What Challenging Essay Topics Is - and What it Is Not

<h1> What Challenging Essay Topics Is - and What it Is Not </h1> <p>Such expositions will have a decent arrangement of citations, in light of on realities and laws, and show close to the genuine image of the occurrence. Discovering how to form an exposition is something which will help understudies in their school and school vocation, yet for a mind-blowing duration too. Understand that article themes are simply fundamental thoughts that leave you contemplating an idea that may be an immense arrangement to another person. Settling on an influential paper point may take a lot of time without winding up with the dynamite arrangement. </p> <p>A influential discourse looks like a troublesome test for some understudies. One other significant issue when picking a convincing discourse subject is to choose a point that may incite your crowd a bit. The least difficult approach to choose a powerful article theme is to investigate a current issue. Picking the most appropriate point for a powerful discourse can be not such a simple issue to do as it would show up. </p> <p>To safeguard your subject, you can review the impact of over-burden plan on school grades. In such a condition, an understudy is expected to pick a reasonable subject to expound on. Regularly undergrads get into a lot of worry to get the right subject for the exposition. </p> <p>There are only a couple of things that characterize whether a paper you're dealing with will be a decent one. Despite the fact that being able to compose powerfully can seem as though an intense thing for kids to learn, advise them that everybody has substantial suppositions. At the point when you choose the subject and pick the situation on which you will base your exposition, the rest of the activity would then be able to start. You may confide in us to flexibly master help for a large number of your scholastic composing needs.</p> <p>On the rival side, gaining a rundown of good convincing exposition themes is lacking. It will be less complex that you make a better than average enticing exposition if it's a subject wherein you have information. You may keep on saving your pugnacious papers for your up and coming employment portfolio in the event that they're exceptionally reviewed. Simply follow the rules expressed above, and you will be well headed to composin g an awesome enticing paper. </p> <p>Good enticing article themes must be convincing. Keep in mind, they don't need to be politically right constantly, they can be questionable. In case you're pondering how to form a convincing exposition, you need to realize that composing an article is a confounded procedure. By and large, you can see that composing a powerful paper isn't a cerebrum medical procedure. </p> <p>Persuasive papers are a great way to deal with urge the peruser to check at a specific theme from an alternate perspective. Having no idea of the influential paper themes, you simply don't comprehend what to expound on. Contentious paper subjects are so significant since they are debatableand it's basic to consistently be basically mulling over our general surroundings. Choosing an incredible theme for your paper is among the most huge and regularly dubious parts for some understudies. </p> <p>Our prepared convincing paper journalists will gracefully you with compelling answers for common issues, in any event, assuming it is a contentious article. You despite everything must make a remarkable piece of composing. Before you start taking a shot at the paper, you should experience a few points to make a convincing exposition on. A contentious paper is a piece of the influence. </p> <h2> The Fundamentals of Challenging Essay Topics You Will have the option to Benefit From Beginning Immediately </h2> <p>Thus, a discourse ought to be sorted out. At that point you're keen on making sense of how to form convincing paper. </p>

Writing a College Admission Essay - Tips For Writing and Applying

Writing a College Admission Essay - Tips For Writing and ApplyingSample essays for admissions to an undergraduate college or university are, like any other type of essay, unique in their own way. It is the intent of this article to give students the ability to tailor their admissions essays to fit their specific needs. In doing so, these students will also be able to customize them to fit their personal profiles. In addition, this article will give students the opportunity to follow the guidelines found in most sample essays.An essay, and all writing, is an expression of a person's thought process, opinion, feelings, or a combination of both. It is important that students use this same level of thought and speech on their admission essays. When the student expresses his or her opinion in this way, this serves as a reflection of his or her character and their unique perspective on the matter at hand. Students can choose to use an ad copy in their admission essay or not to use one at a ll.As far as writing an essay goes, the basic structure is the same. Writing an essay that can be approved for an essay examination is a very tall order. Some writers, due to pressure from teachers or parents, may start out with a compelling title but quickly lose interest and become disinterested.The first thing a student should remember when writing an essay is that he or she is not obligated to write the entire essay. Instead, it is better to choose one or two chapters to concentrate on. These chapters should have some depth to them and should be centered around an issue that the student believes will be important to them in their future school.The essay should be focused and ensure that the writer puts his or her thoughts in writing. This means the essay should contain all types of information that is relevant to the topic at hand. Using this technique helps the writer get past any fear that he or she might have about trying to express themselves through writing. It is very easy to know that someone's opinion is unique only to the individual.The subject line is very important when writing an essay. It is easy to write one that will 'wow' an admissions committee. However, a well written piece that will definitely pass muster with these committees requires a more subtle approach. You want to make sure that the writing style is professional. It is always important to be positive and to write from a place of the most confidence possible.Research is another tool to use. Since you are not writing for an admissions committee, you do not need to be an expert on every single aspect of college life. However, you do need to be knowledgeable enough about the school's history and current programs that will pertain to your future academic endeavors. This helps the reader know that you have taken the time to gather your knowledge in a concise manner.Writing an admissions essay for college admissions is not difficult, but it takes a bit of practice to create a well-writte n piece that is acceptable. You want to remember that there is no right or wrong in writing an essay. It is always best to research carefully and allow yourself to speak from a well researched ground. Follow the sample essay guidelines carefully and you will be on your way to creating a well-written essay that will get your attention.

Professional Essay Writer - Things You Need to Know

Professional Essay Writer - Things You Need to KnowIf you want to go for an internship then the best way to look for a professional essay writer is to look for one in the internet. There are a lot of places where you can get an entry-level writing position which can prove to be the ultimate proof that you have achieved what you set out to do.Internships, being a tool of the writing industry in its most excellent form, gives you a chance to learn and grow by providing a strong competitive advantage. This can be done easily since you are not staying with someone or something for a long time. However, writing a college or university essay has to be a bit different from any other part of your life since it will last for years, and often you will find yourself needing to repeat the essays.Having said that, every student should have a great need to write a paper since it is an integral part of the entire academic procedure. Writing is just the first stage in this process. And since every s tudent must first achieve a high standard of learning, this is one area that they should all focus on.Now, if you are not sure what type of essay to write, the following suggestions may help you. It is very important to consider how a conclusion will impact your reasoning and logic, since it is the final goal in the essay. Likewise, it should be logically sound. All you need to do is choose the right format and theme for your essay.What's more, a great quality essay is one that is written in a straight forward manner without unnecessary filler words. A good essay writer will be able to organize your thoughts in a systematic fashion. He or she will tell you what you have to say and the best way to present it in such a way that makes the reader appreciate what you have to say.The writer is the one who will ensure that all the main points and ideas are in the right order in their timely delivery so that the reader will not get bored or frustrated. It is because of this reason that essa ys should be written at the end of the semester so that they can all be submitted to the final exams.It is highly recommended that you use a word processor with pre-made files to help you out when you are writing the essay. Such pre-made files come in all shapes and sizes and you can find the one that will best suit your needs as well as the assignment you have.

Choosing Informative Essay Free Samples

Choosing Informative Essay Free Samples Choosing Informative Essay Free Samples Is Simple The advantages of Having a College Degree PrivateWriting Here's a totally free instance of an informative essay about the advantages of having a college degree. The university admission panel can deny you an opportunity in your program as a result of a bad master degree essay. Students may fail to generate excellent masters papers because of weak structure. Many times, they want an escape a plan B. Master degree programs can be hard particularly with the demand for unique dissertation writing. Best write my essay service which guarantees timely shipping. It won't only be a guide for you but also supply you with the chance to interact with experts who will be able to help you write excellent master papers. Affordable papers is a business which has been assisting thousands of consumers from the us uk and europe during the past ten years. With the absolutely free revision option supplied for every one of the clients, you can have your paper revised and improved at zero price. Don't be concerned if the paper you received doesn't meet all your expectations. Looking at IELTS essay topics with answers is a superb method to assist you to get ready for the test. You will need to understand how to compose an effective essay as it is a typical foundation for a student's grade. Students have to compose essays based on the teacher's instructions or their preferred style in writing. Based on the subject, each essay's length will be different dependent on the depth of the thesis. Richard's essay wouldn't be appropriate in all situations. Narrative essays are grouped under nonfiction and is founded on experience. The greatest persuasive short essays often concentrate on controversial problems. Within this section you'll find samples of essays belonging to several essay types and manners of formatting. The introduction must permit the reader to receive hooked to your topic. Among the most well-known forms of essays it is very important to grasp how to write one. Any 500 word essay example would confirm an introduction of a brief essay must not comprise any long introductory statements or explain the present circumstance. Essay writing is normally practiced is schools. Opt for the very best dissertation writing company to aid you with dissertation writing in the event you feel less confident to do it by yourself. You may believe that writing an essay is an easy thing. Writing an essay is an essential role in academe life. Let's take a quick glance at them. Price is frequently an important issue, when you making a selection of a writing service. Achieving exceptional master degree papers is not ever an easy thing. Any paper is going to be written on time for an affordable price. For a master degree dissertation, the conventional structure and format of writing it ought to be adhered in case the students will need to keep up the quality of such a paper. Daily students want to finish a great deal of important tasks that require close attention. Many students opt to download such samples so as to find a general idea of the way the assignment should look like and what key points ought to be added. It's given as a frequent school assignment and an important part in an examination collection. For most postgraduate students, the issue begins with the correct choice from several master dissertation topics which they would comfortably research. It requires thorough research, yet nobody is stopping you from adding your own spin on a specific subject issue. There are lots of things to think about when planning a research.

French Revolution Research Essay Rough Draft - 1096 Words

Caitlin Pekrul Mr.Slawson Honors World History 11 May 2016 French Revolution Research Essay Rough Draft France during the 1780s was under the control of King Louis XVI which led to the economy, political state and social state to struggle. The people were being taxed heavily, they were not allowed a say in their government, and were born into the jobs they had. The French wanted a change in the government which ultimately started the French Revolution. A revolution is the overthrowing of a government or ruler by the governed and then substituting another. The people of France were tired of their poorly led government and wanted things to be different. Although there were many causes of the French Revolution, because of the economy, the political state, and the social aspect the French Revolution began. Through 1756 to 1783, France participated in the seven years war which lead to France being in extreme debt. The American Revolution and the Seven Years war took a toll on France and took all of its money leading the country and monarchy to be in extreme debt. (fsmitha.com). The government started heavily taxing the common people in order to take care of the money they owed the aristocrats and other lenders (fsmitha.com). During the 1780s, taxation was becoming a significant problem and was inefficient and unfair. The higher classes in France such as the nobility and clergy heavily taxed the lower class but refused to contribute to the tax revenue evenShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. 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Crown Cork Case Essay Example For Students

Crown Cork Case Essay 1) What are the most significant factors affecting competition in the metal container Industry? †¢Consumer demand/Preferences Consumers have started viewing packaging as more than functional. The container became an advertising vehicle and its features helped contribute to product sales. †¢Self-manufacture threat Temptation for major can users like food/beer producers to make their own cans was high. Campbell Soup Company had actually become one of the largest can producers in the US †¢Emergence of new materials such as aluminum, plastic for packaging Aluminum was light-weight; hence could be transported at lower costs and also recycled easily. Diversification of competitors The competitors of Crown Cork had started diversifying outside the metal container industry. American can started competing in the entire packaging area – metal containers, paper, plastics and laminated products. Some, like the Continental group, also diversified their operations and investments by expanding into foreign locations. †¢Research and Development Many of Crown’s competitors were spending heavily on basic research. 2) What strategy CCS have for competing in this Industry? †¢Restricted Research and DevelopmentCrown’s RD focused on enhancing existing product lines, leveraging their skill in die forming and metal fabrication and working with the sales force to address specific customer needs and requests. They viewed being second as a tremendous asset because they could do away with frills, take minimal risk in an industry in constant flux, let others make mistakes during RD and learn from the innovators’ heartaches. †¢Focus on customer needs Crown believed that in an industry where there was little technical difference in product quality throughout the industry, the greatest competitive advantage was in providing a high-level of customer service. Fast answers get customers† was the belief held. Also, Crown provided customers with a single point of contact, backed by a sales force and a technical department with the ability to solve complex customer issues. †¢Invested in new plants Old plants (like the one in Philadelphia) with high production costs were closed down and new smaller plants (10 lines versus the old 50 lines) in geographically dispersed locations and close to the customer (rather than the material source) were built. Plants set up for multiple customers and located close to customer Plants were spread out across the country to reduce transportation costs and be nearer customers. It also didn’t concentrate on a single customer but provided products for a number of them so as to avoid a single point of failure. †¢International Expansion Crown and Cork concentrated on international growth, especially in developing nations. (In many cases the company received 10-year tax shelters) and hoped to get a first-mover advantage to capture 20-40% of all new geographic areas.

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management The WritePass Journal

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ABSTRACT An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ). They may be the first adults to observe or become aware of bullying behavior at school, so it follows that teachers should have input into the creation of school anti-bullying programs in order to ensure the classroom environment, and the school as a whole, is safe for all students. Research objective Conducting a study of teachers’ perspectives on bullying and their classroom management skills could make an important contribution to the creation of an appropriate, successful anti-bullying intervention. Olweus noted that to achieve this â€Å"adults at school and, to some degree, at home [need to] become aware of the extent of bully/victim problems in ‘their’ school; [and to] decide to engage themselves, with some degree of seriousness, in changing the situation† (Olweus, 1993, p66). Bradshaw et al., (2011) confirm that an examination of staff members’ interpretations of bullying is important and constitutes a significant advance in improving how these are understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and improve their skills to manage, the problem of bullying in school settings. Thus, teachers’ knowledge, experience and skills in dealing with students are highly likely to make a us eful contribution to the creation of effective interventions. Proposal structure This research proposal contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and strategy are explored; data collection and analysis is outlined and access and ethical issues are considered. Ideas for sample questions, definitions of terms and research variables are contained in Appendix 1. LITERATURE REVIEW The literature on bullying is comprehensive and studies are now attempting to address why and how bullying occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a working definition of bullying and work with the Department of Education to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the behavior that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or direct bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively blatant attacks on a victim; additionally, children may use disruptive acts that are just as hurtful, but are more difficult to detect. Covert or indirect bullying includes actions such as spreading rumors to damage another child’s character, deliberately excluding others or encouraging other children to dislike another person. Such behavior may happen behind someone’s back, rather than face to face. Porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a friend teasing another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to upset them is classed as bullying. Further, bullying can be defined as a ubiquitous aggression, frequently occurring in schools, which has specific features that distinguish it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying have less access to power than the perpetrators. Cyber-bullying is increasing but verbal abuse is still more common (Childnet International, 2007). During the last two decades researchers have focused on identifying the causes and results of bullying, however there are still significant gaps in the literature. While many studies have investigated students’ views of school bullying, only very few have looked at these issues from staff members’ perspectives (Bradshaw, Sawyer and O’Brennan, 2007; Juvonen, Nishina and Graham, 2008; Goldstein, Young and Boyd, 2008). Newman-Carlson and Horne (2004) state that despite the existence of numerous commended programs in schools to confront the bullying problem, few empirical studies have evaluated or confirmed their effectiveness. Recording teachers’ views based on managing and monitoring behaviors in a classroom setting is therefore valuable in this context. Pellegrini and Bartini (2002) posit that research provides counselors with useful guidelines for developing successful bullying assessment programs. These programs deliver the most precise information when they are conducted over a considerable period of time. Members of a school team, including teachers, who work alongside counselors, may assist the process of creating a more integrated format for successful programs. However Lakewood (2012) notes that while during the last ten years bullying has become the central issue that schools have to tackle, and research has examined programs to assess successful and unsuccessful interventions, there appears to be no single program for bullying prevention or bullying intervention that is likely to work in every environment. Dan Olweus’ Swedish study of â€Å"mobbing†, a term for bullying most prevalent in the Scandinavian countries, as reported in â€Å"Aggression in the schools: Bullies and whipping boys† (1978) was the first notable study of school bullying. Subsequently many other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies show the problem of bullying is prevalent on a national and worldwide level. Increasing reports of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a tendency for bullying to reach its height in late childhood or early adolescence. This implies that taking steps for prevention and intervention in middle school is crucial. The findings from the National Education Association’s Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who perceive that staff members do not respond adequately when told of bullying incidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of Education, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. Data held by the OCR seeks to help school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an influence on the way a bullying incident is reported. Literature review summary Bullying is not just a minor problem; the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, parents, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require training to acquire appropriate knowledge and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011). Research question Teachers and students have different views about how teachers handle bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers’ view is that they intervene in bullying incidents; students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers’ attitudes to and perspectives on the bullying problem and to gain insights into their understanding of it. Further, this study will look at the different methods teachers use to manage their classrooms and the role of training in developing these methods. Through analysis of the collected data, the study will examine the research question: does teacher training adequately equip teachers with effective techniques to tackle bullying in the classroom? The objective of this study is to use the evidence g athered to arrive at sound conclusions that will help inform future anti-bullying programs. METHODOLGY Research philosophy The majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), engaging adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that influence their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and influential position on the subject. If teachers feel respected and their point of view is valued, then intervention programs may be more effective. The planned research will adhere to a positivist philosophy, which holds that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and will examine teachers’ perspectives on bullying, and how they manage the phenomenon in their classrooms. Research approach There have been many international media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fellow students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. Then there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr and Tim Field coined the word ‘bullycide’ to describe these tragic deaths in their book Bullycide: Death at Playtime (2001) and the â€Å"bullyonline† website has a Bullycide memorial page listing the names and circumstances of many young people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, highlighting the enormity of the emoti onal and physical devastation that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative survey of teachers, collecting data and converting it into numerical form in order to make statistical calculations and draw valid conclusions. This will contribute knowledge that will enable improved strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extremes. Research strategy The Brentwood School district includes four middle schools – North, South, East and West – which have a total of about 150 teachers. With permission from the school administration and the Institutional Review Board (IRB), the research strategy is to conduct a survey of teachers’ views across these four schools. The researcher will use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to draw conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as well as the researcher. As a research tool, a survey is cost effective, takes a relatively short amount of time to answer, and is more convenient and less stressful for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in regard to bullying and classroom management. Both male and female teachers will be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the target is to achieve a 55% response rate, which is deemed to be sufficient for making sound judgments (Van Bennekom, 2011). School principals will be asked for permission to approach the teachers for this study and also asked to ensure the questionnaires are placed in the mailbox of the teachers, in each school listed. Data collection Having obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompanying stamped, self-addressed envelopes will be placed in the teachers’ mailboxes. Participants will also receive a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study; however, respondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On completion of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet. Data analysis A good survey design permits a clear and rigorous assessment process via a logical model (Babbie, 1990). The questionnaire for the survey will be designed to measure the attitudes of teachers concerning bullying; a series of questions will allow responses across a Likert scale ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic information, such as age, gender, racial and ethnic background and length of time teaching in this district, as well as a series of questions about teachers’ experiences of observing and dealing with bullying in the classroom, and their perceptions of self-efficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these areas. Bandura (1994) defines perceived self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of accomplishment that are known to â€Å"exercise influence over events that affect their lives† (Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Bandura’s instrument teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to complete and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided closer to the deadline. The research will undertake coding and analysis of the returned questionnaires using a computer program specifically made for data analysis (SPSS). See Appendix 1 for sample questions, definitions of terms and research variables. Access As long as permission is obtained as planned, there are unlikely to be major access issues. The use of a postal questionnaire means that the geographic location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-week period during which forms can be returned is considered to be sufficient time to allow busy teachers to complete the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation between several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools’ anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on social and ethnic backgrounds is also being collected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA. Ethical issues Bullying causes stress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and mental health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy – being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care. Research limitations Due to time constraints, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers’ views on the bullying situations in their classes; how they feel about the programs used in their schools; and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying. CONCLUSION Bullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a new study focused on teachers’ views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. APPENDIX 1 An agreed definition of bullying would ensure that stakeholders have a shared understanding of the issue. Important questions to be considered are: What is the individual teacher’s definition of bullying? This may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the school? This may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying prevention? This may indicate if the teacher will properly implement the program. How does the teacher perceive the target of bullying and the bully? The words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situations? Examining the age and gender differences of teachers, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying. These are the key questions that will be addressed during the development of the study. Definitions Bullying– behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, attacking someone physically or verbally, spreading rumors and deliberately excluding someone from a group. Teachers’ training– any training acquired as part of obtaining teaching credentials, including training about bullying; any additional anti-bullying training received within the current school. Training may include in school seminars and lectures; knowledge and information obtained through the Internet; workshops given by the school or any outside sources; continuing education credits (CEUs); any extra reading, or individual personal knowledge, or certifications, (there should be written documentation by the organization that gave the class or workshop). Teachers’ understanding– teacher’s understanding and interpretation of bullying and anti-bullying terms according to the definitions used by the New York State Board of Education. Increased reporting– as measured by the teachers’ incident reports (counting increases in the report logs). Effective classroom management– decrease of bullying behavior as perceived by the teacher; evidence of the positive cooperation of students formerly involved in classroom aggression toward other students; increase in student work production. Fewer episodes– evidence of decrease in student involvement in name-calling, shoving, pushing, teasing, etc; evidence of decrease in classroom disruptions. Student trust– evidence that students feel more confident about telling the teacher of any uncomfortable circumstances; evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals; evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding– evidence that the student trusts the teacher to help the student; increased disclosure of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The independent variables are: 1.Teacher training; 2. Teacher understanding; 3. Increased reporting by teachers; 4. Effective classroom management. The dependent variables are: 1. 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