Nai Talim

1 SLD07. 20. 08 16th Ordinary Emory Presbyterian Church Romans 8:5-6, 12-17 Jill Oglesby Evans â€Å"Mahatma Gandhi: My Life Is My Message† Have you ever seen the bumper sticker or t-shirt slogan, â€Å"Peace, like war, must be waged? † Whatever else might be said about this morning’s saint, Mahatma Gandhi, who could argue but that the man dedicated his entire life to waging peace, in his heart, in his home, in his country, and in the world.And if you think that waging peace is somehow more passive than waging war, you may want to know that, for all his abhorrence of violence as a means to an end, yet Gandhi insisted that the non-violent activist, like any soldier, has to be ready to die for the cause. Indeed, during India’s decades long struggle for independence, thousands of Indians were killed by the British. The difference was that the non-violent activist, while willing to die, was never willing to kill. 1 [Sound like anybody else we know? ] In Gandhi ’s view, there are three possible responses to oppression and injustice.One he viewed as the coward’s way – to accept the wrong or run from it. The second was to stand and fight by force of arms, which, in his view, is better than accepting or running from the wrong. But the third way – to stand and fight solely by non-violent means – required the most courage and was best of all. Born Mohandas Karamchand Gandhi in 1869, to a well-placed family in presentday Gujarat, Western India, Mahatma Gandhi grew up with a devout mother and the Jain traditions of the region, absorbing influences that would eventually play an 1 www. mkgandhi. rg/faq/q14. htm. S ource: M ahatma Gandhiand His M yths, by M ark S hephard. 2 important role in his adult life, including compassion to all sentient, or feeling, beings, vegetarianism, fasting for self-purification, and mutual tolerance between individuals of different creeds. 2 When he was only 13, Mohandas was married 1 4-year old Kasturbai in an arranged child marriage, as was the custom in the region. The couple’s first child, born when Gandhi was 15, only survived a few days, though Mohandas and Kasturbai were to have four more children, all sons.Despite his early marriage, Gandhi continued his education through middle and high school, and eventually to college to become a lawyer, a profession that frankly held more interest to his family than to him. In 1888, he traveled to London to study law and there crossed paths with members of the Theosophical Society, an organization founded a decade or so before for the purpose of furthering universal brotherhood. Not having shown a particular interest in religion before, Gandhi began reading works of and about Hinduism, Christianity, Buddhism, Islam and other religions.Subsequently, Gandhi returned to India to practice law in India, but limited success there prompted him to accept a year-long contract with an Indian firm in South Africa. The fir st photo on your bulletin covers shows Gandhi as an attorney in South Africa in 1895. In South Africa Gandhi achieved greater success in his profession, but he also found there the most flagrant discrimination against himself as an Indian. After refusing to move from first class to a third class when he held a valid first class ticket, he was physically thrown off the train.Traveling further by stagecoach, he was beaten by a driver for refusing to travel on the footboard to make room for a European passenger. 2 For thisand the following biographicalinformation, see http://en. wikipedia. org/wiki/M ahatmas_Gandhi 3 Another time, a magistrate ordered him to remove his turban in court, which he refused to do. These incidents comprised a turning point in Gandhi’s life, awakening him to contemporary social injustice and prompting his passionate social activism.Prompted by a bill denying Indians the right to vote, Gandhi found himself becoming politically active, organizing the Ind ian community into a homogenous political force. Having experienced firsthand the racism, prejudice and injustice against Indians in South Africa, and witnessing the compromise that came through peaceful protest, Gandhi began to question his own people’s status within the British Empire, as well as his personal role in his society. In 1915, Gandhi returned to India desiring to be introduced to the issues, politics and people of his native country.One of his first major achievements came in 1918 when he intervened on behalf of the villages of Champaran. The people there, suppressed by the militias of British landlords, lived in extreme poverty. Yet the British still levied an additional oppressive tax which they continually increased despite the peoples’ desperate conditions. In response, Gandhi organized a detailed study and survey of the villages, accounting for the atrocities and terrible episodes of suffering amongst the people.Enlisting the help of villagers, he be gan leading a clean-up of the villages, including the building of schools and hospitals, and the training of village leadership. †¦ Until he was arrested for creating unrest. At which point, hundreds of thousands of people protested and demanded his release, which the court reluctantly granted. Finally, under Gandhi’s leadership, the landlords signed an agreement 4 granting the poor farmers of the region more compensation and control over their farming.It was during this agitation that the village people began to address Gandhi as Bapu, which means â€Å"Father,† and Mahatma, an honorary title meaning â€Å"Great Soul. † The monikers spread, as did Gandhi’s reputation for strength in resistance against injustice. Yet Gandhi’s strength throughout his and India’s struggle against the British came, not from armed weapons but from the tactics of non-cooperation, non-violence, and peaceful resistance. To Gandhi, all violence was evil and cou ld not be justified, no matter which side, the â€Å"enemy’s† or his own, perpetuated it.Regardless of how incendiary the acts of the British or their Raj, nevertheless Gandhi consistently decried any violent retaliatory actions on the part of the Indians. Being assertive and on the offensive? Yes, even aggressively so, through civil disobedience and non-cooperation. â€Å"Satyagraha† was the term Gandhi used for non-violent action, which in his mind was â€Å"a way of life based on love and compassion. †3 Asks one author, Mark Shepherd, who wrote a publication called Gandhi and His Myths, â€Å"why did Gandhi employ this approach? Was he just trying to fill the jails? To overwhelm and embarrass his captors?Make them ‘give in’ through force of numbers? Not at all,† says Shepherd. â€Å"He just wanted to make a statement. He wanted to say, ‘I care so deeply about this matter that I am willing to take on the legal penalties, to si t in this prison cell, to sacrifice my freedom, in order to show you how deeply I care. Because when you see the depth of my concern, and how ‘civil’ I am in going about this, you’re bound to change your mind about me, to abandon your rigid, unjust position, and let me help you see the truth of my cause. ’ In other words, says the author, Gandhi’s 3 www. mkgandhi. org/faq/q17. htm method aimed to win not by overwhelming, but by converting his opponent, by bring about a ‘change of heart. ’†4 â€Å"Sound naive? † asks Shepherd. â€Å"Well, it is,† he says. â€Å"To my knowledge, no civil disobedience campaign of Gandhi’s ever succeeded chiefly through a change of heart in his opponents. Rather, here’s what happened: Gandhi and his followers break a law politely. Public leaders have them arrested, tried and put in prison. Gandhi and his followers cheerfully accept it all. Members of the public are impress ed by the protest and public sympathy is aroused for the protesters and their cause.Members of the public put pressure on the leaders to negotiate with Gandhi. As cycles of civil disobedience recur, public pressure grows stronger. Finally, public leaders give into pressure from their constituency and negotiate with Gandhi. †¦ There are variations on this theme in Gandhi’s campaigns but generally speaking, his most decisive influence on his opponents was more indirect than direct. †5 Lest you imagine that Gandhi held the law in disregard, hear his rules for civil disobedience: Only people with a high regard for the law were qualified for civil disobedience.Only specific, unjust laws were to be broken. No direct or physical coercion was allowed. Hostile language was banned. Destroying property was forbidden. Civil disobedience in the form of the thoughtful, peaceful, and intentional breaking of unjust laws, and non-cooperation in the form of strikes, economic boycott s and tax refusals – this was how Gandhi believed India could gain complete individual, spiritual and political independence from the British. â€Å"No government can exist for a 4 Ibid. 5 Ibid. 6 single moment without the cooperation of the people, willing or forced,† said Gandhi. And if people suddenly withdraw their cooperation in every detail, the government will come to a standstill. † And so it did. To start the ball rolling, Gandhi reorganized the Indian National Congress, oversaw the writing of a new constitution, and set about improving the discipline and effectiveness of his people. He expanded his non-violent platform to include the swadeshi policy – the boycott of foreign-made goods, especially British goods. Linked to this was his advocacy that homespun cloth (khadi) be worn by all Indians instead of British-made textiles.He exhorted Indian men and women, rich or poor, to spend time each day spinning this homespun cloth, as he did, himself, a strategy intended both to inculcate discipline and dedication in the masses, and to include women in the movement. In addition to boycotting British products, Gandhi urged the people to boycott British educational institutions, to resign from government employment, and to forsake British titles and honors. Gandhi’s non-cooperation program enjoyed wide-spread appeal and success, increasing excitement and participation from all strata of Indian society.However, just as it was reaching its apex, Gandhi ended it abruptly because of a violent clash in the state of Uttar Pradesh in 1922. Fearing that his movement was about to take a turn towards violence that would be the undoing of all his work, Gandhi called off his campaign of mass civil disobedience. He was arrested on March 10, 1922 and sentenced to six years of imprisonment, of which he served two. 7 For the following decade Gandhi stayed out of active politics, focusing most of his attention on expanding initiatives against untouchability, alcoholism, ignorance and poverty.In 1928, however, when the British government appointed a new constitutional reform commission that did not include any Indians, Gandhi returned to public debate, leading Congress to call the British either to grant India dominion status or face a new campaign of non-cooperation with complete independence as its goal. The British did not respond. On December 31, 1929, the Indian flag was raised in Lahore. Two months later Gandhi launched his famous 248 mile â€Å"Salt March† to the sea for Indians to make their own salt, instead of purchasing it from Britain.Thousands of Indians joined in the march. The British responded by imprisoning over 60,000 people. Due to political pressure, however, within a year, the British government decided to negotiate with Gandhi. In return for the suspension of the civil disobedience movement, they agreed to set all political prisoners free. Unfortunately no real transfer of power took place. Wh en World War II broke out, Gandhi and his supporters made it clear through their most forceful movement yet, called Quit India, that they would not support the war effort unless India were granted immediate independence.Gandhi and the entire Congress Working Committee were arrested in Bombay in 1942 and held for two years. Because of his failing health, he was released before the end of the war. At the end of the war, the British vowed to transfer power to Indian hands. Gandhi called off the struggle and 100,000 political prisoners were released. 8 Over the next two years, many debates occurred related to the nature of the freedom of India and its partition into Muslim and Hindu-majority states.Gandhi was vehemently opposed to any plan that partitioned India into two separate countries, although he finally assented, and devoted himself to keeping the Indian warring parties at peace. Still, on January 30, 1948, Gandhi was shot and killed by a Hindu radical whose extremist organizatio n held him responsible for weakening India by insisting upon a political payment to the newly formed nation of Pakistan. Although Mahatma Gandhi was not the originator of the principle of non-violence, he was the first to apply it in the political field on a huge scale.Important leaders strongly influenced by Gandhi’s approach to political activism include Afro-American Martin Luther King,Jr. , Euro-American Albert Einstein and Mexican American Cesar Chavez, South Africans Nelson Mandela, Steven Biko and Desmond Tutu, the prime minister-elect of Burma/Myanmar, Aung San Suu Kyi, Pakistani Muslim peacemaker Khan Abdul Ghaffar Khan, the Tibetan Dalai Lama, and British-born devotee and activist, Madeleine Slade, also known as Mirabehn. Gandhi’s developed principles of discipline, non-violence and passionate concern for the greater good echo loudly across many faiths.In 1955 Martin Luther King, Jr. remarked, â€Å"Christ gave us the goals, and Mahatma Gandhi, the tactics. † You know, there’s an irony to trying to distill the story, teaching and example of a soul as great as Gandhi’s (or any other saint’s, for that matter) into a single sermon on a single Sunday morning in one particular American protestant church. But if our aim is to 9 look for proof that the gospel can, indeed, be lived, then in my view, it’s nevertheless important to make a stab at exploring the many diverse ways it is.The God that you and I worship and seek to know is sovereign over all creation, over all humanity, over all that is good and life-giving, indeed, over all that is. That’s what the Apostle Paul believed when he preached to the seekers in Rome about the importance of setting their minds on the things of the Spirit. To set the mind on the flesh is death, he told them, but to set the mind on the Spirit is life and peace. And all who are led by the Spirit of God, said Paul, are children of God. (Ro 8:5-6,14) If we imagine that the re is only one way to led by the Spirit of God, we limit God.If we imagine there is only one way God’s Spirit can lead us, we limit ourselves. So if each Sunday we can’t quite fully capture or communicate the depth and breadth or ambiguities of the lives of our summer saints, yet perhaps our imaginations are stretched enough beyond the usual boundaries of our daily lives and faith, that we might even wonder ourselves in what boundary-breaking ways God’s Spirit might be trying to lead us. After all, â€Å"what is faith worth if it is not translated into action? † asks Gandhi. And that’s a good question. To the glory of God. Amen.

Mahatma Ghandi

Year 11 Community and Family Studies Individuals and Groups – Leadership Term 2 Assessment MAHATMA GHANDI . Mohandas Karamchand Ghandi, known as Mahatma , or ‘Great Soul’ was a successful leader who managed to cause major political change in countries that experienced an abundance of racial discrimination and cultural inferiority . The two most signi? cantly effected countries that experienced direct positive empowerment because of Mahatma Ghandi were South Africa and India. Reason for Ghandi’s immense success with each goal he set was his strong self belief, resilience, persistence and determination.Apart from these characteristics allowing Ghandi to achieve his goals, they made him an exceptional example of an effective leader. In South Africa Mahatma Ghandi fought for Indian civil rights, his success resulted in the reformation of the anti- Indian Legislation, by South African Of? cials. Throughout the history of South Africa racial discrimination was al ways prevalent among society. Native Africans, Indians and Asians were constantly subject to racial injustices, particularly from the 1800’s to 1959.Examples of this are evident throughout the legislations and laws that were directed at Indians; Indians; -Could only freely migrate to South Africa as indentured Labourers (labourers on contract) – They had none of the rights of full citizenship – Were not allowed to own property or land – Were only granted temporary residence -Forced to pay of sum of ? 3 if they were ex-indentured Indians that failed to reindenture or chose to return to India after their labour contracts were completed . Had to live in government allocated areas for ‘sanitation’ purposes – Were the only race that had to complete a educational, health, age and means test in order to gain admission into the country with the exclusion of Indian indentured labourers. (this purpose of this test was to stop further immigration of ‘free Indians’ (Indians that came to South Africa not indentured) ). -Were prohibited from marrying the ‘Whites’ (People of European descent e. g. Dutch, German, French ) These government policies were discriminatory against the Indian race and resulted n them (Indians) being assumed as an inferior race in society which further resulted in the excessive mistreatment of Indians. Being exposed to these racial inequalities, and having been of Indian race Mahatma Ghandi was well aware of these racial inequalities as he stated â€Å"I discovered that as a man and as an Indian I had no rights†. He recognised that change needed to occur in order for the Indian race in South Africa to be equalised within society. This recognition then lead Ghandi proposing an action plan of ‘passive resistance’ which he was leader of.The result of his passive resistance which was taken up by hundreds of other supporting Indians in South Africa was the . refo rmation of the anti- Indian Legislation ( mentioned previously). This meant that the Indian Relief Act was passed, consequently improving Indian civil rights. The act; – Abolished the ? 3 poll tax -Recognised marriages contracted in terms of traditional Hindu and Muslim rites – Indian children of parents living in South Africa are allowed to immigrate Although these modi? ed policies of legislation did improve Indian Civil Rights, there were still major parts which remained law that were racially unjust.For example; Indians were still prohibited from owning property in Transvall and Orange Free State. -Indians were not allowed to reside in Orange Free State. – Restrictions still existed on Indian trades. In 1869 India was part of the British Empire, which meant that Britain ran the government, made laws and took advantage of India’s natural riches in particularly salt, in order to make pro? t. The fact that the British Empire ruled India, basically meant that the Indian’s own country had to a degree been taken from them; they were living in a country that was not theirs. After ? hting in the British Army in Europe during First World War (1914-18) Indians, felt that in return they deserved to be granted Independence. Believing this Ghandi resolved to ? ght for Indian Independence or what he referred to as ‘Swaraj’ . Ghandi’s method of ‘? ghting’ was inspired by his belief of Satyagraha, meaning truth force. He stated â€Å" Satyagraha has been designed as an effective substitute for violence† . In order to achieve this vision Ghandi employed his method of civil disobedience. ?He urged Indians to resist British rule by going on strike. ?He went on hunger strikes ?He made protest speeches ? Encouraged Indians not to wear clothes or pay British taxes – this was the beginning of Ghandi’s Cloth Campaign; he ordered the public to burn their British clothing and instead spin their own thread and make their own clothes. ?Encouraged Indians not to buy British goods, go on strike from their jobs and attend rallies to hear him speak. ?The most signi? cant event that Ghandi lead to achieve Indian Independence in India was the ‘Salt March’ ; during this event Ghandi lead hundreds of his followers to Dandi Beach were he picked up the ? st handful of salt. This symbolised that Indians would no longer bow to British laws. This occurrence was so important because it showed rebellion to British law. During this time (1930’s) it was made law that Indians could not collect their own salt, they had to purchase heavily taxed salt from the British. However after Ghandi’s action, Indians started collecting their own salt. . Mahatma’s main goal was to achieve Indian independence, however he fought for better working conditions for poor weavers and went on a fast until he won them a wage increase.He also set up a ashram which was communal farm , on this farm Ghandi accepted a group of social outcasts, labelled the ‘untouchables’ . The untouchables were seen as the lowest rank in society’s hierarchal structure and therefore they were outcasted and not associated with. By Ghandi’s encouragement and acceptance of the untouchables into the communal farm despite the protests of his followers he showed his belief that all people were equal. Mahatma Ghandi’s approach to protest became popular within society and rapidly he accumulated hundreds of followers, ? hting united with the same intention which was further reason why Ghandi achieved Indian Independence. â€Å"Mass civil disobedience is like an earthquake†, said Ghandi. This same principal which Ghandi proposed and then employed into every protest project he was involved in, is reason why he was such a successful leader. Despite Mahatma Ghandi’s direct action to empower individuals to stand up for what they believe in in South African and India , Ghandi inspired the whole world to do the same. The actions and principles that he utilized resulted in the global empowerment of individuals.His ethics and protesting strategies are still seen in present political rebellion. Mahatma Ghandi was a highly successful leader because he was able see injustices within society, which others experienced and encourage and enforce society to passively yet affectively ? ght in solidarity for positive change. The New Oxford American Dictionary de? nes leadership as ; the ability to lead skillfully. Mahatma Ghandi’s most prominent quality was his leadership, his superior leadership style was the main reason for his successes.There are many diverse leadership styles, such as ; Task-orientated, People-orientated, Autocratic, Collaborative/Democratic, Laissez-faire, Transformational and Cultural. Each of these leadership styles present a leader with varying leadership skills which effect the dynamics and productivity of group members. A transformational leader, such as Ghandi maintains a focus on teamwork and initiative. They provide direction and a goal for the group to achieve and encourage and empower the group members in achieving the goal.As leaders they utilise lateral thinking, promote individual growth and development and group decision making and keep the group focused and productive in reaching their goals by giving regular feedback. Transformational leaders are deeply involved in the group and are constantly enthusiastic and energetic about the input of individuals. This generates a trusting environment where group members feel comfortable to cooperate with group members. Mahatma Ghandi’s transformational leadership style was evident throughout his lifetime, despite the varying group and situation.When analysing his successes, in . particularly his ? ght for equality in South Africa between Indians and the ‘Whites’ . He was extremely involved with the Indian Society a nd produced a clear vision for Indian integration within South African Society. He was deeply involved in his group and worked enthusiastically with each member, encouraging them to strive to achieve a common goal. The reason why he was so successful is because he was able to maintain and initiate intimate relationships with the hundreds of his followers, he empowered each of them to ? ht for ‘satyagraha’ by acknowledging each of their inputs. Individuals that were part of Ghandi’s group felt involved, valued and liberated. Being part of Ghandi’s group promoted individual development. People associated with Ghandi’s group were instilled with Ghandi’s teaching of self belief, discipline and most importantly determination to attain their goals, by non-violence, non-cooperation and self sustenance. There are varying factors which in? uenced Ghandi’s transformational leadership style. The two most dominant in? uences were his culture and n ature of the group.Mahatma Ghandi was of Indian culture, this fact was reason why he was so motivated to gain Indian independence, and the segregation of Indians into South African Society. As an Indian in society, Ghandi’s environment exposed him to racial discrimination and verbal abuse and this consequently effected his growth and development. Ghandi’s resilience and egalitarian nature stemmed from the injustices he experienced, and played a signi? cant role in motivating Ghandi to achieve racial justice. Ghandi’s followers and members of the group were also Indian.Due to the fact that he and his followers shared the same culture ,they experienced the same mistreatment , discrimination and general way of life. Each of these individuals could relate to one another and this was the unifying force. Ghandi was therefore able to lead Indians based on the passion they both shared for racial equality. The nature of the group, refers to quality of relationship that t he leader obtains with the individuals part of the the group. Depending on the level of quality that the relationships hold e. g. High-quality or poor quality, leaders can be respected and have more in? ence over the members. Leaders are more likely to have high quality relationships in groups that are informal because members are able to interact positively and more openly; this was Ghandi’s case. Ghandi was able to maintain high quality relationships with the members in his groups and because of this he gained higher respect and had more in? uence over his followers. Mahatma Ghandi was a highly effective leader because he was able to lead his thousands of followers in achieving a common goal. Ghandi’s effectiveness as a leader can be measured by the successfulness of his visions.Ghandi set out to achieve Indian Independence and Racial equality in South africa and he was successful. In the process of achieving his goals, he empowered nations around the world to challe nge their governments if they had a problem and ? ght to ? x it. This shows that Ghandi was an overachiever, because he did more than he set out to and therefore was a highly effective leader. Ghandi’s strengths were his; ? De? nite purpose – Ghandi maintained a vision and a set way he was going to achieve this. His goals had purpose and so did his actions towards achieving his goals. Self Discipline – He believed that exercising his self discipline strengthened his commitment to achieve his goals. ?Integrity – He was honest about the way he lived and his beliefs , he believed that believing something and not living it was lying. He would rather have been prosecuted for his beliefs then denying them and this was sometimes the case. He stated â€Å" To believe in something, and not to live it, is dishonest†. ?Related to people – he made an effort to truly understand people, thus instilling motivation in him to achieve his goals, not only for what is right but for what the people wanted.He had an extensive understanding of the human psychology and used it along with his public relation skills. ?Self Belief and faith – He believed in himself and had faith that he could attain success. ?Flexibility – he changed his strategies and methods of challenging his oppositions to suit the situation and in turn increased the effectiveness. ?Resilience – despite setbacks he wasn’t deterred from achieving his goals, in fact he was more motivated; he learnt from his mistakes. ?Spirituality – He promoted love and peace in times when another leader would have made a call to arms. Determination ? Persistence ? Focus ? Will to ? ght for his beliefs ? Unconcern of what others thought of his actions, or how he dressed. ?The fact that he was prosecuted by authorities and publicly shamed in some circumstances did not deter him from achieving his goals. Evidently Mahatma Ghandi presented an exemplary leader b ecause of his effectiveness which came from his individual characteristics. However like every leader there are weaknesses, although Mahatma Ghandi’s weaknesses were insigni? cant, and didn’t majorly impact upon his effectiveness, they still existed.An example of this was Mahatma Ghandi’s experiments in ‘Brahamacharya’ . Gandhi became a brahamachari (celibate) when he was thirty-six. He conducted experiments in Brahamacharya which he used to develop his ability to conquer sexual feelings. Although this act was innocent through Ghandi’s eyes, he was highly criticised for it and it became a very controversial issue. He apparently slept with numerous women in order to test Brahamacharya and see if he had mastered celibacy. This event showed weakness in Ghandi as leader, because he made a commitment to elibacy, however afterwards he had sex with women in order to see if he had mastered celibacy. This act caused some of Ghandi’s followers to lack respect in him because he was no a longer a man that refrained himself of intercourse , even through he made a commitment to do so. As a leader, Ghandi created a unique style of ? ghting for what he believed in, which he referred to as ‘Satyagraha’ . As stated previously in the essay this theory that Ghandi proposed ,meant ‘truth force’ and becoming a ‘Satyagrahi’ meant a ? hter for the truth. His way of resolving and managing con? ict was in? uenced by his belief in ‘Satyagraha’. This meant that individuals were encouraged to ? ght for the truth but in doing so it had to be in a civilised manner. Ghandi is well known globally for his method of opposing the government by civil disobedience and passive resistance. This method was carried out passively, and people that employed this method were encouraged to do so in way that did not harm, violate or create violence with others, even their enemies.Ghandi’s theory enfor ced communicating your message in a peaceful and civilised manner, which is why he is so highly respected. When con? ict arose within his group or between his followers, he encouraged that they settle the dispute in a civilised manner but also effectively communicating their feelings. He encouraged that his followers didn’t simply give up but rather made sure that their opponents knew how they felt in order to understand where they were coming from. He stated â€Å" Never give in. Never. Never. Never. Never†. This mentality of Ghandi’s was re? cted in his methods of government opposition. He used passive methods such as sit-ins, boycotts, blockades and occupations of buildings, tax refusal, and alternative publications and media. More active forms of passive resistance include strikes, walkouts, protest marches, theatrical protests, and hunger strikes. Ghandi was also an advocate of forgiveness, so if there were disputes or disagreements of any kind within his g roup he encouraged his followers to forgive the other which further re? ected Ghandi’s philosophy of love, peace and forgiveness between people of religions, races and beliefs.In order for Mahatma Ghandi to have achieved leadership he followed a path which lead him to becoming a leader. Initially Ghandi started ? ghting for the improvements of Indian rights by himself, and through this process he started to gain members which shared Ghandi’s goal. As Ghandi fought for racial equality he caught the attention of others, the media and the authorities. He became well known and during this process, as people began to become familiar with Ghandi and his vision they too joined him, and his members grew and grew.He was not appointed leader by his followers, he was assumed leader. This was the same case in the instance of Ghandi ? ghting for Indian independence in India. He was able to see, by himself that it was wrong for the British to rule India and afterward with the in? ue nce of others acknowledging the same fact he gained members that shared his beliefs and also wanted independence. This then lead . Bibliography: New Oxford american dictionary – accessed from May 18 – 19. http://dictionary. reference. com/browse/leadership Accessed May 19 , 7:10 pm. ttp://www. mensxp. com/work-life/corporate-skills/3140-leadership-style-ofmahatma-gandhi-. html Accessed May 20 , 9 :30 am. . http://www. guide-to-employee-motivation. com/gandhi. html Accessed May 20, 9 :40 am. http://www. scribd. com/Kunwar23/d/6977301-Leadership-Style-of-MahatmaGandhi Accessed May 20, 10:02 am http://www. kamat. com/mmgandhi/day_with_gandhi. htm Accessed May 20, 11:21 am. . http://www. encyclopedia. com/topic/passive_resistance. aspx Accessed May 20 , 11: 42 am. http://civilresistance. info/ostergaard Accessed May 20 , 12 pm ttp://www. sikhtimes. com/books_020278a. html Accessed May 20 , 1:18 pm. . http://www. mightystudents. com/essay/Compare. strengths. weaknesses. 899 58 Accessed May 20, 1:26 pm. http://www. nndb. com/people/653/000065458/ Accessed May 20, 2:00pm http://en. wikipedia. org/wiki/Dalit Accessed 2:13 pm. http://en. wikipedia. org/wiki/ . Mohandas_Karamchand_Gandhi Accessed May 20, 2:14 pm. http://www. sahistory. org. za/politics-and-society/anti-indianlegislation-1800s-1959 Accessed May 20 , 2:20pm http://www. skwirk. com. u/p-c_s-14_u-309_t-761_c-2862/historical-inquirypeople-motive-and-consequences/ nsw/historical-inquiry-peoplemotive-and-consequences/ investigating-history/historicalinquiry Accessed May 20 , 2: 55 pm . http://www. brainyquote. com/quotes/keywords/power. html Accessed May 20, 3:21 pm Ghandi The peaceful revolutionary Anna Claybourne 2002 White Thomson Publishing Ltd. The wisdom Of Ghandi Trudy S. Settel 1995. . to Ghandi once again being assumed leader however never of? cially being appointed leader. In a differing case however, in 1919 Ghandi became an active member of the National Indian Congress and was of? cial ly appointed a leader.He was asked to join the National Indian Congress because his struggle for Indian Civil rights was successful, his ‘satyagraha’ campaign aroused interest and his general ability to effect great social change without employing violence. To conclude it is clear that Mahatma Ghandi was an exemplary leader. What made him such a good leader were his personal characteristics, his style of leadership and how he chose to utilise them in order to achieve his goals. It is evident that Ghandi was a successful leader because he was able to work collaboratively with his group in achieving a common goal being Indian civil rights and Independence. .

A Turning Point

Turning Point Singapore is a place full of foreign countries, the fusion of Asian and European culture, scientific growth and opportunities, customs and traditions. When traveling to Singapore for the 2 nd APEC Youth Science Festival, people with diverse backgrounds gathered to meet ideas and insights and gathered artworks filled with cultural colors. After returning to America, I brought stronger cultural awareness, a deeper understanding of the international scientific community, abundant knowledge, and countless lifelong friendships. Perhaps the question you first ask yourself is what is the turning point of history? A dictionary defines a turning point as a point where decisive change occurs. Therefore, the turning point of history is not only important events that occurred long ago. This is a direct (time based) thought, event, or behavior that causes change. This change is social or cultural, and it influences social thinking and behavior. It is political and there is the possi bility of leading to new legislation and new government. It is economical and affects how products are produced, purchased, sold, or how much or how society spends on these items. The turning point may lead to all these changes. Looking back at past events, it is fairly easy to mark various turning points. Individuals may also notice turning points, such as when you meet your best friend, or when you volunteered in India. This symbolic meaning of the turning point was created in the 1640s and there was a more literal meaning less common in about ten years: the point where the opposite direction begins One way to understand how change processes work in the living experience of young carers is to look up turning points (Rutter 1996). Turning point is defined as an important life event or life experience essential for life course. Turning point is an important event of life, they can give front and after structures and can be explained as events of life (Denzin, 1989). The turning poi nt can be understood as plus or minus. They can contain a single episode or cumulative event. They can gradually discover the incident or discover it suddenly. They can be expressed through situational life events such as taking care or through personal subjective experiences such as controlling positive decisions in life. Turning points may also include random events in life (King et al., 2003). What is the difference? Turning point for youth in public care

Communication Technology and Its Impact on Social Interaction Research Paper - 1

Communication Technology and Its Impact on Social Interaction - Research Paper Example Technology has been able to develop working conditions in all industries, personal interactions have been shaped and more so the aspect of the social networking through social sites has taken over the communication industry. Â  This topic tries to expound on the technology employed in communication from a social interaction perspective. This process does not precisely refer to face to face interaction but as opposed to technology, mediated interaction. In another case, the main aim of this study is to try and explain why the degree of collective innovation within the work communities has decreased and the way workplace interactions have become more functional. The need to expand new competences caused social tensions and conflicts. On the other hand, the introductions of technology seem to have been the long-awaited answer to people’s problems. These problems are like information problem solving that was elicited in a hot way and took place mainly evolving, but in some cases also stable, social networks. In this case, the information communication technology has both the negative and positive effects on the users. Especially the emergence of Email as a medium of conveying messages from one person to the other via the use of mobile phones and computers.2 Â  Technology has changed the nature and conditions of work both in the offices and out in the fields. Although technology facilitates information transport and extensions of social networks, both inside and outside organizations it reduces face to face interactions. Employees spent most of their times on computers using emails to pass information from one part to the other rather than with their fellow colleagues.

The Concept of Liberty Essay Example | Topics and Well Written Essays - 2750 words

The Concept of Liberty - Essay Example They re used to derive property implictions nd to solve philosophicl problems ssocited with this conception of liberty. In the following pper I would like to discuss the concept of liberty s it is presented by severl reserches. First I will define the generl concept of liberty s it is viewed by the generl socil community, then I will discuss the views of severl uthors s for the liberty concept. Finlly I Will mke the conclusions nd summrize the reserched pper. 'Liberty', in its most generl sense, signifies the bsence of some sort of constrint on something. The topic here is interpersonl liberty: the bsence of initited constrints on people by other people; or, more precisely, people intercting voluntrily without constrining, interfering with, or imposing upon ech other - except to prevent or redress initited constrining, interfering, or imposing. s 'imposing' seems the most generl of these terms, I shll stick with tht s long s it withstnds criticism. Positively inititing n imposition on nother is to be contrsted here with merely withholding ssistnce, or with defense or redress (so not just nything tht nyone else might do could be described s 'imposing'). This sense of 'liberty' is supposed to be the opposite of subjection nd oppression: it is individul sovereignty. It is bout the voluntry interction of persons rther thn selfish individulism, s its detrctors sometimes misrepresent it. This is the liberty of libertrinism, clssicl liberlism, nd much - though not ll - common sense. s fr s I cn tell, no one hs hitherto provided n dequte ccount of liberty in this sense. This filure is prticulrly striking nd ironic mong those clling themselves 'libertrins'. I shll ttempt cler, or t lest clerer, wy of expressing this ide tht is cpble of deling with vrious problems.number of reserches nd politicins in different wys interpret the concept of liberty. I will tke look t severl of them so tht them in my further reserch. Isih Berlin presents two concepts of liberty through which he plces the freedom of judgment in reltionship to them, nd lys out some dvntges of liberty bsed on judgment over the other two concepts. One wy of tking Berlin's distinction is to mke it debte over the importnce of politicl prticiption. Berlin himself llows for number of other wys to put the distinction, but describes the centrl issue dividing the two concepts s follows: Liberty in [the negtive] sense is principlly concerned with the re of control, not with its source. Just s democrcy my, in fct, deprive the individul citizen of gret mny liberties which he might hve in some other form of society, so it is perfectly conceivble tht liberl-minded despot would llow his subjects lrge mesure of personl freedom. Self-government my, on the whole, provide better gurntee of the preservtion of civil liberties thn other rgimes, nd hs been defended s such by libertrins. But there is no necessry connexion between individul liberty nd democrtic rule. The nswer to the question "Who governs me" is logiclly distinct from the question "How fr does government interfere with me" It is in this difference tht the gret contrst between the two concepts of negtive nd positive liberty, in the end, consists (Berlin, 2002). Mny hve red Berlin s n updted version of Benjmin Constnt, who put mtters similrly. Constnt distinguished between the liberty of the ncients nd the liberty of the moderns, sying tht "n Englishmn, Frenchmn, nd citizen of the United Sttes" understnds liberty to

The Role of Women in Organizations Essay Example | Topics and Well Written Essays - 3750 words

The Role of Women in Organizations - Essay Example In 1980s businesswomen became a powerful force in the European and US economy. The transition to post-industrial society boosted structural changes in the economy and rapid development in the services sector. Women were opening a multitude of service enterprises, which grew and gained public recognition. Society had to admit that small business was made for women. A study, conducted by Coates in Britain, showed that, while women represented a third of overall respondent managers, they nevertheless only represented 4.3% of executive positions against 9.9% of men. By far the largest single group overall was middle managers (47%), even here only 25 of the women studied had attained this level. The vast majority of women were thus junior managers (Coates, 1997). Women are now more than 1% of the Fortune 500 CEOs, yet research shows that companies with the highest percentage of women at the top financially outperform those with the lowest number of women at the top. Companies run by women are as financially sound and creditworthy as the typical firm in the U.S. economy and are more likely to remain in business than the average US firm. In 1987 two million female-owned businesses had $25bn in sales. One year later, five million female-owned businesses had $83bn in sales. Around the world, women-owned firms comprise between one-quarter and one-third of the businesses in the formal economy and are likely to play an even greater role in informal sectors. In Japan, the number of women managers is still small (around 300,000), but it has more than doubled over the past 10 years. In Australia, the proportion of women working in their own business is also growing. Women working in their own business in Australia numbered 216,300 in 1983-84 and 272,400 in 1989-90, an increase of approximately 26 per cent (Milojevic). Why does it happen that companies with women occupying senior positions perform better than those with male leaders One of the reasons may be that women's leadership style, based on openness, trust, sociability, interest in people, caring, ongoing education, compassion and collaboration. Women are more likely to succeed because of their natural qualities and because they admit they need help and surround themselves with good people: they are cautions, strategic risk takers, whose

Is it inevitable that an organisation must become bureaucratic Essay

Is it inevitable that an organisation must become bureaucratic - Essay Example The paper tells that the main responsibility of preindustrial government was to protect their territories from any possible attacks by external enemies. The defense was usually regarded as an expensive factor and the empire was highly dependent on the extent of bureaucracy in order to collect taxes. Preindustrial bureaucracies were not only restricted to collecting taxes or maintaining order, but it was even inclined towards economic activities. Bureaucratic structures were not only witnessed in context of imperial governments but also in the realm of religion. The growth of bureaucratic organizations was initiated from religious and political domains. This eventually got incorporated into private enterprises with the growth of complex and larger economies. During the 19th century, it was observed that scope of manager became wider. The reason behind this trend was the employment of large-scale workers. Occupational specialists were also growing during this time period because of tec hnological advancement. Increasing complexity of organizational structure also facilitated territorial expansion. This, in turn, gave rise to the wide array of administrative difficulties. Bureaucratic organizations emerged due to changes in scope and scale of firms. A range of firms from retail stores to steel mills required hundreds or thousands of employees, who can accomplish set tasks within a specified time frame. Organizations started to recruit wide scale of employees so as to divide tasks amongst various worker groups. Social and economic changes were initiating problems for enterprises but it was even outlining mechanisms to address these issues. Automobiles and railroads enabled managers to travel across organizational units to supervise team members. Communication technologies helped managers to allocate tasks and monitor the performance of various geographical sub-divisions. These modern technologies were a way to organize workforce and enhance the level of employee pro ductivity. The organizational revolution had been started in the 20th century. The approach of bureaucratization had led to well-transformed work culture.

Managing Global Hospitality Essay Example | Topics and Well Written Essays - 2500 words

Managing Global Hospitality - Essay Example Global hospitality industry is growing at a good pace. The increase in holiday trends is one of the reasons of the growth. People now try to visit to different tourist destinations in their leisure time. Globalization has also contributed towards this trend and people all over the world get to see more and more beautiful destinations on television and internet. But with growth hospitality industry globally is also encountering many issues like regulations, natural disasters, high cost of service and greater competition. This has caused many global giants in the industry to look for new avenues of investment. Background of the Company Shangri-La Hotels and Resorts is one of the largest hotel chains of the world. The company started its operations in 1971from Singapore but currently it has hotels and resorts in around 17 countries all over the world. The company grew in Asia at a very fast pace and right now has a significant market share in Asia. Overall the company has presence in all continents of the world except Africa. Company is also planning to open a new hotel in London in 2012 (Shangri-La Hotels Website, 2011). The company has wonderful customer service and has won many awards for of excellence. The diversity at the Shangri-La Hotels is very well known all over the world (Clark & Chen, 2007). Shangri-La Hotels are high class hotel and are catered towards the rich class and for this reason a high quality of service is maintained. The company is also planning to expand in China, Canada and India in years to come. The brand name of the company is prestigious and known all over the world. The expansion of the company is based upon the innovative practices of the company.

The third generation Essay Example | Topics and Well Written Essays - 1750 words

The third generation - Essay Example 3G wireless technology is the new version and is the junction of different 2G wireless telecommunications systems into a sole uniform global system which includes up gradation of terrestrial and satellite components in its functioning.3G or the third-generation wireless was used to refer to this age developments in personal & business wireless technology, particularly the mobile communications. 3G or The Third Generation ushers in many benefits with its mobility, broad bandwidth and high speed communication (upwards of 2Mbps).Network operators & telecommunications service providers are busy in implementing this global third generation (3G) wireless standards in order to fulfill the demand of the customers of that mobile company.3G wireless technology represents a shift from voice-centric services to multimedia-oriented like video, voice, data, fax services.Figure shows an integrated design of a 3G cellular and wireless LAN system (Chuah & Zhang). In a wireless network system, we gene rally have a mobile terminal communicating with a base station in a radio access portion. The radio interface usually terminates within the base station in a wireless LAN system and usually terminates in radio network controller in a cellular system. In CDMA/WCDMA technology, the radio network controller combines the radio frames to facilitate the path diversity from different base station to the users. The circuit and packet data from the radio network controller will be segregated and routed to different portions of the core network. Later voices data are transferred to a mobile switching center and as other data get transferred via specialized routers it support the mobility of accessing the internet. The Different Types/Standard of 3G: The International Telecommunication Union (ITU) is in charge for standardizing 3G. After trying to establish a single 3G standard, ITU at last permitted a family of five 3G standards, which are part of the 3G structure namely IMT-2000: Three standards based on CDMA, namely CDMA2000, WCDMA, and TDSCDMA. Two standards based on based on TDMA, namely, FDMA/TDMA and TDMA-SC (EDGE). The CDMA standards are the most important 3G standards. 1. WCDMA - Wideband Code Division Multiple Access: It is a technology for wideband digital radio communications of Internet, multimedia, video and other capacity-demanding applications. WCDMA is approved as a standard by the ITU under the name IMT-2000 direct spread. It converts the data into a narrowband digital radio signal first, and then it assigned a marker (spreading code) to distinguish it from the signal of other users. WCDMA uses variable rate techniques in digital processing and it can achieve multi-rate transmissions. 2. CDMA 2000 - Code Division Multiple Access 2000: CDMA was launched in 1995 commercially and it very quickly became one of the world's fastest-growing wireless technologies. While later in 1999, CDMA was selected as a standard for new "third-generation" (3G)

Ottoman and Japanese Political Systems (c.1820-1920) Essay

Ottoman and Japanese Political Systems (c.1820-1920) - Essay Example to the conquest of Varna and capture of Constantinople that made the Ottoman Empire as the oldest surviving empire of Europe within a century (Rahme 31). The old Ottoman Empire however declined and became as the Turkey that we know today after it allied with Germany in the First World War. Prior to its dissolution attempts were made to improve its state in reconstituting its own political system but the reforms instituted were just too late to save the old Ottoman Empire. The Ottoman Empire decline begun with the series of war beginning with the invasion of Egypt and Syria by Napoleon Bonaparte in 1798 to 1801. The intervention of the French, Russian and British due to the advances and occupation of Muhammad Ali Pasha’s army in Anatolia and Syria also precipitated its decline as it has grown weaker due to the war. The call for independence of the Greeks that eventually led to its independence as a self-governing nation also diminished its territory. European leaders however were concerned how will the Ottoman collapse will pose to the general peace. Such they made an attempt to maintain the Ottoman State so as not to cause instability in their region. They agreed to maintain its integrity by â€Å"reversing the potentially devastating results of war at the negotiating table and, in 1856, admitting the Ottoman state into the â€Å"Concert of Europe† (Quataert 56). Thus the European consensus then was to keep Ottoman state intact despite its weak stature as an attempt to maintain it as a viable state. Internally, an attempt was made by Selim III and Mahmud II instituted drastic reform known as the Tanzimat or reform or reorganization as an effort to reinvigorate and reconstitute their own political systems. One of the main reason of the decline of Ottoman was its harsh and inept rule coupled with a bankrupt coffers and Tanzimat was implemented to address it. Hat-i Shariff launched the firstTanzimat in 1839 where all persons banished or condemned to death

E-marketing Plan Essay Example for Free

E-marketing Plan Essay Introduction: Good afternoon board members today I will be presenting to you a brief proposal of an e-marketing plan for Ginga Sushi Bar Dining. Ginga is a restaurant located in 5 of the most sophisticated and vibrant dining precincts in Brisbane. The restaurant offers a menu with the finest Japanese cuisine traditions for authentic fine flavours and culinary delights. Ginga is a portrayal of traditional Japanese cuisine with modern and western interpretations. The most iconic food choice that Ginga offers would be their assorted range of delicious sushi. The target market of Ginga would be people who enjoys Asian food or specifically Japanese cuisine. This would primary consist of the younger generations as they are more exposed to the Asian culture. The direct competitors of Ginga were identified as being Sushi Train, Sushi Station and Sushi Sushi. All the competitors’ offers a similar variety of sushi but at a lower price, hence Ginga promotes themselves as offering a higher quality of food as compared to the competition. Strengths 1. Good website design: The design of the website really projects the feeling of the restaurant being a traditional Japanese restaurant with a western twist to it. The overall design of the website is very stylish and elegant, compared to the competitors’ website, Ginga is well ahead of them. The landing page is aesthetically pleasing with a large hero shot of a variety of sushi which really engages the customer’s taste buds. (Potts 2007). The  navigation tabs is very clear and it is placed at the top of the site next to the logo which is a good visual hierarchy. The website is very interactive hence this helps the web site visitor feel more involved and in control with their web experience (Chaffey 2013). 2. Customer loyalty program: The second strength of the website is that it has a â€Å"Ginga reward program† tab, this allows the customers to constantly go on the website and check how many points they have. The customer will constantly interact with the website where this adds value to the relationship with the customers and the business. As the customer scrolls down, they are able to sign up for â€Å"Ginga Rewards Newsletter†, this allows them to be constantly notified of the monthly rewards, promotions and offers. By sending out newsletter to the customers, it helps the customers learn about the restaurant and the food, this further builds on the relationship between the customer and the business (Chaffey 2013). Weakness 1. Bad site navigation: When customers visits a restaurant’s website they expect the menu to be easily located, a tab specifically for the menu perhaps. In this case, Ginga’s restaurant menu was very hard to locate, it required a lot of searching before it was finally located. This is a major flaw for the website as it didn’t allow the user to efficiently locate the information they are looking for hence, causing them to have an unsatisfactory experience (Chaffey 2013). 2. Slow loading time: Due to the website being very intricate and detailed, the loading time for the website is fairly slow. When pressing on different tabs, sometimes the content fails to load or shows up a few seconds later. The rule of thumb is website visitors will not hang around the site if they have to wait for more than 4 seconds for the content to load (Chaffey 2013). Next Step: After identifying the strengths and weaknesses of Ginga Sushi Bar Dining, the next step would be improving upon the weaknesses and developing a detailed E-marketing plan. The menu for Ginga was very hard to locate, this can be improved by providing a Menu tab so the website user can easily locate it. The website was very well designed but it caused slow loading times for the website. This can be improved by taking out the unnecessary features on the website that might be causing this problem. Thank you for Listening References: 1. Chaffey, D., Smith, P. (2013). Content Strategy and Copywriting. Emarketing Excellence (4th ed., pp. 325). Retrieved from http://reader.eblib.com.au.ezp01.library.qut.edu.au/(S(zbtw4bdiuk3fnfgv2uc2tl01))/Reader.aspx? 2. Potts, K. (2007). Products and Services. Web Design and Marketing Solutions for Business Websites (pp. 155). Retrieved from http://download.springer.com.ezp01.library.qut.edu.au/static/pdf/204/bok%253A978-1-4302-0262-2.pdf?auth66=1395648389_acc8144cccd7b7bb1b8a8fa700fe808aext=.pdf

Describe the main strengths and weaknesses of Utilitarianism Essay Example for Free

Describe the main strengths and weaknesses of Utilitarianism Essay Strengths * Utilitarianism is simple. It doesnt have a lot of complex rules, but instead the individual can decide would be the best, by how it affects others. * It is flexible: no law or principle is unchallengeable. * It allows for circumstance, so you can decide what is the best thing to do given the current circumstance. * It ties in with the Christian ethic of unconditional love, as preached by Jesus. * If someone believes that both lying and breaking promises are acts that are intrinsically wrong, utilitarianism provides a principled way in which they can choose which moral rule to break if forced to make a choice between them. * The emphasis on impartiality, unselfishness and altruism is to be commended. * There is no need to consider precedents as absolute just because one action worked for someone does not mean that it must be enforced again, when it may not work for someone else. * It is also attractive to secular thinkers, because it makes no grand claims to the supernatural or metaphysical. It appeals to tangible results the consequences of an action will be perceived. Weaknesses * What do we mean by happiness? What makes us happy? It is hard to define happiness as it varies with person to person. * Should happiness always be pursued? What if we can only be happy if we achieve it in a bad way? Like if a murderer is only happy if he kills someone. * How can we say that happiness from one pleasure is greater than from another? There is no way to tell if a genius is any more happy than someone not so clever. * Humans do not always treat each other equal. We care more about the people close to us and would give them more consideration in an ethical dilemma. Some would claim that utilitarians are simply idealistic and unrealistic because they do not accurately evaluate human behaviour and just assume we are all perfect, caring equally for everyone. * It is impossible to be certain about a consequence, which is a general problem with teleological ethics. * It is very difficult to measure pleasure given by any outcome. It will take a great deal of time, thought and study, considering effects on both people and the situation. * Can we compare one persons happiness to another persons happiness? * If only the total happiness counts, imagine these two situations: [A] 80% population live very well and are very happy because the other 20% are their slaves. [B] There are no slaves and everyone is happy but not as happy as the 80% in situation A. The total and average happiness in both situations is the same, therefore to a utilitarian there is no difference between the two, and both are equally morally right, but slavery is considered wrong. * Is Act Utilitarianism too demanding? Someone buys a TV for à ¯Ã‚ ¿Ã‚ ½500, which would make them happy; but they could also spend the money saving 1000 lives in Africa. Some Act utilitarians would argue that, yes, we should send most of our money overseas, since that would create the most happiness for the most people, but is that too demanding? * The refusal to acknowledge intrinsically wrong acts: a judge might convict an innocent man in order to prevent a riot that would ensue if he were not convicted a utilitarian would argue that this is permissible because more people would be made unhappy by the lack of a conviction and the riot; but is it intrinsically wrong to imprison or execute an innocent man? * Act utilitarians might accuse Rule utilitarians of being legalistic: whats the point, they could say, of following a rule when it is clear that the consequences will decrease happiness? In their view, past experience can only give guidelines, not rules. * Rule utilitarianism may just be act utilitarianism in disguise: all the rules are focussed around the maximisation of happiness. Rule utilitarians believe that the best way to maximise happiness is to maximise happiness with every act- but this is just act utilitarianism. * Human rights, justices, and other such values may not have any place in a utilitarian ethical system if the wishes of the majority override them. * Christians, Muslims, and others of religious faith would argue that god decides what is rights, and what is the best outcome; it is not four humans to try to calculate. * Utilitarianism ignores meaning well benevolent motives. * Utilitarianism seems to require more of a human that many are capable of providing * Just as there are no absolutes for determining acts which are intrinsically wrong, there is also no way to define what is universally good. * There must be sufficient account taken of the minority view the majority are not always right, even though the satisfaction of their wishes might create the most happiness.

Morphological Productivity Of English Word Formation English Language Essay

Morphological Productivity Of English Word Formation English Language Essay Morphological productivity is a widely discussed topic in English word formation. What it means for a word formation process to be morphologically productive is controversial and various views exist concerning the definition of morphological productivity. The present essay aims to shed some light on the matter. A number of definitions of morphological productivity will be presented and discussed and especially the difference between productivity and creativity, and if there is such a difference at all, will be highlighted. Moreover, the question of whether productivity can be measured will be addressed, and different types of productivity measure will be compared and discussed. Is there such a thing as a good productivity measure, and how can the presented methods be improved? Rather than giving a superficial overview of many aspects of morphological productivity, this essay will focus on only a few, but nevertheless very important viewpoints. 2 What is morphological productivity? The question of what morphological productivity is cannot be answered explicitly as there exist many different viewpoints in the literature. While Bauer (1983) states that a word-formation process is productive if it can be used synchronically in the production of new forms (18), Plag (1999) argues that productivity is the property of an affix to be used to coin new complex words (44). Now, according to Plag productivity only accounts for inflectional and derivational processes, but Bauer does not share this opinion. In fact, he points out that there are some word-formation processes which are non-affixal, but which may nevertheless be productive (Bauer 2001:12), and he lists a number of ablaut-motivated compounds like chitchat, dilly dally and fiddle faddle to support his argument. From his point of view, productivity does not refer solely to affixes but rather to morphological processes (cf. Bauer 2001:13). There are several other definitions of morphological productivity, like tha t of Spencer (1991) who regards a rule as productive if it is regularly and actively used in the creation of totally new words (49). Spencers definition resembles that of Bauer in that he focuses on the synchronic creation of new words, but also differs in the respect that Bauer highlights the potential formation of new words while Spencer points out that productivity is an active process. Therefore, according to Spencer, morphological productivity is not concerned with the possibility of a word-formation process to form new words but there has to be actual evidence for this. A further definition was proposed by Schultink (1961) on which the more modern definitions are based. He presented a more sophisticated account of morphological productivity: Productivity as a morphological phenomenon is the possibility which language users have to form an in principle uncountable number of new words unintentionally, by means of a morphological process which is the basis of the form-meaning correspondence of some words they know. (qtd. in Plag 1999:13) Schultinks point of view is opposed to that of morphological creativity. On the basis of learned rules, speakers form new words. The application of these rules, for example that the suffix -ness can be attached to adjectives to form nouns, is crucial for the process of morphological productivity. In the following sub-section I will give an overview of the difference between creative and productive word-formation processes. 2.1 Productivity vs. creativity Schultinks unintentional or also unconscious nature of use of productive rules is typical: when a rule is very productive, neologisms on its basis will hardly be noticed as they look so familiar and not innovative. For example, the suffix -ness can be used to form nouns from a large number of adjectives, and speakers have internalised this rule to such an extent that neologisms with -ness are not particularly striking and are more often formed than neologism with the suffix -ese (cf. Haspelmath 2002: 101). On the other hand, creative neologisms are always intentional formations that follow an unproductive pattern (Haspelmath 2002: 100). This view was originally derived from Lyons (1977) who put forward the notion of rule-governed and non-rule governed word-formation. According to Lyons, productivity is a defining property of language, allowing a native speaker to produce an infinitely large number of sentences, to be accounted for by the rules of grammar (cf. Lyons 1977: 549), whereas creativity is the native speakers ability to extend the language system in a motivated, but unpredictable (non-rule governed) way (Bauer 2001: 63). Bauer gives an example of this difference on the basis of the word headhunter. If it is seen as a formation invented to designate a member of a tribe which keeps the heads of its victims, the word-formation process is productive because it is governed by syntactic rules. However, if it is seen as a metaphorical expression, referring to one who recruits executives for a large corporation, the word-formation process is regarded as creative because the meaning of the word is semantically opaqu e and if one does not know the meaning of the second sense of headhunter, it is not possible to derive it from the word alone (cf. Bauer 2001: 63). Hence, analysability and semantic transparency seem to be pre-requisites for morphological productivity, but they are by no means sufficient conditions, e.g. the suffix -ess is analysable and transparent but not productive. In addition to that, creative processes can be analysable and transparent as well. This becomes clear when we look at analogical formations such as trialogue, which is derived from dialogue, or the German word Hausmann, which is derived from Hausfrau (cf. Haspelmath 2002: 102). Another problem is that it is difficult to distinguish clearly between (levels of) consciousness and intentionality in individual cases. It might be the case that there is a mix of intentional and unintentional and unconscious word-formation processes. Haspelmath notes that because of the fact that we do not know what a speaker intends and thinks when he forms new words, it is impossible to say that productive processes are always unconscious (Haspelmath 2002: 101). Haspelmath illustrates this with the example of the word mentalese, which was coined by a philosopher in the mid 20th century. The formation of mentalese was creative, but the question arises why he did not use the word thoughtese or mindese which would have been equally acceptable from a semantic point of view. The answer to this question is that the suffix -ese prefers to follow bases with a strong-weak stress pattern (like in mà ²therà ©se or Jà  panà ©se) and since thought and mind are monosyllabic, they do not co nform to this pattern (cf. ibid.). It is unlikely that the philosopher considered this as he coined mentalese, but he might have internalised this rule and made his choice unconsciously. Thus, it cannot be confirmed that productivity and creativity are two independent processes which are mutually exclusive, but they rather seem to influence each other and both processes can contribute to the formation of new words at the same time. This is emphasized by the fact that creative processes can turn into productive processes; for instance, the suffix -scape was first used as an analogy and later became productive (cf. Claridge 2008). This shows that there is no clear boundary between productivity and creativity and the question remains where creativity ends and productivity starts, or if a distinction between these processes can be made at all. 3. Measuring productivity (?) In connection with the above mentioned problem that it is problematic to distinguish between productivity and creativity, it is plausible that productivity is not a process which is either there or not but it rather seems to be the case that productivity can be gradually measured on a scale. Thus, we cannot explicitly say that a word-formation process is productive or unproductive, but it might be highly productive or less productive. But is it actually possible to measure how productive a given word-formation process is? This question will be discussed on the basis of various measures which have been proposed in the past. Bolinger (1948) suggested that productivity is the statistical readiness with which an element enters into new combinations (qtd. in Plag 2003: 52). This implies a quantitative notion of productivity and means that information about the type frequency of a certain process and about the number of new words which are formed by this process are necessary. Type frequency is actually the most frequent type of measure, but it is at the same time highly disputed (cf. Plag 2003: 52). It measures the number of different words formed according to a certain pattern, for example, how many different words are created with the suffix -ness. This can be done using a good dictionary, e.g. the Oxford English Dictionary (OED). The problem with this is, however, that this will not tell us anything about the synchronic use of the suffix -ness, and we only learn how productive the suffix was in the past (cf. Bauer 2001: 144). It might be the case that the process made its way into the mental lexicon in s uch a way that speakers do not regard a word-formation which was once new as unusual anymore, and therefore they do not use this process to form new words with it. Plag mentions the suffix -ment, which was employed for the coinage of many new words in the past and is still very frequent, but no longer used in the formation of new words (cf. Plag 2003: 52). Hence, if a certain type is frequent in the dictionary, it does not mean that it is productive since productivity is a phenomenon of the synchronic use of language. Another method is to count the number of neologisms that arose over a certain period of time. Again, the OED is a suitable source for this as it shows, for instance, how many new words entered the lexicon in the 20th century with the suffix -scape. This way it can be seen whether a given affix was only productive in the past or still is. However, sometimes a pattern is so productive that neologisms are likely to be overlooked (cf. Plag 2003: 53). Moreover, we have to rely on the lexicographers who composed the OED and there may be a large number of neologisms they have not seen. It is often the case that neologisms occur only once and the OED does not attest every word which has ever been written and there are certainly a large number of productive nonce-formations which never made their way into the lexicon. Moreover, neologisms which occur in spoken language should not be underestimated. The OED might be a good starting point but other sources like corpora should be taken into cons ideration as well. When measuring productivity with the help of corpora, the relation of the number of words formed by the relevant process which occur only once in the corpus (hapax legomena / hapaxes) and the total number of lexemes formed with that same process in the corpus can be examined. This approach was put forward by Baayen and Lieber (1991) who argue that given a suitable text corpus the productivity of a morphological process is the quotient of the number of hapax legomena n1 with a given affix and the total number of tokens N of all words with that affix (Plag 2004: 9), or in mathematical terms: In other words, the more hapaxes there are in the corpus, the higher is the productivity rate, and the more words with higher frequencies there are, the lower is the productivity (cf. Plag 2003: 57). Thus, productivity is characterized by large numbers of low frequency words and small numbers of high frequency words (Plag 2004: 9). The following table with productivity rates for six suffixes, calculated from the written part of the British National Corpus (BNC), illustrates this: Affix Types Tokens Hapaxes Productivity -wise 183 2091 128 0.061 -ness 2466 106957 943 0.0088 -ize 658 100496 212 0.0021 -ful (property) 154 77316 22 0.00028 -ful (measure) 136 2615 60 0.023 -able 933 140627 311 0.0022 (Plag 2003: 57) Compared to the relatively small number of tokens, the affix -wise has a high number of hapaxes and therefore a high productivity, while the affix -able is least productive because with regard to the number of tokens there are comparatively few hapaxes in the BNC. This sounds reasonable and it is indeed among the hapax legomena that the greatest number of neologisms appear (Plag 2003: 55), which was empirically tested by Plag. However, when following Baayen and Liebers approach which is based on the assumption that hapaxes correlate with neologisms, it has to be considered that in fact not all hapaxes are productive formations. What matters is the size of the corpus. In a relatively small corpus, a large number of words will be hapaxes and the majority of these hapaxes will not be the result of productive word-formation processes but well known words of the lexicon. In a corpus that is sufficiently large, like the BNC, the probability that hapaxes are unknown words and, moreover, neo logisms is much higher (cf. Plag 2003: 57), but for a small corpus the calculated productivity rates would not be representative of the actual language in use. A further problem is that Baayen and Lieber ignore type frequency. Does it mean that as soon as an item occurs more frequently in a corpus it is not the result of a productive word-formation process anymore? This is contrary to the type frequency approach which, although highly disputable, should at least be taken into consideration. When we look at the above table, we can see that the suffix -ness is attached to 2466 different bases, but the suffix -wise is only attached to 183 different types of bases. Nevertheless, -wise is supposed to be more productive because it has more hapaxes in relation to the number of tokens. Despite this, it might be the case that a large number of the remaining types occurs only few times. Types that occur only two or three times may still be productive word-formations. In fact, a query on the written part of the BNC revealed that the suffix -ness is attached to 426 types of bases which have only two tokens! Words which fall into this category are for e xample japaneseness, silveriness and windiness. They cannot be found in the dictionary and are clearly the result of a productive word-formation process. In contrast, the suffix -wise is only attached to 20 different types of bases which occur two times in the BNC. Baayen and Lieber do not take these cases into consideration. Does it mean that words which occur more than one time do not fall into the scope of productivity anymore? This assumption is fairly myopic! In order to achieve a reliable productivity measure, the proportion of both types and tokens should be taken into account, which might be achieved with the use of weighted interpolation. For example, a higher weight is assigned to hapaxes, a lower weight to word-formations which occur two times and again a lower weight to word-formations which occur three times, and so on. The sum of these weights which are multiplied by the number of tokens are then divided by the sum of tokens, which might give us a more reliable measure of productivity: where ÃŽÂ » is a different weight set for each number of tokens, n is the number of tokens and N the number of total tokens of the given word-formation process. The question which remains to be answered is where to set the threshold of productivity, i.e. how many tokens can a word have without becoming unproductive and thus, word-formation processes up to which token frequency should be included in the formula? Moreover, how should these weights be set? Answering these questions goes beyond the scope of this essay, but might be interesting for further research in the field of morphological productivity. 4. Conclusion As has been shown, the notion of morphological productivity is difficult to pinpoint. Many different viewpoints about the definition of productive word-formation processes exist throughout the literature. It already starts with the types of morphemes which are involved in word-formation and there are differing opinions about whether only formations with affixes are productive or if compounds can be included as well. Furthermore, there is controversy concerning the difference between productivity and creativity and whether productive processes are always unintentional and rule-governed while creative processes are intentional and non-rule governed. However, in this essay it was concluded that these processes are not independent but may influence each other to a certain degree. Another important question, which still needs to be answered, is whether productivity can be measured and if yes, which is the appropriate method to do so. Various methods have been presented which all have their advantages and shortcomings. While many researches focus on type frequency, this method is highly controversial and although alternative measures have been proposed they do not seem to capture the notion of productivity appropriately. The problem is that there are so many different viewpoints about what productivity actually means that it is difficult to arrive at a suitable measure. We can only measure something on the basis of a proper definition and if there are various definitions there are various corresponding measures, but it is impossible to determine which one is the ultimate. An extension to Baayen and Liebers formula has been suggested as a starting point for further research, but there still remain open questions as to how it can be applied properly.

know what i hate :: essays research papers

You know what I hate happens? ( FUCKING EMBARRISSING MOMENTS ) ( Its like when your waiting for the Phone ) One Day after eating a hefty late lunch you sit around the house waiting for the phone to ring, this girl was supposed to come over to your house later, When out of no where came the impending inexplicable urge to take a big ass shit. Thinking it over you know you cant afford to miss the phone call, but also when you got to take a shit you got to take a shit. So taking a shit it is. Your on the toilet doing your business, you guess your about half way through when the phone begins to ring. Well your working on a big clunker right there and you didn’t have any time to wipe your ass, You run to the phone as quick as you can in the state your in. You finally finish the phone call and you put the phone down, she said she would be here in 5 minutes and Your like Werd, pimping it. Then you turn around and you see a trail of tiny wet spots of brown SHIT everywhere. You only have 5 minutes to clean it up. Trying to wipe it and get it out of the carpet, it spreads. The bell rings and y ou get dressed as soon as you can, your ass still remains un-wiped. She enters the house, she sees the stains on the floor and asks what it is, You say its chocolate ice cream, You try to steer her away but you know you couldn’t show your ass to her incase the shit stain outline appears on your pants, she bends over to smell and examine the stain on the floor.... she smells it, she gets an idea of what it is, and you try to steer her away, she tells you to come look at it closer, by then you have no choice, you bend over, she sees the shit stain outlines on your pants and her idea that those might be shit stains on the ground are confirmed........... The Date Is Over ( Its like Before You go into the hot tub ) Well The other day before hitting the road to a long drive to vacation I decided to leave on a full stomach so I wouldn’t be hungry on the journey there.

Sense and Sensibility and Pride and Prejudice Essay -- Jane Austen Sen

Sense and Sensibility and Pride and Prejudice Jane Austen's characters always undergo an event that morally changes their being. In Sense and Sensibility this moral change is obvious in Elinor and Marianne. The development of these adolescents into mature, reasonable adults is a gradual transformation seen in Sense and Sensibility. Elizabeth Bennet and Mr. Darcy begin Pride and Prejudice as arrogant and biased adults and end the story as liberal minded individuals.   Ã‚  Ã‚  Ã‚      In Sense and Sensibility the family has been forced to move from the plush lap of luxury into a more modest setting. Mr. Dashwood has just passed away. Since this was a patrilineal society, the eldest son, John Dashwood, inherits all of Mr. Dashwood's estate. John planned to live at Norland with his wife, Fanny Dashwood. Mrs. Dashwood and her three daughters needed to relocate. This is a significant adjustment for everyone involved. In addition to the move to Barton Cottage, the family is also experiencing a decline in their income and thus must live a more middle class existence.   Ã‚  Ã‚  Ã‚  Ã‚  Marianne was Mrs. Dashwood's middle daughter. She was sensible and clever, but eager in everything; her sorrows, her joys, could have no moderation. She was generous, amiable, interesting: she was everything but prudent.'; (Austen, pg5). Marianne was only seventeen and behaved as such. She was unable to hold back her feelings even in a social setting with friends. Mrs. Dashwood's disposition was similar to Marianne's. They were similar in the expression of emotions. After Henry Dashwood died Marianne and Mrs. Dashwood, 'encouraged each other now in the violence of their affliction.'; (Austen, pg 5). The phrase misery loves company comes to mind to explain how they would commiserate with each other.   Ã‚  Ã‚  Ã‚  Ã‚  Marianne was full of emotions and thoughts that she would not conceal. Her personality was the extreme opposite of Elinor's The moral development in Marianne has its roots in Willoughby, a young gentleman that rescues her from a fall on a mountainside near their new home. It was a very romantic scene when Willoughby, 'took her up in his arms without further delay, and carried her down the hill'; (Austen, p21). Marianne was excited at the whole situation especially since ;his manly beauty and more than common gracefulness were instantly the theme of general admiration'; (Austen, p21). Willoughby wa... ... the highest kind'; (Austen, p296). Mr. Darcy has completely forgiven Elizabeth and is attempting to prove her opinion wrong. Elizabeth has broken her prejudice and realizes her fault. Darcy comes to Longbourn and Elizabeth's mother comments on him, 'but else I must say that I hate the very sight of him'; (Austen, 333). Elizabeth has overcome her bad opinion of Darcy, but the rest of the family has not. After Elizabeth tells her mother of Darcy's proposal she says, 'We all know him to be a proud, unpleasant sort of man; but this would be nothing, if you really like him'; (Austen, p354). Her family is willing to allow the marriage to proceed, mostly for financial reasons. These books show a maturation of character through the trials and tribulations that life grants. In each of these stories there are parallel worlds, one of upper class and one of the middle to lower class. They show that even though two people come from different worlds and have different financial positions, love will conquer all. Works Cited: Austen, Jane. Pride and Prejudice. London: Penguin Books, 1996. Austen, Jane. Sense and Sensibility. Ed. Margaret Anne Doody. Oxford: Oxford UP, 1990.

Essay --

Refuge from Abuse: Healing and Hope for Abused, by Nason-Clark, N. and Kroeger, is a book that made for victims of domestic abuse , those who are currently suffering through it, and those who already have; and also for those who want to be knowledgeable on the issue. The authors of the book bring their knowledge from distinctive points of view. Nancy N. Clark is a sociologist while Cathie Clark Kroger is a biblical scholar. With these two different perspectives, we are able to get the subject of Domestic abuse through a multi-dimensional view point and see an in depth view of the serious crime that is domestic abuse. The things the stand out about this book are the amount of areas that it covers, and the creative ways Clark and Kroger are able to communicate the material. In the beginning of the book there are small portions of information. These little portions focus on things such as when a relationship is not healthy, safety, and ways to protect oneself. The book also promptly corrects any false ideas about domestic abuse. These false ideas include the belief that domestic violence does not occur in my neighborhood, church, family, or oneself. Throughout the book there are different examples of domestic violence. The different examples show the variety of factors that complicates or are just part of the abuse. Factors include mental health, drug abuse, alcohol abuse, and others. The stories portray how abuse can begin in the beginning of the relationship, middle, or when they enter late adulthood. A biblical element is also added in the book. Throughout the book the authors of the book relate characters from the Bible. These Characters include Hagar, David, Mary, and others. The auth... ...s. The part of the book that really impacted me was the chapter about worship. It deals with the fact that worship can heal. It uses psalm 66 which states â€Å"For you, O God, have tested us; you have tried us as silver is tried. You brought us into the net; you laid a crushing burden on our backs; you let men ride over our heads; we went through fire and through water; yet you have brought us out to a place of abundance.† It uses this passage to illustrate the rest that we seek from our burdens and that in the end, God delivers on his promise of peace and rest. Sometimes, I have difficulty worshipping, especially when I’ve going through a tough situation. Although I already know this the book just reinforced it. I might be going through a tough situation; God will give me the rest I need at the appropriate time, as long as I remain faithful in my worship to Him.

John Steinbeck’s Novella Of Mice and Men

Most people are familiar with the phrase â€Å"it's too good to be true†, dreams coming true is an example of this common misconception. In John Steinbeck's novella Of Mice and Men, he uses numerous applications of juxtaposition, symbolism, foreshadowing, and other literary devices to prove dreams are unlikely to always come true because even the best plans can fail. Steinbeck highlights numerous dream failures between different people through various applications of juxtaposition. In Chapter 5, Lennie talks about the dreams he hopes to achieve with George while Curley's wife talks about her theatrical aspirations. According to Curley's wife â€Å"I could go with that show. But my ‘old lady wouldn't let me if [I would have gone] I wouldn't be living like this, you bet† (86). Lennie replies, â€Å"We gonna have a little place-an' rabbits† (86). Lennie's and Curley's wife's dreams, lets the audience to see the similarities and foreshadows that Lennie and George dreaming of getting their place with the rabbits and Curley's Wife dreaming of becoming an actress would be done in vain. Chapter 5 highlights the struggle that Lennie experiences both emotionally and mentally he has a hard time controlling his strength throughout the novella. â€Å"I don't want to hurt you, but George will be mad if you yell. I've done a bad thing. I've done a very bad thing† (91). Lennie never intentionally tried to kill anyone, but he cannot control his strength. This leads to shattering his peace of mind, which soon can also shatter his dream of getting his own place with George. Steinbeck uses numerous applications of symbolism to represent rather than saying how and why dreams can fail. Chapter 1 reveals Lennie's dream is to gets a farm with rabbits, which helps reveal Lennie's innocence through indirect characterization. â€Å"isn't fit to lick the boots of no rabbit. You'd forget 'em and let 'em go hungry† (6). It seems that Lennie likes the rabbits, but unfortunately his strong affection will soon lead to his tragic downfall. The soft animals then symbolize innocence and its elimination in cruel world. The dead mouse in Lennie's pocket symbolizes his love and strength and foreshadows the fate of Curley's wife, Lennie's puppy, George and Lennie's dream and Lennie. â€Å"Jus' a dead mouse, George. I didn't kill it. Honest! I found it. I found it dead† (3). Mice represent a fantasy for Lennie. The title is a good hint that mice are significant in this situation, but the first mouse that we encounter is a dead one which foreshadows the future fate of George and Lennie's dream. Steinbeck uses numerous applications of foreshadowing to get the audience to visualize and predict future events pertaining to George's and Lennie's dream becoming a reality. â€Å"Just wanted to pet that girl's dress-just wanted to pet it like it was a mouse† (11). This situation reveals Lennie likes to feel soft objects, no matter what it is-doesn't realize if it's wrong or right. This foreshadows Lennie's death through examples of his innocence can lead to his unfortunate downfall because he doesn't understand the effects of his actions or learns from his mistakes. Likewise, Lennie's innocence can lead to the unfortunate downfall of his dream with George. Lennie says, â€Å"I never meant [any] harm† (32) later in the novella. Lennie never means any harm in anything he does which shows he will have trouble in the future, he did not mean to get in, the death of his pup and Curley's wife for example. John Steinbeck exemplifies the fact that even dreams planed out in advance can still fail. Dreams are always visions of what people want and to make those dreams reality one must work hard and do what it takes to accomplish what they want.

Examining the Consequences of School Bullying and Provocation

intimidaterag A look into Paper Presented To Prof. Ma. capital of Seychelles R. Protacio city University of Pasay (CUP) In Partial fulfilment Of the Requirements For English II Submitted by Ailyn Catolico BPG 1-1 show 4, 2013 Table of content Pages I. Acknow plygment 1 II. Introduction 2 III. Body A. The task and its footing 4 * Statement of the occupation/Objectives 4 * How does it instill the upbringingal ca commitivity of the t from each oneers in the future 6 * Why is it the issuing distinguished 6 * deductive reasoning for prox in turn up to 7 * What led them to this look 7B. Compilation of Philippine Laws on assort and penalty of Children 9 * The 1987 brass of the state of the Philippines 9 * Rights of the Acc mathematical functiond 9 * courtyard Order for disciplinal Measures 9 C. methodology 10 D. Re latishd belles-lettres 11 * Local books 11 * contrary writings 12 IV. finish 13 V. Definition of legal injury 15 VI. citation/Bibliography Ac acquaintancementThe police detectives wishes to express their deepest gratitude to the supererogatory mint who look at extended their assist for the success of this nurture The Almighty God, who is the point of reference of flavour and delirium of friendship and wisdom. To the mate classmates, for sh atomic number 18 their knowledge and idea in destinationinationing the searchers in the construction of the stomach and for their genuine apprehension, encouragement, tolerant and guidance and whose expertise and knowledge were liber exclusivelyy sh ard. To the beloved p arnts and guardians for unflagging love and sanction. The ennoble and Savior saviour Christ, this piece of get to was heartily offered.Introduction The experience of this interrogation was to descend the push near and set up of it in classroom. Although it is non al slip counselling obvious, scholarly mortals atomic number 18 bullied as be times as chief(a) acidify. Instances o f browbeat coiffe retain brand in shoal, during after- initiatedays programs, on the instruct bus, and in neighborhoods. This enquiry foc put ons on the point of bullyrag in classroom. It withal localisees on flairs to assistant students cope with the incidents of hector. The concussion of hector and victimisation is assessed by pickings into consider the congeneric buffering effect of a plus kin with matchless or twain pargonnts.Internalizing symptoms a great deal(prenominal) as move appearances, somatic complaints, and concern and stamp. browbeat nearly former(a)s instantly by mop upting, threatening, or c solelying name c anying is non a signifi discharget prognosticator the poor kind and somatic rise upness of youngsters, whereas indirect intimidate ( cattle farm rumors or non talking to virtually(prenominal)one on purpose) does signifi awakently predict worry and depression, as hale as move back looks. The negatively charged involve of nurture and blustery is buffered by youngsters absolute kinship with one or twain p arnts. testimonys atomic number 18 sufferd with sham to pr pieceical hitch strategies underlying the richness of distinguishing betwixt diametrical forms of unbendable-arm and victimization and providing genial support in each antithetic case. Unfortunately, boss around is an unavoidable sever of life for sisterren, and what it is the best stylus to deal with hector so that two the bully and the victim croupe educate from the experience and pass a counselling better passel? Before this move apprise be answered, it is great to explore e truly shadeing tortuous with boss around.Specific e precise(prenominal)y, we shoot to look at ein truth thing that bullies do, the way it guesss twain the victim and the bully, and ex doingly how much push around currently occurs in instills. yoboing is very frequent and since the arising of age it has aversiond give slightonss all all everyplace the creation. It is a major trim in nows world and is healthy-worthy of discussion. Most of the time when deal see of push around come forthlet on in cultivates, one generic enactment performs to mental capacity a big, scary boy approach a longsighted to a younger, punier barbarian and saying, dampen me your dejeuner gold dork past the bully reaping to wring the victim upside d decl ar to empty his pockets for lunch money. However, unvoiced-arm is non constantly that simple, and in that respect does non unavoidably need to be sensual furiousness involved in crop for something to be considered strong-arm. The enigma and its Background Statement of the Problem/Objectives there be different examples of bullies that atomic number 18 customary in initiates today corporeal bullies, communicative bullies, and relative bullies. ad hominem bullies argon erect what they in force(p) like, somatogenetic.The se types of bullies tend to hit, kick, punch, shove, or function whatsoever early(a) type of fleshly sweat of energy towards other. communicative bullies ar the types of bullies that use harsh dustup much(prenominal) as name-calling, insults, racial comments, or comments to the highest degree other students physiological manner in edict to degrade their victim. oral ballyrag is the around comm scantily describe type of bullyrag. Finally, relative bullies give act by singling out their victim from their confederate group. This is closely through with(p) by the bully employ communicatory threats or cattle farm undesirable rumors virtually their victims.While these types of blustering(a) be non ineluctably the stereotypical pictures that come to mind when cerebration or so bullies, they atomic number 18 all very earnest and cigargont possibly cave in some flagitious detrimental do on both(prenominal) crashies involved. This inquiry was to check into the disturb of somatogenic, verbal and mixer deterrence in rail, at that flummoxby improving the knowledge base and keenness of counselors who work with victims of bullyrag. The athletic field was feasible, as it was inside the financial and functional style of the investigateer. This three-figure watch endeavored to answer the pursual research question * What is the impact of bullyrag in the students? Is push around in train a normal routine of life? * Do the independent variables perceptions of domesticate climate variables and civilise membership (the groom a student get words) fuck off a signifi arouset relationship with the students reporting universe involved in boss around at all, whether as a bully or as a victim? The conundrum of boss around at tame is a heterogeneous line that emerges from sociable, physical, validational and confederacy context of use of uses, as well as the item-by-item characteristics of the students wh o are bullied and victimised (Swearer & Doll (2001)).A serviceable mannikin for cause intimidate is Bronfenbrenners bionomical brass ashes (1979 1993). When the bionomical perspective is use to blustery, a blustery inter act occurs non only because of case-by-case characteristics of the shaver who is intimidation, only in like manner because of actions of peers, teachers and give instruction mental faculty, and physical characteristics of the school environment. How students perceive all these factors leave behind be referred to as school climate in thus theatre of operations. Families, pagan factors, and plain fraternity factors in like manner tactical manoeuvre a social function in the occurrent of the boss around interaction.The bionomic system system, as conceptualized by Bronfenbrenner, has been employ to study complex behaviors of baberen and adolescents. Bronfenbrenners ecological system theory is a profitable framework in this study for several(prenominal) origins. This ecological system theory takes into account that the student is not merely acted upon by the environment. The student is both active and reactive. cleverness of framing this study victimization Bronfenbrenners ecological theory is that it takes into account not just the environment, solely students perceptions of the environment.This is substantial, because it accounts for why two students in interchangeable environments may register wildly different behaviors (Thomas, 1996). In summary, blustery is best conceptualized as intrinsic factors in the student interacting with the social environment, which consequently serves to honour blustery and/or victimization behaviors. intimidate is a well(p) problem that bunghole dramatically fix the ability of students to progress academically and socially. A comprehensive disturbance plan that involves all students, parents, and school cater is required to promise that all students basis cont ract in a rock-steady and fear-free environment.How does it put on the teaching of the teachers, and how entrust it tinct the teaching of the teachers in the future? atomic number 53 of core beliefs as students is that students need a unhurt, cosy environment in collection for encyclopedism to occur. The researcher tactile propertys that if students are organism bullied in school and in school-re newd patchs, then their attention is not focuse primarily on learning it is divided in the midst of academics and concern roughly negative social situations that are associated with schools.In instal to create a safe environment where the students depose inflate as learners, they energize decided to intercommunicate into a phenomenon that lots precludes students from thriving blustery. It is their expect and intention that by learning to a great extent than than somewhat the phenomenon of school bullying, they drive out take measures to counter bullying in school s. These antifertility measures include fosterage positive attitudes and empathy in schools to reduce the detail of bullying that the students vista and teach those act strategies with which they determine comfortable using when they are bullied.Why is it the present area important? In the past, bullying was considered a part of increment up now, psychologists are admonition parents and teachers that bullying is a problem that could dissolving agent in heavy consequences for victims and bullies alike. One reason that bullying is a problem in schools is because people take for not changed their opinion from that of the past which bullying is simply a part of growing up, and kids need to learn to deal with it. They indispensableness you to call back that if cognitions just approximately bullying were changed, the particular of bullying would decrease.They would go If students attend schools in which bullying behaviors are accepted by adults and peers, it is plausi ble that they al miserable for engage in much of these behaviors. The glacial would likewise be true if students attend a school where bullying is not accepted, then it is possible that there go forth be few occurrence of bullying in that school over time. Implication for Future Teaching From this research, they penury you to larn several things about the practice as students.They necessitate you lose a level-headed communication between home and school so that parents and teachers infer your beliefs as students and that they feel the schools should be a safe environment in which you can learn. This way, you impart feel comfortable sharing your feelings with us and to your parents and teachers, and you provide model better-looking compliments and earn your practice bounteous compliments to your parents in fellowship to divine service facilitate much frequent use of the compliment and intention study. You can as well as prove using other activities in the meet ings to help the students guess the different aspects of the bullying problem.You can use role sport scenarios to give the students the luck to practice their solutions to bullying situations and to help them insure how it feels to be in the billet of everyone involved in a bullying situation. They in any case pauperization you to collect that no depicted object what school levels we are, it result be important to extension these get it ons as well as other issues much(prenominal) as ecumenic community-building and character acme in narrate to guide the students to conquer social behaviors. What led them to this research?They go been implicated in bullying since they comprehend it in overbolds. They were in the introductory place interested in how teachers and school staff helped children to cope with and examine the effects of bullying in schools. In their research for this, they commit that many teachers were using similar strategies for pull in out wi th bullying. Their interest narrow atomic pile to bullying in schools. The much(prenominal) they earned about bullying, the more(prenominal) interested in it they became because bullying is so embed in our fellowship that many adults and children do not name its many forms.Manifestations of bullying are plain as well as covert. The physical bullying and verbal harassment are considered overt forms of bullying, besides bullying also includes covert behaviors much(prenominal)(prenominal) as sp proveing rumors and social exclusion. At the end of their alternate school, they submitted an honors dissertation suggestion indicating research case for senior honors thesis for the High check. They proceed to do more research and read books and phrases about the topic of bullying. The literature suggests that bullying is a conspicuous problem in the country, ven in elemental school, and it can conduct negative effects later in life. According to the article boss around Fa cts for schools and parents, bullying is the most common form of ferocity in our social club (Cohn & Canter, 2003, p. 1). Although bullying has negative consequences for everyone involved in a bullying situation, Banks article bullying in schools states that there is a strong correlation between bullying during school years and having fell or wakeless problems in maturity (1997).As a people who were educated in the Philippines, they can take the stand to having different types of bullying experiences throughout school, and they believe that most people would admit to experiencing a bullying situation at some point in their life. Considering their position as a alternative high school for the entire year, they established that not only did they need to hold of slipway to help children cope with bullying situations in their own lives they needed to also consider ways to prevent it from occurring.After some speculateing, they decided that if they could regulate a way to f oster empathy in schools, then the students would feel compassionate toward victims of bullying and come to their aid, as well as not want to bully soulfulness because they can venture what it must be like to be in that individuals shoes. Compilation of Philippine Laws on punish and Punishment of Children THE 1987 make-up OF THE REPUBLIC OF THE PHILLIPINES The 1987 piece of the Philippines (Constitution) is the supreme write law in the country and it serves as the basic framework for any act or obtain of any kickoff or means of the government.All laws must respect with its provisions, otherwise it forget be say as void. Hence, it is unavoidable to refer to the Constitution and examine how it views the climb upment of children in the context of the family and educational cosmoss. Rights of the Acc employ The Bill of Rights ( term III, Constitution) enshrines the rights of any somebody, including children in battle with the law, under investigating for the fit out o f an offense. Article III, Section 12 specifically prohibits the future(a) 2. No torture, force, violence, threat, intimidations, or any other means hich lactate the free go forth shall be used against any person under investigation for the commission of an offense. Secret keep places, solitary, incommunicado, or other similar forms of handgrip are prohibited. court of law Order for disciplinal Measures As a means of assisting parents in imposing correspond on a child, Article 223 provides that parents or, in their absence or incapacity, the individual, entity or institution exercising agnatic authority, may buck a beseech earlier the square-toed court of the place where the child resides, for an order providing for disciplinary measures over the child.The article also provides that the child shall be entitled to the supporter of counsel, either of his plectron or prescribed by the court, and a summary tryout shall be conducted wherein the requester and the child s hall be heard. The court is authorized to adopt much(prenominal) other measures as it may bear just and comme il faut, including the payload of the child childrens homes duly veritable by the proper government agency. cerebrate Literature Upon researching the bullying and how it has let a common issue in schools today, the following literature was run aground through the search.To look at the issue of bullying, the interventions and roles of school counselors need to be considered. In order for this to be done, a realise judgment of how prevalent bullying is, the intervention strategies used, and the roles that school counselors play in this terrifying act necessitate to be addressed. Local Literature In 2001, the fall in Nations General Assembly, upon the quest of the Committee on the Rights of the Child, called for the conduct of an in-depth study on violence against children through a resolution.The study seeks to provide an in-depth global picture of violence ag ainst children as well as propose clear recommendations for the improvement of legislation, policy, and political platformd relating to the barroom of and responses to violence against children. save the Children UK in the Philippines was greatly involved in the research initiatives of the bail bond on the physical and mad penalty of children through its investigate on the Physical and Emotional Punishment of Filipino Children, which was conducted in Cebu City in the Visayas and in Caloocan City in pipe Manila.The research provides breeding on (1) What children imagine about physical penalisation (2) The types of punishment inflicted on children (3) The context of punishment (settings such as homes, schools, streets, institutions, and puerile justice) (4) Who punishes children and why (5) What adults think about physical punishment and rail and (6) Local means of non- scarlet conflict resolution, which can be used in programme interventions and advocacy (Save the Childr en UK, 2006).According to the matter Parent teacher Association (2000) research has shown that effectively attractive parents and families in the education of their children has the potential to be far more transformational than any other type of educational reform. Foreign Literature In October 2004, fit in to Helen Phillips, San Diego, the age at which kids outgrowth decease victim to bullying could influence how male monarchfully they are affected, suggests a new study. And, surprisingly, it is not the youngest kids who are agony the most in the long term. blustering(a) can baffle durable effects, but curiously when it begins in adolescence, the researchers say. the great unwashed subjected to either verbal or physical bullying are known to be at greater risk for growing depression, anxiety disorders or to behave violently. advance not everyone reacts in this way. Children bullied for the first time before they hit puberty be to get over it, but those are exploited for the first time late on in puberty await to become more aggressive or are more potential to turn to drink as a means of deal. Much research has been devoted to the subject of agnatic social occasion and how it affects the lives of children.Major legislation such as the Goals 2000, the take American exploit and the reauthorization of the Elementary and unoriginal Act (ESEA) have made parental involvement a national precession (Kyle, McIntyre, Miller, & Moore 2002). Methodology This research will address a problem that facing children of all ages this hard issue is bullying. The problem of bullying in schools is an important issue that needs to be further addressed. The specific aspects of bullying that need to be further examine are what causes bullies to bully peers and how victims cope with the way they are existence palmed by classmates at school.When teens bully, it is seeming they are experiencing some sort of personal problem that needs treatment, and those who are victims contrive problems that need to be treated. All students who are involved with bullying, irrespective of whether they are bullies or victims, need interventions before more serious issues develop. The problems both victims and bullies baptistery can affect society as a alone since they can lead to more violent acts, suicides, and an increase in substance abuse.The more that is known about the issues associated with bullying, the more social workers can do to prevent it and develop better inferings of how to treat bullies and victims. This research will further explore causes of bullying behaviors and the coping mechanisms victims issue. The information pull together can potentially be usable in raising awareness on this topic and for creating new policies on bullying. Conclusion Based on the findings, the following conclusions are given conclude Bullies react aggressively in response to provocation or perceived insults or slights.It is unclear whether their acts of bullying give them entertainment or are just the most effective way they have well-educated to get what they want from other. Bullying negatively affects both the child universe victimized and the child who is the bully. There are eer short-term affects and if the bullying is severe copious there can also be long term effects. Children who are bullied can ingest from low self regard and other emotional problems and children who do the bullying are much more likely to have problems with drugs and inebriant later in life.The victims of bullies often abstemious self esteem, belt down having trouble in school, and withdraw from friends and activities. If it is not stopped and continues for long enough, children can suffer these problems permanently. Not being able to understand the harm they do to themselves, psychopathic bullies are particularly dangerous. Bullying should not be taken thin as it can cause serious problems for all the children involved. existence bullied is a very stressful trial by ordeal for children. Many bullying victims are loth(p) to talk about their experiences making it even harder to help them.Never signalize the child just to cut back the bullying. They will feel as if you are just going to ignore it and they should not have bothered to enjoin in the first place. Make contact lens with bullys parents. Often they are unaware of their childs behavior and will want to help work with you to make positive changes. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach them to always use the chum system. Sometimes children abut certain behaviors that gravel or provoke others.If this is the case, help the child to find more suitable ways to interact with friends and peer groups. Bullying will forever plague schools all over the world and it is merry to know ways in which teachers and parents can work together in order to lessen the blow bullying has on society, and keep our children s afe and happy. A higher(prenominal) quality of life for students where they can focus on their academics at school quite a than on bullies will provide them with less stressful lives and prevent many of the problems, such as depression and suicide, which can a great deal be conjugated to childhood violence.Definition of mark Terms * misgiving a nervous feeling caused by fear that something questioning is going to receive worry. * Buffering a person or thing that reduces a scandalize or protects someone or something against difficulties. * Bully a person who uses his or her aptitude or power to frighten or hurt weaker people. * Bullying is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an unstableness of power. * Depression to make somebody poor and without enthusiasm or hope. Detrimental harmful. * possible that can be done practical. * carry on a strong effect or impression. * Institution an governing body established for social, educational, religious, etcetera purposes. * Intervention to become involved in a situation, curiously so as to prevent something chance or to try to help somebody. * Recommendation to suggest a course of action to advise something. * School educational institution for pupils up to 19 years of age. audience/Bibliography Website/Internet * http//www. olweus. rg/ everyday/authors. page * http//www. google. com. ph/url? sa=t&rct=j&q=research%20paper%20about%20bullying&source= mesh&cd=5&cad=rja&sqi=2&ved=0CGwQFjAE&url=http%3A%2F%2Feportfolios. ithaca. edu%2Fcmoses1%2Fdocs%2Fbullying. doc&ei=bsM1UaT4K4iOiAfv6IHgAg&usg=AFQjCNEwrr4Ecj-700ei_BMFwMutkTIhcA&bvm=bv. 43148975,d. aGc * http//www. slideshare. net/victoriasantos9822924/bullying * http//www. ed. psu. edu/educ/pds/teacher-inquiry/2006/plackek. pdf * http//www. rb. se/eng/ program/TheUNStudyonViolenceagainstChildren. htmExamining the Consequences of Schoo l Bullying and ProvocationBULLYING A Research Paper Presented To Prof. Ma. Victoria R. Protacio City University of Pasay (CUP) In Partial Fulfillment Of the Requirements For English II Submitted by Ailyn Catolico BPG 1-1 March 4, 2013 Table of Contents Pages I. Acknowledgment 1 II. Introduction 2 III. Body A. The Problem and its Background 4 * Statement of the Problem/Objectives 4 * How does it affect the teaching of the teachers in the future 6 * Why is it the topic important 6 * Implication for Future Teaching 7 * What led them to this research 7B. Compilation of Philippine Laws on Discipline and Punishment of Children 9 * The 1987 Constitution of the Republic of the Philippines 9 * Rights of the charge 9 * Court Order for Disciplinary Measures 9 C. Methodology 10 D. colligate Literature 11 * Local Literature 11 * Foreign Literature 12 IV. Conclusion 13 V. Definition of terms 15 VI. Reference/Bibliography AcknowledgementThe researchers wishes to express their deepest gratitude t o the special people who have extended their assistance for the success of this study The Almighty God, who is the source of life and strength of knowledge and wisdom. To the fellow classmates, for sharing their knowledge and idea in helping the researchers in the construction of the project and for their genuine apprehension, encouragement, patient and guidance and whose expertise and knowledge were generously shared. To the beloved parents and guardians for untiring love and support. The Lord and Savior Jesus Christ, this piece of work was heartily offered.Introduction The aim of this research was to determine the bullying and effects of it in classroom. Although it is not always obvious, students are bullied as early as elementary school. Instances of bullying make take place in school, during after-school(prenominal) programs, on the school bus, and in neighborhoods. This research focuses on the occurrence of bullying in classroom. It also focuses on ways to help students cope w ith the incidents of bullying. The impact of bullying and victimization is assessed by taking into account the relative buffering effect of a positive relationship with one or both parents.Internalizing symptoms such as withdrawn behaviors, somatic complaints, and anxiety and depression. Bullying others directly by hitting, threatening, or calling names is not a significant predictor the poor mental and somatic health of youngsters, whereas indirect bullying (spreading rumors or not talking to mortal on purpose) does significantly predict anxiety and depression, as well as withdrawn behaviors. The negative impact of victimization and bullying is buffered by youngsters positive relationship with one or both parents.Recommendations are provided with regard to possible intervention strategies underlying the importance of distinguishing between different forms of bullying and victimization and providing social support in each different case. Unfortunately, bullying is an unavoidable pa rt of life for children, but what it is the best way to deal with bullying so that both the bully and the victim can grow from the experience and become better people? Before this question can be answered, it is important to explore every aspect involved with bullying.Specifically, we need to look at everything that bullies do, the way it affects both the victim and the bully, and exactly how much bullying currently occurs in schools. Bullying is very frequent and since the beginning of time it has plagued schools all over the world. It is a major issue in todays world and is well-worthy of discussion. Most of the time when people think of bullying going on in schools, one generic picture comes to mind a big, scary boy coming along to a younger, punier child and saying, Give me your lunch money dork then the bully proceeds to turn the victim upside down to empty his pockets for lunch money. However, bullying is not always that simple, and there does not necessarily need to be physi cal violence involved in order for something to be considered bullying. The Problem and its Background Statement of the Problem/Objectives There are different types of bullies that are common in schools today physical bullies, verbal bullies, and relational bullies. Physical bullies are just what they sound like, physical.These types of bullies tend to hit, kick, punch, shove, or use any other type of physical exertion of energy towards other. Verbal bullies are the types of bullies that use harsh words such as name-calling, insults, racial comments, or comments about another students physical appearance in order to degrade their victim. Verbal bullying is the most commonly reported type of bullying. Finally, relational bullies will act by singling out their victim from their peer group. This is mostly done by the bully using verbal threats or spreading undesirable rumors about their victims.While these types of bullying are not necessarily the stereotypical pictures that come to mi nd when thinking about bullies, they are all very serious and can possibly have some serious detrimental effects on both parties involved. This research was to investigate the impact of physical, verbal and social bullying in school, thereby improving the knowledge base and insight of counselors who work with victims of bullying. The study was feasible, as it was within the financial and practical means of the researcher. This quantitative study endeavored to answer the following research question * What is the impact of bullying in the students? Is bullying in school a normal part of life? * Do the independent variables perceptions of school climate variables and school membership (the school a student attends) have a significant relationship with the students reporting being involved in bullying at all, whether as a bully or as a victim? The problem of bullying at school is a complex problem that emerges from social, physical, institutional and community contexts, as well as the individual characteristics of the students who are bullied and victimized (Swearer & Doll (2001)).A useful framework for understanding bullying is Bronfenbrenners ecological system theory (1979 1993). When the ecological perspective is applied to bullying, a bullying interaction occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and school staff, and physical characteristics of the school environment. How students perceive all these factors will be referred to as school climate in thus study. Families, cultural factors, and even community factors also play a role in the occurrence of the bullying interaction.The ecological system theory, as conceptualized by Bronfenbrenner, has been used to study complex behaviors of children and adolescents. Bronfenbrenners ecological system theory is a useful framework in this study for several reasons. This ecological system theory takes into account that the student is not merely acted upon by the environment. The student is both active and reactive. Strength of framing this study using Bronfenbrenners ecological theory is that it takes into account not just the environment, but students perceptions of the environment.This is important, because it accounts for why two students in similar environments may exhibit wildly different behaviors (Thomas, 1996). In summary, bullying is best conceptualized as intrinsic factors in the student interacting with the social environment, which then serves to reinforce bullying and/or victimization behaviors. Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.How does it affect the teaching of the teachers, and how will it affect the teaching of the teachers in the fut ure? One of core beliefs as students is that students need a safe, comfortable environment in order for learning to occur. The researcher feels that if students are being bullied in school and in school-related situations, then their attention is not focused primarily on learning it is divided between academics and concern about negative social situations that are associated with schools.In order to create a safe environment where the students can thrive as learners, they have decided to inquire into a phenomenon that often precludes students from thriving bullying. It is their hope and intention that by learning more about the phenomenon of school bullying, they can take measures to prevent bullying in schools. These preventative measures include fostering positive attitudes and empathy in schools to reduce the occurrence of bullying that the students face and teach those coping strategies with which they feel comfortable using when they are bullied.Why is it the topic important? In the past, bullying was considered a part of growing up now, psychologists are warning parents and teachers that bullying is a problem that could result in serious consequences for victims and bullies alike. One reason that bullying is a problem in schools is because people have not changed their thinking from that of the past which bullying is simply a part of growing up, and kids need to learn to deal with it. They want you to believe that if cognitions about bullying were changed, the occurrence of bullying would decrease.They would agree If students attend schools in which bullying behaviors are accepted by adults and peers, it is plausible that they will engage in more of these behaviors. The opposite would likewise be true if students attend a school where bullying is not accepted, then it is possible that there will be fewer occurrence of bullying in that school over time. Implication for Future Teaching From this research, they want you to learned several things about t he practice as students.They want you have a good communication between home and school so that parents and teachers understand your beliefs as students and that they feel the schools should be a safe environment in which you can learn. This way, you will feel comfortable sharing your feelings with us and to your parents and teachers, and you will model giving compliments and have your practice giving compliments to your parents in order to help facilitate more frequent use of the compliment and proposal study. You can also try using other activities in the meetings to help the students understand the different aspects of the bullying problem.You can use role play scenarios to give the students the opportunity to practice their responses to bullying situations and to help them understand how it feels to be in the shoes of everyone involved in a bullying situation. They also want you to realize that no matter what school levels we are, it will be important to address these issues as well as other issues such as general community-building and character education in order to guide the students to appropriate social behaviors. What led them to this research?They have been interested in bullying since they heard it in news. They were originally interested in how teachers and school staff helped children to cope with and understand the effects of bullying in schools. In their research for this, they found that many teachers were using similar strategies for coping with bullying. Their interest narrowed down to bullying in schools. The more they earned about bullying, the more interested in it they became because bullying is so embedded in our society that many adults and children do not recognize its many forms.Manifestations of bullying are overt as well as covert. The physical bullying and verbal harassment are considered overt forms of bullying, but bullying also includes covert behaviors such as spreading rumors and social exclusion. At the end of their secondar y school, they submitted an honors thesis proposal indicating research topic for senior honors thesis for the High School. They continued to do more research and read books and articles about the topic of bullying. The literature suggests that bullying is a salient problem in the country, ven in elementary school, and it can have negative effects later in life. According to the article Bullying Facts for schools and parents, bullying is the most common form of violence in our society (Cohn & Canter, 2003, p. 1). Although bullying has negative consequences for everyone involved in a bullying situation, Banks article Bullying in schools states that there is a strong correlation between bullying during school years and having criminal or legal problems in adulthood (1997).As a people who were educated in the Philippines, they can attest to having different types of bullying experiences throughout school, and they believe that most people would admit to experiencing a bullying situation at some point in their life. Considering their position as a secondary high school for the entire year, they realized that not only did they need to think of ways to help children cope with bullying situations in their own lives they needed to also consider ways to prevent it from occurring.After some thinking, they decided that if they could find a way to foster empathy in schools, then the students would feel compassionate toward victims of bullying and come to their aid, as well as not want to bully someone because they can imagine what it must be like to be in that persons shoes. Compilation of Philippine Laws on Discipline and Punishment of Children THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILLIPINES The 1987 Constitution of the Philippines (Constitution) is the supreme written law in the country and it serves as the basic framework for any act or rule of any branch or agency of the government.All laws must comply with its provisions, otherwise it will be declared as void . Hence, it is necessary to refer to the Constitution and examine how it views the development of children in the context of the family and educational institutions. Rights of the incriminate The Bill of Rights (Article III, Constitution) enshrines the rights of any person, including children in conflict with the law, under investigation for the commission of an offense. Article III, Section 12 specifically prohibits the following 2. No torture, force, violence, threat, intimidations, or any other means hich vitiate the free will shall be used against any person under investigation for the commission of an offense. Secret detention places, solitary, incommunicado, or other similar forms of detention are prohibited. Court Order for Disciplinary Measures As a means of assisting parents in imposing discipline on a child, Article 223 provides that parents or, in their absence or incapacity, the individual, entity or institution exercising parental authority, may file a petition before the proper court of the place where the child resides, for an order providing for disciplinary measures over the child.The article also provides that the child shall be entitled to the assistance of counsel, either of his choice or appointed by the court, and a summary hearing shall be conducted wherein the petitioner and the child shall be heard. The court is authorized to adopt such other measures as it may deem just and proper, including the commitment of the child childrens homes duly accredited by the proper government agency. Related Literature Upon researching the bullying and how it has become a common issue in schools today, the following literature was found through the search.To address the issue of bullying, the interventions and roles of school counselors need to be considered. In order for this to be done, a clear understanding of how prevalent bullying is, the intervention strategies used, and the roles that school counselors play in this terrifying act needs to be addressed. Local Literature In 2001, the United Nations General Assembly, upon the request of the Committee on the Rights of the Child, called for the conduct of an in-depth study on violence against children through a resolution.The study seeks to provide an in-depth global picture of violence against children as well as propose clear recommendations for the improvement of legislation, policy, and programmed relating to the prevention of and responses to violence against children. Save the Children UK in the Philippines was greatly involved in the research initiatives of the Alliance on the physical and emotional punishment of children through its Research on the Physical and Emotional Punishment of Filipino Children, which was conducted in Cebu City in the Visayas and in Caloocan City in Metro Manila.The research provides information on (1) What children think about physical punishment (2) The types of punishment inflicted on children (3) The context of punishment (settings such a s homes, schools, streets, institutions, and juvenile justice) (4) Who punishes children and why (5) What adults think about physical punishment and discipline and (6) Local means of non-violent conflict resolution, which can be used in programme interventions and advocacy (Save the Children UK, 2006).According to the National Parent Teacher Association (2000) research has shown that effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of educational reform. Foreign Literature In October 2004, according to Helen Phillips, San Diego, the age at which kids first fall victim to bullying could influence how strongly they are affected, suggests a new study. And, surprisingly, it is not the youngest kids who are hurt the most in the long term.Bullying can have long-lasting effects, but particularly when it begins in adolescence, the researchers say. People subjected to either verbal or physical b ullying are known to be at greater risk for developing depression, anxiety disorders or to behave violently. But not everyone reacts in this way. Children bullied for the first time before they hit puberty seem to get over it, but those are victimized for the first time late on in puberty seem to become more aggressive or are more likely to turn to drink as a means of coping. Much research has been devoted to the subject of parental involvement and how it affects the lives of children.Major legislation such as the Goals 2000, the Educate American Act and the reauthorization of the Elementary and Secondary Act (ESEA) have made parental involvement a national priority (Kyle, McIntyre, Miller, & Moore 2002). Methodology This research will address a problem that facing children of all ages this serious issue is bullying. The problem of bullying in schools is an important issue that needs to be further addressed. The specific aspects of bullying that need to be further studied are what c auses bullies to bully peers and how victims cope with the way they are being treated by classmates at school.When teens bully, it is likely they are experiencing some sort of personal problem that needs treatment, and those who are victims develop problems that need to be treated. All students who are involved with bullying, regardless of whether they are bullies or victims, need interventions before more serious issues develop. The problems both victims and bullies face can affect society as a whole since they can lead to more violent acts, suicides, and an increase in substance abuse.The more that is known about the issues associated with bullying, the more social workers can do to prevent it and develop better understandings of how to treat bullies and victims. This research will further explore causes of bullying behaviors and the coping mechanisms victims issue. The information gathered can potentially be useful in raising awareness on this topic and for creating new policies on bullying. Conclusion Based on the findings, the following conclusions are given concluded Bullies react aggressively in response to provocation or perceived insults or slights.It is unclear whether their acts of bullying give them pleasure or are just the most effective way they have learned to get what they want from other. Bullying negatively affects both the child being victimized and the child who is the bully. There are always short-term affects and if the bullying is severe enough there can also be long term effects. Children who are bullied can suffer from low self esteem and other emotional problems and children who do the bullying are much more likely to have problems with drugs and alcohol later in life.The victims of bullies often loose self esteem, start having trouble in school, and withdraw from friends and activities. If it is not stopped and continues for long enough, children can suffer these problems permanently. Not being able to understand the harm they do to themselves, psychopathic bullies are particularly dangerous. Bullying should not be taken lightly as it can cause serious problems for all the children involved. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant to talk about their experiences making it even harder to help them.Never tell the child just to ignore the bullying. They will feel as if you are just going to ignore it and they should not have bothered to tell in the first place. Make contact with bullys parents. Often they are unaware of their childs behavior and will want to help work with you to make positive changes. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach them to always use the buddy system. Sometimes children exhibit certain behaviors that irritate or provoke others.If this is the case, help the child to find more suitable ways to interact with friends and peer groups. Bullying will forever plague schools all over the world and it is vital to know ways in which teachers and parents can work together in order to lessen the blow bullying has on society, and keep our children safe and happy. A higher quality of life for students where they can focus on their academics at school rather than on bullies will provide them with less stressful lives and prevent many of the problems, such as depression and suicide, which can oftentimes be linked to childhood violence.Definition of Key Terms * Anxiety a nervous feeling caused by fear that something bad is going to happen worry. * Buffering a person or thing that reduces a shock or protects somebody or something against difficulties. * Bully a person who uses his or her strength or power to frighten or hurt weaker people. * Bullying is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. * Depression to make somebody sad and without enthusiasm or hope. Detrimental harmful. * Feasible that can be done practical. * Impact a strong effect or impression. * Institution an organization established for social, educational, religious, etc. purposes. * Intervention to become involved in a situation, especially so as to prevent something happening or to try to help somebody. * Recommendation to suggest a course of action to advise something. * School educational institution for pupils up to 19 years of age. Reference/Bibliography Website/Internet * http//www. olweus. rg/public/authors. page * http//www. google. com. ph/url? sa=t&rct=j&q=research%20paper%20about%20bullying&source=web&cd=5&cad=rja&sqi=2&ved=0CGwQFjAE&url=http%3A%2F%2Feportfolios. ithaca. edu%2Fcmoses1%2Fdocs%2Fbullying. doc&ei=bsM1UaT4K4iOiAfv6IHgAg&usg=AFQjCNEwrr4Ecj-700ei_BMFwMutkTIhcA&bvm=bv. 43148975,d. aGc * http//www. slideshare. net/victoriasantos9822924/bullying * http//www. ed. psu. edu/educ/pds/teacher-inquiry/2006/plackek. pdf * http//www. rb. se/en g/Programme/TheUNStudyonViolenceagainstChildren. htm