of human conduct? Why do particular religions emerge and disappear? Is religion a social phenomenon or a property of individuals? Are all individuals religious? Is religion a delusory form of wishful thinking or a kind of understanding? Is it an unavoidable aspect of human existence or a characteristic of one phase of human history? To all these questions and more, different people will give different answers, but one thing is certain: the answers we give on the empirical level will depend on the way we conceive of our humanity. In the light, â€Å"religion† came to designate something apparently common to all peoples: their avowal that they were obligated by supernatural powers to act in certain ways. But beyond that vague similarity, the term had no specific content. Religion was only real, observable, and meaningful in its concrete instances, Latin polytheism, Judaism, Catholicism, Lutheranism, and so forth, and that rich meaning was provided by the adherents of each of those religions themselves. â€Å"Religion† had no ontological status beyond that of a convenient term to point to an amazing variety of real, but mutually contradictory, sets of beliefs about gods or god and the conduct by which they were expressed. One of the most notable conflicts that have been debated by many scholars since the medieval ages is the controversy regarding the place of philosophy and religion in a society. The two have been used to attack each other in order to uphold their own credibility. The study of Philosophy is directed towards the speculation of the things that govern the world and its processes, and the nature of man and his relationship with other individuals as well as with the world (Gasset, 1964). Philosophy attempts to scrutinize and make rational explication of almost everything that can be grasped by the human mind. Yet, it does not really provide sufficient and concrete answers to all its queries. Religion, on the other hand, focuses its scope on explaining things and phenomena that cannot be explained by science and at some point even those that cannot really be made explicit by philosophy. It tries to give reason for everything that is happening. Its justification for every reason that it provides is primarily founded on faith (Nasr, 1996). Hence, by faith, it need not be verifiable. A strong faith or believe could suffice one’s doubt and hesitation.

Bromination of trans-cinnamic acid Essay

Abstract The bromination of trans-cinnamic acid was completed to determine dibromide’s stereochemical structure and its mechanism. After the addition of bromine to trans-cinnamic acid, the product was identified by its melting point and infrared spectrum resulting in erythro-2,3-Dibromo-3-phenylpropanoic acid after comparing similar properties. Introduction In this lab, the bromination of trans-cinnamic acid was completed to determine dibromide’s stereochemical structure, and from there determine whether the reaction is carried out by the usual bromonium ion mechanism or a different mechanism. This is important in the determination of dibromide’s stereochemical structure, as a mechanism can be affected by changing a reactant’s structure. Cinnamic acid was used in this lab because as a naturally occurring compound, it has many different uses. It is used as a flavoring, in perfumes, and is a source to a large number of other natural substances. Cinnamic acid is helpful in providing flowers with their bright colors, butterflies with their colorful wings, and gives fall leaves their distinguishable color. These examples reveal the day-to-day uses of cinnamic acid, and shows that the addition of bromide to this particular acid is nothing extremely complex or an uncommon chemical compound, it is easily obtainable. After the addition of bromine to trans-cinnamic acid, the product is identified by its melting point and infrared spectrum. The product could be erythro-dibromo, threo-dibromo, or a combination of both. Although obtaining a product consisting of both erythro and threo is possible, it results in an impure substance with a broad melting point range that contrasts pure dibromide. These particular compounds of erythro and threo are named as such to distinguish their two chiral centers, but no plane of symmetry. Both of these compounds are derived from simple sugars, erythrose and threose (Figure 1). Figure 1. Structures of Erythro and Threo Products Compared to Erythrose and Threose After completing the addition of bromine ion acetic acid to a solution of trans-cinnamic acid in the same solvent, the product that is obtained can be identified by comparing the properties of erythro-2,3-Dibromo-3-phenylpropanoic acid and threo-2,3-Dibromo-3-phenylpropanoic acid. Results and Discussion Melting Point: The melting point was determined to be 202 °C, which is extremely close to the literature value of erythro-2,3-Dibromo-3-phenylpropanoic acid, 204 °C. This is the first indicator that the product obtained possess a stereochemical structure resembling erythro-2,3-Dibromo-3-phenylpropanoic acid. Infrared Spectrum: The Infrared Spectrum’s collected from the starting material and the product look almost identical, with functional groups C=O(1700 cm-1), O-H(3300-2600 cm-1), and C=C (1680-1640 cm-1) present. Mechanisms: Although a variety of mechanisms can be suggested for the addition of bromine to an alkene, the addition of bromine to the C = C in our final product illustrates an anti-addition. Experimental The reaction was done in the fume hood with proper safety gloves on throughout the entire experiment. 10.0 mmol of trans-cinnamic acid was combined with 6.0 mL of glacial acetic acid with a stirbar in a 50 mL round-bottom flask. The round-bottom flask was placed on a magnetic stirrer with a separatory funnel over the flask with the stopcock closed. 8.2 Ml of 1.25 M solution of bromine in acetic acid was poured into the separatory funnel and stoppered immediately. After starting the stirrer, the bromine/acetic acid solution was added in 5 portions once the color had faded to a light orange, about every 6 minutes, totaling 30 minutes for this process. Once the last addition of the bromine solution was added, the reaction stirred at 50 °C for 15 minutes. At the end of the 15 minutes,  cyclohexenes were added drop wise while the stirring continued until the solution was colorless. To separate, the mixture was cooled in ice water until crystallization was observed. Through vacuum filt ration, the solid product was collected and rinsed with portions of ice cold water until the odor derived from the acetic acid had disappeared. The 2.3-dibromo-3-phenylpropanoic acid was dried in order to measure its melting point. References 1 Experiment is a modified version of an experiment found in: Lehman, J.W. Operational Organic Chemistry: a problem-solving approach to the laboratory course, 3rd ed., Prentice-Hall, Upper Saddle River, New Jersey, 1999. 2 www.sigmaaldrich.com 3. www.chemicalbook.com

A Mighty Fortress Is Our God Essays

A Mighty Fortress Is Our God Essays A Mighty Fortress Is Our God Essay A Mighty Fortress Is Our God Essay A Mighty Fortress Is Our God In order for there to be any kind of interest, relationship, or in other words a preoccupation of any matter, there must be some sort of acknowledgement. For instance, when we take a look at the scientific method, we know that in order to make a hypothesis there must first and foremost be an observation. Once a strong observation is in place, it is only natural to become intrigued or maybe Just aware of the potential harm of something. In the hymn A Mighty Fortress Is Our God, written by Martin Luther, a sense of acknowledgement of the devil is quite evident. The people of this hymns era had an understanding that there were evil forces that did not coincide with their heavenly father. And though this world, with devils filled, should threaten to undo us, We will not fear , for God hath willed His truth to triumph through us. So because these people had an understanding, or rather an acknowledgement that there were devils (witches/demons/sorcerers) in their mist it became natural to draw attention to the issue. Once the attention is drawn, people start to become preoccupied; hence the literature, songs, and beliefs about the devil. Another way to become preoccupied or to portray evidence that interest is being shown is for one to begin to compare or give titles. Throughout the hymn Luther threw in some startling titles of the devil that might have been commonly used in his era. Such include the prince of darkness, evil force, and the ancient foe. These titles are all examples that the people of this era are ended giving interest to the devil, Just as they would give God titles and attention to. In terms of the music itself the organ in the background or sounds if you will, enhance and portray a very majestic and royal setting. Almost as if triumphing over someone or something ; which at the time would be God triumphing over the devil for his people. Luther did well in using this particular instrument for his hymn, because its been used to glorify God in so many classical music and even in music today.

How to Write Dialogue That Captivates Your Reader

How to Write Dialogue That Captivates Your Reader How to Write Dialogue That Captivates Your Reader And unfortunately, your first reader will be an agent or an editor. You can’t slip anything boring past them. Your job is to make every word count. That’s the way to keep your reader riveted until the final page- no small task. Making every word count is how to write compelling dialogue. Readers love dialogue because: It breaks up intimidating blocks of narrative summary. It differentiates (through dialect and word choice) and reveals characters. Done well, it can move the story without author intrusion. But, as you have likely discovered, writing great dialogue is hard. If yours is bloated or obvious or telling or is in any other way uninteresting, readers won’t stay with you long. So how about we leave them no choice? Need help writing your novel?  Click here to download my ultimate 12-step guide. How to Write Dialogue in 6 Steps Cut to the Bone Reveal Backstory Reveal Character Be Subtle Read Your Dialogue Out Loud Create a Make My Day Moment Step 1. Cut to the Bone Unless you need to reveal a character as a brainiac or a blowhard pretending to be one, omit needless words. Obviously, you wouldn’t render a conversation the way a court transcript includes repetition and even um, ah, uh, etc. But even beyond that, see how much you can chop without losing the point. Like this: â€Å"What do you want to do this  Sunday?  I thought wWe could go to the amusement park.† â€Å"I was thinking about renting a rowboat,† Vladimir said.  on one of the lakes.† â€Å"Oh, Vladimir, that sounds wonderful! I’ve never gone rowing  before.† That doesn’t mean all your dialogue has to be short and choppy- just that you’ll cut the dead wood to keep to the point. You’ll be surprised by how much power it adds to your prose. Step 2. Reveal Backstory Layering in backstory through dialogue is another way to keep your reader turning pages. Hinting at some incident for the first time is an automatic setup that demands a payoff. Example: As they headed toward the house, Janet whispered, â€Å"Can we not have a repeat of Cincinnati?† Jeanie shot her a double take. â€Å"Believe me, I don’t want that any more than you do.† â€Å"Good,† Janet said. â€Å"I mean- † â€Å"Can we not talk about it, please?† What normal reader wouldn’t assume they will talk about it at some point and stay with the story until they do? As the story progresses, you can reveal more and more about your protagonist’s past and have your story come full circle. This accomplishes two things: it offers a setup that should intrigue the reader, and it helps you avoid flashbacks. Need help writing your novel?  Click here to download my ultimate 12-step guide. Step 3. Reveal Character Your reader learns a lot about your characters through dialogue. You don’t have to TELL us they’re sarcastic, witty, narcissistic, kind, or anything else. You can SHOW us by how they interact and by what they say. Step 4. Be Subtle Dialogue can accomplish a number of tasks. Here are three: 1. Subtext- where people say other than what they mean. This can be fun. Example: My friend sold a short story to a general-market magazine years ago about a girl named Cindy who falls in love with the slightly older boy next door, who sees her as just a little sister type. When they get to high school, Tommy is the big man on campus, captain of the football team, dating the head cheerleader, and pretty much ignoring Cindy. She’s just his younger neighbor and friend. Tommy leaves for college and word soon gets back to Cindy during her senior year of high school that he and his girlfriend have broken up. So when he comes home after his freshman year of college and is changing a tire on his car, Cindy just happens to walk outside. She strikes up a conversation with Tommy, and he looks up, stunned. Who is this beautylittle Cindy from next door? She says, â€Å"Making a change, are you?† Tommy looks at the tire and back at her and says, â€Å"Yeah, I actually I am making a change.† Cindy says, â€Å"Well, I’ve heard that rotating can be a good thing.† And he says, â€Å"Yeah, I’ve heard that too.† That’s subtext. They’re not saying what they really mean. They’re not really talking about changing the tire, are they? 2. Sidestepping- when a character responds to a question without answering it. Instead, what the character says is so profound and unexpected that it offers a whole new understanding of what’s going on. Example: In the movie Patch Adams, the late Robin Williams played a brilliant young doctor who believes the Old Testament adage that â€Å"laughter is the best medicine.† He goes into the children’s cancer ward of a hospital wearing an inflated surgical glove on his head, making him look like a rooster. He wears bedpans for shoes and stomps about, flapping his arms and squawking. The children find it hilarious, but hospital directors consider it undignified and demand he stop. Patch Adams is trying to make one girl in particular- a hospital volunteer- laugh. But while everyone else thinks he’s funny, she never cracks a smile. Finally, Patch leaves the hospital to open a clinic in the country. Imagine his surprise when that humorless young lady appears to help him set up. At one point, she goes outside to rest, so Patch follows and sits opposite her. He says, â€Å"I’ve got to ask. Everybody thinks I’m hysterical, but you. I’ve tried everything. What is it with you? Why don’t you ever think anything I say is funny?† After several seconds of silence, she says, â€Å"Men have liked me all my lifeall my life† And we realize by the way she says it, she was abused as a child. Suddenly, we understand what this girl is all about. She doesn’t trust men, and she doesn’t laugh, because life isn’t funny. The way she responded did not answer his question. Her problem had nothing to do with him or his humor. Finally, Patch realizes that some things aren’t funny. Some things you just don’t make fun of. Sometimes, you need to quit cracking jokes and just listen. It’s a great turnaround in the story. And an example of sidestep dialogue. 3. Silence The old truism that silence can be golden rings true for our last technique. Many, including Abraham Lincoln, have been credited with the line: â€Å"Better to remain silent and be thought a fool than to speak and remove all doubt.† One of the toughest things to learn as a writer is to avoid filling silent gaps. Just like we shouldn’t tell what’s not happening in a story, neither do we need to write that someone didn’t respond or didn’t answer. If you don’t say they did, the reader will know they didn’t. Example: â€Å"Well John,† Linda said, â€Å"what do you have to say for yourself?† John set his jaw and stared out the window. â€Å"I’m waiting,† she said. He lit a cigarette. Linda shook her head. â€Å"I swear, John, honestly.† Now, too many writers feel the need to write here, â€Å"But he refused to say anything,† or â€Å"But he never responded.† Don’t! We know, we get it- and it’s loud, effective, silent dialogue. The reader knows because John is saying nothing, and yet saying everything. Silence is golden. Step 5. Read Your Dialogue Out Loud One way to be certain your dialogue flows is to read it aloud or even act it out. Anything that doesn’t sound right won’t read right either, so rewrite it until it does. Step 6. Create a â€Å"Make My Day† Moment Certain iconic lines of dialogue have become as legendary as the films and books they originate from: â€Å"Frankly my dear† â€Å"There’s no place like home.† â€Å"We’re not in Kansas anymore.† â€Å"To my big brother George, the richest man in town.† â€Å"What we have here is failure to communicate.† â€Å"Go ahead, make my day.† â€Å"May the force be with you.† â€Å"Houston, we have a problem.† â€Å"Run, Forrest, run!† â€Å"You had me at hello.† Most writers - even bestselling novelists - never create such an unforgettable line of dialogue. But striving to create one is a worthy effort. Ironically, it should fit so seamlessly it doesn’t draw attention to itself until fans begin quoting it. How to Use Dialogue Tags to Identify Speakers Dialogue attribution tags- he said, she said, etc.- indicate who is speaking. Resist the urge to get creative here. Said is almost always your best choice. Teachers who urge you to find alternatives are usually unpublished and believe agents and editors will be impressed. Trust me, they won’t be. Avoid mannerisms of attribution. People say things. They don’t wheeze, gasp, sigh, laugh, grunt or snort them. They might do any of those things while saying them, which might be worth mentioning, but the emphasis should be on what is said, and readers just need to know who is saying it. Keep it simple. All those other descriptors turn the spotlight on an intrusive writer. Sometimes people whisper or shout or mumble, but let their choice of words indicate they’re grumbling, etc. If it’s important that they sigh or laugh, separate that action from the dialogue. Jim sighed. â€Å"I can’t take this anymore.† Not: Jim sighed, â€Å"I can’t take this anymore.† Though you read them in school readers and classic fiction, attribution tags such as use of reply, retort, exclaim, and declare have become clicheÃŒ d and archaic. You’ll still see them occasionally, but I suggest not using them. Often no attribution is needed. Use dialogue tags only when the reader wouldn’t otherwise know who’s speaking. I once wrote an entire novel, The Last Operative, without attributing a single line of dialogue. Not a said, an asked, anything. I made clear through action who was speaking, and not one reader, even my editor, noticed. A common error is characters addressing each other by name too often. Real people rarely do this, and it often seems planted only to avoid a dialogue tag. Fictional dialogue should sound real. Don’t start your dialogue attribution tag with said. Rather, end with said. said Joe or said Mary, reads like a children’s book. Substitute he and she for the names and that will make it obvious. said he or said she just doesn’t sound right. Use said after the name for the best sound. Joe said or Mary said. Resist the urge to explain, and give the reader credit. The amateur writer often writes something like this: â€Å"I’m beat,† exclaimed John tiredly. Besides telling and not showing - violating a cardinal rule of writing - it uses the archaic exclaimed for said, misplaces that before the name rather than after, and adds the redundant tiredly. The pro would write: John dropped onto the couch. â€Å"I’m beat.† That shows rather than tells, and because John’s action has been described, we don’t need an attribution tag to know he’s speaking. How to Punctuate Dialogue Few things expose a beginner like incorrect punctuation, especially in dialogue. Agents and editors justifiably wonder if you read dialogue, let alone whether you can write it, if you write something like: â€Å"I don’t know.† she said. Or, â€Å"What do you think?† He said. To avoid common mistakes: Start a new paragraph for each speaker When one character’s dialogue extends to more than one paragraph, start each subsequent paragraph with a double quotation mark, and place your closing double quotation mark only at the end of the final paragraph. Place punctuation inside the quotation marks, the dialogue tag outside: â€Å"John was just here asking about you,† Jim said. The attribution tag goes after the first clause of a compound sentence: â€Å"Not tonight,† he said, â€Å"not in this weather.† When dialogue ends with a question or exclamation mark, the dialogue tag following the quotation marks should be lowercase:   Ã¢â‚¬Å"I’m glad you’re here!† she said. Action before dialogue takes a separate sentence: Anna shook her head. â€Å"I can’t believe she’s gone!† Quoting within a quote requires single quotation marks: â€Å"Lucy, Mom specifically said, ‘Do not cut your bangs,’ and you did it anyway!† When action or attribution interrupts dialogue, use lowercase as dialogue resumes: â€Å"That,† she said, â€Å"hurt bad.† Dialogue Examples If you’re old enough to remember the original Twilight Zone (hosted by Rod Serling) or Dragnet (starring and narrated by Jack Webb), you know how dialogue set the tone for their shows. Serling was sometimes whimsical, sometimes mysterious, but always provocative. â€Å"Consider one middle-aged adult, lost in space and time†¦Ã¢â‚¬  Jack Webb, as L.A. police detective Sergeant Joe Friday, was always deadly serious and monotone. â€Å"Just the facts, ma’am.† Contrast those with the dialogue between Tom and his Aunt Polly in Tom Sawyer. If you’re anything like me, you were laughing from page 1. There! I mighta thought of that closet. What you been doing in there? Nothing. Nothing! Look at your hands. And look at your mouth. What IS that truck? I dont know, aunt. Well, I know. Its jam- thats what it is. Forty times Ive said if you didnt let that jam alone Id skin you. Hand me that switch. The switch hovered in the air- the peril was desperate- My! Look behind you, aunt! The old lady whirled round and snatched her skirts out of danger. The lad fled on the instant, scrambled up the highboard fence, and disappeared over it. Great dialogue can set the tone for your entire story and also differentiate characters, as we discussed earlier. In Huckleberry Finn,  Mark Twain delineates between Huck the Southern white boy and Jim the runaway slave by just hinting at their respective accents. Twain doesn’t use tags to tell who’s speaking, yet the reader never confuses the two. Huck says, â€Å"Jim, did y’all ever see a king?† Y’all is the only word in that sentence that implies a Southern accent, but it’s enough. Jim says, â€Å"I sho enough did.† Huck says, â€Å"You liar, Jim. You never seen no king.† Jim says, â€Å"I seen foh kings in a deck of cards.† Huck’s bad grammar and Jim’s sho and foh are the only hints of their dialects. Contrived phonetic spelling would slow the reading, but look what Twain accomplished with simple choices. The Cardinal Sin of Dialogue The last thing you want is to produce on-the-nose dialogue. Apply to your own work those principles and the tools I’ve outlined here, and I believe you’ll immediately see a huge difference. So will your reader. In the Comments, ask me any questions regarding how to write dialogue. Need help writing your novel?  Click here to download my ultimate 12-step guide.

Operation management project Essay Example | Topics and Well Written Essays - 1000 words

Operation management project - Essay Example Corporate objectives of the company are to improve and deliver superior customer service, reduce expenditure and at the same time increase revenues, develop best in the region utility infrastructure, etc. The target customers of AADC includes the entire population of the Al Ain region which the city of Al Ain and the rural areas surrounding the city. The population of the region is close to half a million. The business activity of AADC involves the following main processes: Customer Services – Electricity, Customer Services – Water, Urgent Services – Electricity, Urgent Services – Water, Management of Financial Activities, Update and Archive Customer Information, Planning and Performance Evaluation, Internal Audit, Other Services and Contact Center Services. All the above mentioned processes involve various other sub-processes which can not be involved in this report hence the report will only concentrate on the Load Demand Notification sub-process under the main process of Customer Services – Electricity. The customer is required to submit a request for electricity services along with various other required documents for the approval from AADC. The customer is required to submit the request for electricity load requirements prior to the commencement of a project. The customer can submit the request either through the counter or the website. A surveyor/technician then visits the site to inspect if LV power feed can be provided. If LV power feed can not be provided to the site, then the request is transferred to the Asset management department. Also the form is sent to the client through the web if the request was placed through the website. If LV feed can be fed to the site, then the capacity on the LV network is checked by an engineer. If the LV network is not available the case is then transferred to the Asset management division. If the LV network is available the electricity room is located by an engineer to determine the source

The Impact of using New Technology in Art Exhibitions Essay

The Impact of using New Technology in Art Exhibitions - Essay Example This is followed by a thorough analysis of the various expert viewpoints regarding several issues, such as whether online exhibition seems likely to replace traditional exhibition completely. These viewpoints are extracted from different literatures. For the artistic viewpoint, the research has used ‘Ways of Seeing’ and ‘Management and the Arts’, whereas, management books help elaborate the business viewpoint. 1. Traditional Exhibition: Scientific and technological advancement has dynamically altered the traditional exhibition industry, bringing in innovative technology into performance art, as is present in the London Design Museum. This has enhanced the ability of artistic techniques to express and generate emotion, and has also made the use of network form more efficient. Experts also write about how technological changes have affected the viewership and appreciation of the relevant art forms and their exhibitions. Technology has enabled a whole new segme nt of visitors to visit these art exhibitions and museums to appreciate the work. These audiences are those present worldwide, who can now appreciate the art by visiting online galleries of these museums (Camp, MacFadden and Mercer, 2000). Thus, the visitors are no longer limited to physical visits to the institutions. Their visits are no longer contingent on their geographical location, but simply on their passion and interest in art. Furthermore, technology has made it possible to sort out and cater to each of these virtual visitors individually, based on their educational backgrounds, ages and interests. This helps museums further achieve their goals of educating the public with the various lessons that art has to offer, and expanding their minds to further enable them to understand the depths of each piece of art. Thus, with this technological aide, museums are able to enrich the experience they provide to their visitors (Perlin 1998). Another relevant insight that the available literatures had to offer was about the â€Å"Contaminated Cultural Materials in Museum Collections† workshop that the Arizona State Museum at the University of Arizona in Tuscon held. The planning and implementation was sponsored by a NAPGRA grant, and the event took place from March 16th to 18th in 2000 (Odegaard & Sadongei, 2005). The workshop was held for representatives of the twenty one American Indian tribes in Arizona, aiming to discuss the features and quantity of chemical contamination present on tribal cultural material that the museum possesses. Following this, it aimed to explain the need for using such poisons on the materials. This was accompanied by a brief overview of the health risks, which are potentially attached with preserving and restoring a functional object in order to display to a community. Finally, the workshop aimed to circulate the clearinghouse information pertaining to medical referrals as well as toxicologists, chemical hygienists and other su ch health experts (Odegaard and Sadongei, p xi, 2005). Conclusion The workshop highlighted some important facts that need attention when museums and tribes plan to collaborate in the restoration of objects before sending them back to their place of origin. It shed light on the importance of communication in this ordeal. It is the museums responsibility to actively communicate all issue during consultations, and to keep the tribes informed during the whole process. The chances of uncovering a serious health issue of

Essay on the book Christianity in the first three centuries by Adolf

On the book Christianity in the first three centuries by Adolf Harnack - Essay Example Thus, the religion of Christianity has â€Å"become a power† (Harnack 312). Initially, Christianity has been known as a part of Judaism; subsequently, it has become one of the most dominant religions in the world. In its evaluation as a popular religion, it has attained a powerful grip on humanity. Harnack, by analyzing both historical developments of dogma and of the relation of the church to the state, along with missionary movement of Christians, investigates the expansion of this religion. Christianity has received a strong foundation to grow and the time too has been perfect in a certain sense, despite the stiff oppositions, constant attacks, enemies, unfavorable rulers and authorities. Harnack’s work is divided into three sections. The first section deals with the humble but dynamic beginning, with the background of Judaism, and the emergence of Jewish religion. Then it goes on to the mission, consequently segregating from the mainstream. The second section concer ns with the contents of the message that influenced the Christians with such a powerful force. The third section dwells on different methods employed, and hostility suffered in the voyage of the mission until it attained the recognition of the masses. This paper offers a critical analysis of Harnack’s work in relation to the mission and the expansion of Christianity. Review: Right at the beginning, in Book 1, Harnack brings to the attention of his audience Christianity’s germination on the fertile land of Jews and examines how it has fared then on. The context has remained favorable for Christianity’s growth. Jewish foothold has been very firm and their propaganda profound. Judaism gradually kept transforming in a philosophical context. However, afterwards, the religion has â€Å"presented itself in the eyes of the law and the authorities as a religion distinct from that of Judaism, its character as a religio illicita was assured† (Harnack 302). Simultane ously, the religion has blended itself into the lives and other aspects of the society in the east. This was syncretism, which looked like a unity from distance but is heterogenous in reality. When â€Å"Christianity came to formulate ideas of God, Jesus, sin, redemption, and life, it drew upon the materials acquired in the general process of religious evolution standing against polytheism.† Harnack showed that Jesus’ preaching and works are the base for further mission work and the impulse given by His genuineness worked as its spirit. The earliest followers, especially Paul, got this profound consciousness of being an apostle to the world. He was driven till the western ends of Roman Empire. The transition from Jewish mission to gentile mission is clearly shown by Harnack. In between, he argues against the Jews’ evilness and unworthiness of God’s grace. He takes it to extremes. In the gospels, first of all, one can find the obligation to go to the Jews and then the Gentiles. Jesus, however, did not give an explicit command for this, which remained further a field to think upon. However, His message was for the whole humanity. Harnack depicted Christianity as a syncretistic religion. But it is not clear to what extent this syncretism or the acceptance of ideas from others, and employing them for own understanding, was present in the words of Jesus and the

The Contemporary Issue Of Bullying Education Essay

The Contemporary Issue Of Bullying Education Essay The contemporary issue I have focused upon in this assignment is Bullying. This is a prevalent issue in todays society. I feel this is of great importance especially with the concerns arising from recent research into the effects of bullying. This research indicates that bullying can have social, physical and psychological effects on students as well as on their academic success. What is bullying Bullying is a social phenomenon that is not easy to define. It is a behaviour that can be either be physical/verbal or direct/indirect. A bully is defined in the dictionary as a person, who hurts, intimidates or persecutes someone who is perceived to be different or weaker. The Government defines bullying as Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. Dan Olweus a leading expert in this field has a similar definition to the governments and he asserts that A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative action on the part of one or more other student (Olweus, 1993 p.9) The most widely used definition however is one that is developed by Olweus ( 993) and extended by Whitney and Smith (1993, p.7):We say a child or young person is being bullied, or picked on when another child or young person, or a group of children or young people, say nasty and unpleasant things to him or her. It is also bullying when a child or a young person is hit, kicked, threatened, locked inside a room, sent nasty notes, when no- one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself or herself. It is also bullying when a child or young person is teased repeatedly in a nasty way. But it is not bullying when two children or young people of about the same strength have the odd fight or quarrel. Different type of bullying The word bullying is used to describe many diffident types of violent or intimidating behaviour. Bullying is certainly not easy to classify but here are the main types that have been identified. The first is verbal bullying which is the most common bullying according to research. Childline reported that 56 percent of children that rang about bullying called about verbal bullying. This type of bullying includes name calling and gossiping. Name calling is the most prevalent form of bullying according to most studies. One child in the Childline research for 2007/08 stated I am being bullied at school and feel no one likes me. I am always running to hide or cry on my own because Im called names and am pulled at. I feel suicidal but I wont do it. The second is physical bullying which involves the use of physical force such as hitting and pushing. This type of bullying is considered to be direct because it is intentionally focussed at the victim. In 2007/08 Childline reported that 53 percent of children and young people that called about bullying reported physical bullying. It can be identified through physical signs such as bodily harm although physical bullying does not always mean injury. Physical bullying can be a way of trying to humiliate the victim and show power over them. The third is indirect verbal bullying and this kind of bullying involves hurtful and untruthful comments behind the victims back. It can include spreading of rumours, letters or notes or even graffiti. The last is Cyber-bullying which is the newest form of bullying identified and has become a concern in recent years. This is a technology-enabled bullying and involves bullying by means of chat rooms, instant messing, mobile phones or even emails. Research initiated as a part of the DCSF cyber-bullying campaign highlighted that thirty four percent of 12-15 year olds reported being subject to cyber-bullying. Similarly research carried out by Goldsmiths College for the Anti-bullying Alliance found that twenty two percent of 11-16 year olds had fallen victims to cyber-bullying. Prevalence Various studies have been undertaken on this subject but because of the subjects sensitive nature it is hard to determine solid, valid and reliable statistics. The research being completed however does highlight the true extent of the bullying problem in the classroom setting. Bullying is a contemporary issue with the first national survey on this subject being conducted relatively recently. Kidscapes conducted the national survey between the years of 1984 and 1986 using a sample of 4000 children ages 5 to 12. The survey revealed the extent of the problem. The survey showed that 68% of the children had been bullied at least once, 39 percent had been bullied at least twice and 0.5% of those children felt it had affected their lives that substantially that they tried to commit suicide. Recent research also suggests that the problem is still prominent in the school setting. According to one recent study, one-fifth of primary school pupils and a quarter of pupils in Year 8 perceived bull ying as a big problem in their school. A later report by ChildLine showed that 15 per cent of primary school children and 12 per cent of secondary school children said they had bullied in the last year (ChildLine2004). In another study, 50 per cent of severely bullied boys said that they bully others, as did 33 per cent of severely bullied girls. Childline the national helpline for children received between the months of April 2000 to march 2001 almost 20,300 calls from children and young people concerned about bullying. Kidscape another helpline believes it receives more that 16,000 calls from parents each year concerned about their children getting bullied. Research has also suggested that Cyber-bullying which is the newest identified form of bullying is becoming a major problem. The number of Cyber-bullying cases is on the rise (Noret and Rivers, 2006). A study by National Centre for Social Research released to coincide with November 2009 Anti-bullying week revealed that Cyber-bullying is now one of the commonest forms of bullying in school. The Longitudinal study tracked 15,000 pupils who had their 14th birthday in 2004. The research also pointed out that 47% of 14-year-olds, 41% of 15-year-olds and 29% of 16-year-olds reported being bullied. Disabled children and children with special educational needs were also found to be more likely targets. This coincides with other such research that shows SEN children or children with disabilities are 2 to 3 times more likely to be bullied (Smith, 2007) The Longitudinal study also showed that children who reported being bullied went on to achieve on average 2 GCSE grades lower then children who were not bullied and were more likely to drop out of education at 16. This research is worrying and provides evidence of the detrimental effects bullying can have. Effects of Bullying Bullying can have all sorts of effects on children so it is important that bullying is tackled head on. The DfEE states that The emotional distress caused by bullying in whatever form be it racial, or as a result of a childs appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide.'(DfEE, 1999: 24-25). Vernon Coaker the schools minister also asserted at the event for Anti-Bullying Week that Bullying, in any form, should not be tolerated. It can destroy lives and have a lasting impact on young peoples confidence, self-esteem and emotional development. Research has indicated that bullying can not only effect academic achievement, it has also been linked with low self-esteem, anxiety, impaired concentration, truancy, depression and suicidal thoughts. Kidscape performed the first ever survey of adults with the aim of finding out if bullying had any lasting effects. The survey which was funded by the national lottery and proved that being badly bullied as a child had knock on affects. 46% nearly half of the survey population contemplated suicide compared with 7% of those who were not bullied. Most of the adults surveyed had little or no help at the time of the incidents. Tackling school bullying The Government in recent years has emphasised that tackling the problem of bullying is a main priority of theirs. The Government in 1999 said it was a legal obligation for all schools to have an anti bullying policy in place. Legislation places a duty on the head teacher to enforce an anti bullying policy and states that schools must encourage respect for others and prevent all forms of bullying among pupils.  Government guidance additionally states that the policy should be reviewed annually and that every member of the school community (including children, young people, carers and parents) should be involved in this review. Each school is in charge of designing their own policy with the help from Department for Children, Schools and Families (DCSF). The DCSF help schools to design strategies and effective anti -bullying policy to tackle bullying head on. They do this by providing very comprehensive guidance documents and have regional advisers on hand who have expertise in this area to help implement their guidance. Schools have a legal obligation to ensure measures are in place to address bullying: Head teachers must enforce a policy as a preventative measure against bullying in accordance with the Human Rights Act 1998. The Standards Frameworks Acts (1998) states that all schools are required by law to have an anti-bullying policy. Schools have statutory liability regarding behaviour of pupils under the School Standards and Framework Act 1998 : the head teacher shall determine measures to be taken with a view to à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ be encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils. Article 28 of the United Nations Convention on the Rights of the Child states that bullying policy should be in place in each school and every child should know what to do if they find them self in the situation where they are being bullied. Section 175 of the Education Act 2002 states what is required of the governing bodies in relation to the wellbeing of the pupils in their school: The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school. The Education Act 2002 lays down out two aims for the national curriculum, whereby schools must make sure that it provides opportunities for all pupils to learn and achieve and promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The DfES circular, Social Inclusion: Pupil Support Circular outlines government expectations and the legal duty of head teachers with regard to bullying The National Health School Guidance asserts that it is necessary that schools have a policy and code of practice for tackling bullying, which is owned, understood and implemented by all members of the school community and includes contact with external support agencies. Under the Race Relations (Amendment) Act 2000 schools are required to promote race equality. Childrens Act (2004) sets out five outcomes that professionals should work towards. These are to; Be Healthy; Stay Safe; Enjoy and achieve; Make a positive contribution and Achieve economic well-being. Safe to Learn: embedding anti-bullying work in schools is the new overarching anti-bullying guidance for schools which was introduced in September 2007. The safe to learn guidance includes advice on bullying. In addition to this Ofsteds framework for inspecting schools states that inspectors must assess and give an account on the magnitude and degree of bullying, racism and other forms of harassment. They must also report on the schools successfulness at dealing with bullying incidents and look at the schools relations with parents. Schools are not immediately responsible for bullying that takes place outside of the educational setting but their anti-bullying policy should make it known that steps are in effect to respond to such incidents. The Government publicised two anti-bullying guidance documents on 15 April 2009. These documents gave advice on how to tackle bullying outside of the classroom setting. Versions of the guidance documents were also for local authorities, youth workers, college staff, play workers, transport providers and childrens homes. Despite all of this there is no law which states that Scottish schools must have a specific anti-bullying policy. However there have been documents such as Action Against Bullying distributed to Scottish schools in 1992 that recommend that they should implement a policy. Scottish local authorities have approved of this recommendation but it isnt really enough. Other available help As well as the legislation and guidance documents there are other avenues of support and guidance. Schools for one can pledge their allegiance to tackling bullying by signing up to the Anti-bullying charter whereby there can self-assess their bullying policy. An anti-bullying week is also held every year by the Anti-bullying Alliance The anti bullying Alliance was established in July 2002 by NSPCC and NCB, it has combined 68 organisations into one association. Their aim is to reduce bullying and create a safe environment for which children can study. Anti bullying weeks aim is to raise awareness of bullying and the issues that surround it. This years Anti-Bullying Week was focused on tackling cyber-bullying. Sue Steel, National Manager of the Anti-Bullying Alliance , said on the 2009 anti-bullying week that: It is very encouraging that the Government is doing so much to make Anti-Bullying Week a real success. We all need to work in partnership to ensure children, young people and their parents are aware of the risks of cyber bullying and know how to prevent it There are also various websites to help both parents and adults such as the DirectGov  website which has plenty of advice for young people concerned about bullying. Parentline Plus has a helpline for parents, provides support through the Be Someone to Tell webpage and a website for parental advice on dealing with bullying of their child. A comprehensive list of organisations that provide both help and support concerning bullying is available in Annex  I of the overarching Safe to learn guidance. Developing a whole-school approach The whole school approach is recommended by the DfES and works by engaging involving the whole school community from pupils and teachers to staff, carers and parents. This approach works by involving everyone and creating a framework that endorses shared beliefs and values that help to counteract and reduce bullying effectively. The framework sets out steps to advise and manage incidents of bullying. The DfES recommends launching this whole-school policy in four phases: awareness and consultation, implementation, monitoring and evaluation. The policy should aim to: Ensure that the whole school community understands bullying and what is meant by bullying. Make it understandable that bullying will not be accepted inside or outside of the school setting. Create an effective system to deal with bullying incidents that enables children to easily report bullying occurrences. Ensure that all incidents reported are investigated seriously and the measures in place are acted upon in response. That clearly defined procedures are in place. Provide a systematic method of recording incidents that take place this in turn can help in evaluating and reviewing policy. Have a peer support programme in place. Continually review procedures and policy and keep the whole school community informed of any changes or revamps. Anti-bullying Policy Case Study In my small case study I looked at 3 anti-bullying policys for schools in the Surrey area. I would first like to note that out of the 5 websites I viewed, two did not have any anti-bullying policy online. Anti- bullying policy should be readily available for the school community and should be online for easy access for the whole school community. I will address the schools as A, B and C. School A had a very comprehensive Anti-bullying strategy in place using the whole school approach. It clearly defined anti-bullying procedure in place for children staff and parents using headings such as guidance for children. The Policy included an effectives system clearly stating each stage of procedure and using the no blame approach. School A also asserted that all incidents would be recorded and used in further cases if needed. The use of a peer support strategy was also in place which seems to add to the policies effectiveness as these systems have been found to be effective in reducing the negative effects of bullying for victims. This policy was said to have been reviewed in 2009 and was to be reviewed on a regular basis which again seemed excellent practice. School As policy was seemed precise and effective using the whole school community and in doing so promoting a shared set of values and beliefs. The fact it is reviewed on a regular basis makes sure the policy is fresh and effective. This school also had regular newsletters with any new updates on anti-bullying strategies or changes in policy these were in turn clearly published online. School Bs policy had a clear precise definition of bullying but however it was not as comprehensive as School A. The policy did show the procedure in place and stated the support in place for children; it however was aimed at staff and parents only and did not involve the whole school community. The policy had clearly not been reviewed in some time as it was dated May 2005 which is nearly 5 years ago and seemed outdated and forgotten. School Cs policy was just appalling; it consisted of a paragraph about the definition of bullying and a list of behaviour codes. It did promote a shared value on the expected codes of behaviour but no set clear process in place for dealing of bullying for staff, children or parents. Is the governments strategy working? There is not much in the way of research into this field and whether anti- bullying policy is effective or not. Bullying has decreased slightly since the previous year which could be a reflection of the change in government policy and promotion of peer support but really it is not a decrease in incidents. I conducted a small scale survey of 8 teaching assistants and teachers in schools around the UK to find out whether they felt the government were doing enough in relation to bullying. U.K  government is doing enough for schools in  relation to bullying  How do you feel about this statement?   Strongly Agree     0     0%     Agree     1     8%     Neutral     2   17%     Disagree     5   42%     Strongly Disagree     0     0%   The results show that 42% disagreed with the statement that the government was doing enough in relation to bullying, 17% were neutral and 8% agreed. This survey just indicates that people within the school context feel more can be done to stop bullying. One participant even stated There are anti bullying programs in place at schools but the children often do not come forward. The Government could work with the schools to make it easier for children to come forward. Bullying UKS CEO, John Carnell was reported saying These figures are disgraceful and show that the government and schools are just not getting to grips with this problem. Bullying UK was founded 10 years ago and the problems we are seeing now are the same ones we saw 10 years ago. Day in, day out, year in, year out, we are receiving exactly the same complaints from desperate parents and children and its a scandal that there is no government funding for the vital work we do which we know saves suicidal childrens lives. In the Childline case notes one counsellor asserts I dont think things have changed, and when you ask the children whether there are anti-bullying policies the children say yes, but it still makes you powerless. The frustrating thing is that we still receive so many calls about bullying What can schools do to tackle bullying? Research has proven that the whole school approach is the most effective strategy and recommended by the DfES. The whole school community should be involved in devising and implementing an anti-bullying policy. It requires everyone to maintain and advocate the standards in the policy and act promptly when incidents occur. This approach promotes shared values and beliefs and enables a clear understanding of the acceptable standards of behaviour. In Wales, Lambert, Scourfield, Smalley and Jones (in press) found a significant association between lower levels of bullying, and pupils reporting that the school had clear rules on bullying. The law does state that behaviour policy should be publicised to the school community once a year although really it should be communicated a lot more then this to refresh minds. Research has indicated that just having an anti-bullying policy alone is not enough. In order for a policy to be effective it needs to be efficiently implemented, reviewed and evaluated constantly. As for instance one study found that school-wide policies decline in effectiveness over a 2-3 year period, after which time bullying increases (Sharp et al, 2002). Smith states Bullying is an ongoing problem, so a one-off effort over a term or a year without continuation will have little or no lasting impact (Smith, 2004, p101). Bullying policy should be reviewed regularly and the whole school community should be involved in and notified of changes. Children should have a say in the policy as suggested by the DCSF. There are guidance documents such as the Anti-Bullying Alliance resource Are you talking to me?: Young Peoples Participation in Anti-Bullying. It is important to engage children and incorporate their ideas in the anti-bullying policy allowing them to be an active part of school life. There are a range of suggested classroom activities to encourage pupils to discuss anti-bullying policy. The Government has recently made PSHE lessons compulsory and these are a perfect platform for discussing bullying and anti-bullying policy. The need is to have a comprehensive anti-bullying policy and strategies in place. Not every school has a policy that is comprehensive and covers the extensive bullying types. For example, Adams, Cox Dunstan (2004) reported that out of 19 schools surveyed in the UK none of them specifically mentioned sexual orientation in the anti-bullying policies. What can the government do to tackle bullying? There are a range of things the government can still do to tackle bullying. A statuary duty should be made on schools and education authorities in Scotland to have anti-bullying policy in place. Scottish Schools are not legally obliged to have any policy or strategy in place to counteract bullying. Wales should also have regional advisors like England to advise schools about the effective strategies against bullying including best practice and how to create all an effective anti-bullying policy. The government should also find a way of assessing anti-bullying policy in each school as having this policy in place does not mean it is being implemented properly or carried out in the School context. Finally awareness should be raised on the newest forms of bullying such as cyber-bullying this should also be reflected in relevant policy. PSHE lessons can help raise this awareness and I feel bullying should become a compulsory topic allowing the school to discuss not only bullying in general but their own anti-bullying policy and practice. Conclusion After examining the research, articles, statistics and other information it does become apparent bullying has ever so slightly demised in the last few years but not really enough. This tells me that the government initiatives and policies have had a small effect in reducing bullying. The big problem with the anti-bullying policy is that each school has to devise the policy and implement it, which means the policys effectiveness can range dramatically between each school. If the government is to succeed at cracking down on bullying significantly I feel it is necessary to do the research and implement the same effective policy in each school. It may be useful for the Government to examine leading countries in the fight against bullying. The government also needs to listen to the people that this problem effects and find out their views on the policy that stands.