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. Increase in reported bullying incidents throughout the school; 2. Fewer episodes of classroom bullying; 3. Student trust level; 4. Confiding in the teacher. Students’ levels of trust and the extent to which they confide in the teacher can be measured by counting the teachers’ reports of students coming to them to give an account of bullying incidents, demonstrating the extent to which the students trust the teachers to help them. References American Heritage Dictionary (2nd ed.) (1982). Boston: MA: Houghton Mifflin. Atlas, R. S., and Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research. 92(2), 86–99. Babbie, E. (1990) Survey research Methods (2nd ed.) Belmont: CA Wadsworth Publishing Company. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, 71–81). New York: Academic Press. Retrieved from: uky.edu/~eushe2/Bandura/BanEncy.html. [Accessed 18th February 2013]. Blosnich, J., and Bossarte, R. (2011). Low-Level violence in schools: Is there an association between school safety measures and peer victimization? Journal of School Health (81) 2, 107-113. Bradshaw, C., Koth, C., Thornton, L., and Leaf, P. (2008). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science 10 (2), 100-115. Bradshaw, C., Sawyer, A. and O’Brennan, L. (2007) Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, Vol 36(3), Sep 2007, 361-382. Bradshaw, et al. (2011). Findings from the National Education Association’s Nationwide Study of Bullying: Teachers’ and Education Support Professionals’ Perspectives. Washington, DC: National Education Association. Online. Retrieved from: https://docs.google.com/viewer?a=vq=cache:M7Ja_BU9K4sJ:www.bravesociety.org/wp-content/uploads/2011/06/Findings_from_NEAs_Nationwide_Study_of_Bullying.pdf+hl=engl=ukpid=blsrcid=ADGEEShns9qVRsy_wFWvNCgAXTB_C284yPVfTZqGa1DPBVOeKQZ9mPQvpnxJkvYDUG2Dg3VE. [Accessed 18th February 2013]. Brentwood School District home page brentwood.k12.ny.u Boulton, M. J. (1997) Teachers views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology 67:223-233 doi:10.111/J2044-8279.1997.tbd 1239x Brockenbrough, K. (2001). Peer victimization and bullying prevention among elementary school students. Dissertation Abstracts International. (UMI number 3000186). Bullyonline (2005). Bullycide memorial page. Online webpage listing young people who have died as a result of bullying. Retrieved from bullyonline.org/schoolbully/cases.htm. [Accessed 15th February 2013]. Burzinski, A. (2012) Dos and Don’ts of Bullying. 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Thousand Oaks CA: Sage Crothers, L. M., Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling and Development (82) 4 Dempsey, A. G., and Storch, E. A. (2008). Relational victimization is the association between recalled adolescent social experiences and emotional adjustment in early adulthood. Psychology in the school 45 (4) 310–322. Childnet International. (2007) Cyberbullying. Pages on Digizen.org website. Retrieved from http://old.digizen.org/cyberbullying/default.aspx. [Accessed 27th February 2013]. Espelage, D. and Swearer, S. (2003). Research on school bullying and victimization: what have we learned and where do we go from here? School Psychology Review. 32. (3). 365–383. Goldstein, S., Young, A. and Boyd, C. (2008). Relational aggression at school: Associations with school safety and social climate. Journal of Youth and Adolescence. 37. 6. 641–654. Juvonen, J., Nishina, A. and Graham, S. (2006). 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Journal of Health Psychology. 6. 365–377. Newman-Carlson, D. and Horne, A. (2004) Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle School Students. Journal of Counseling Development. Vol. 82(3), 259–267. doi: 10.1002/j.1556-6678.2004.tb00309.x Nishioka, V., Coe, M. A., Hanita, M., Sprague, J. (2011). Student-reported overt and relational aggression and victimization in grades 3-8. Education Evaluation and Regional Assistance. Institute of Education Sciences (IeS). Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. European Journal of Social Psychology. Vol. 10 (1). Olweus, D. (1993) Bullying at School: What we know and what we can do. 64–107. Oxford: Blackwell Publishers. Online publication. Retrieved from purdue.edu/odos/soc356x/articles/7BullyingatSchool.pdf [Accessed 15th February 2013]. Pellegrini, A.D. and Bartini, M. (2000). A Longitudinal Study of Bullying, Victimization, and Peer Affiliation During the Transition from Primary School to Middle School. American Education Research Journal. Fall 2000. Vol 37. No. 3. 699–725. Porter, J. R, (2009). Children’s tendency to defend victims of school bullying: Genders social identity, and normative pressure. (Doctoral dissertation) University of Florida ProQuest dissertation and Theses 128. Retrieved from: file://localhost/Retrieved from http/::search. Proquest.com, :doc view:304885104%3F accountid=34899. (304885104). [Accessed 18th February 2013]. Project Wisdom – Helping students make wiser choices. Online article. Retrieved from: www.projectwisdom.com. [Accessed 18th February 2013]. Rigby, K. (2002). New perspectives on bullying. Philadelphia: PA Jessica Kingsley publishers LTD. Schroeder, D. (2010) Traumatic Effects of Bullying. Online article in The Pennsylvania Counselor. 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Age Discrimination Against Elderly Workers Social Work Essays

Age Discrimination Against Elderly Workers Social Work Essays Age Discrimination Against Elderly Workers Social Work Essay Age Discrimination Against Elderly Workers Social Work Essay In this fact sheet, I will discourse approximately age favoritism against aged workers in Singapore and travel into how they are treated otherwise in the society in unemployment and employment province. This is to happen out whether the immature workers have an unjust advantage over aged worker with regard to employment and salary chance. The facets that lead to the job of age favoritism will besides be covered in this paper. The authorities stance and public perceptual experiences show on how to undertake the job. There are many illustrations of bias and inequality in our society and in the universe we live in. These biass can take to favoritism and create breaks in society and state of affairss where people are denied entree to be rights enjoyed by others. Discrimination against individuals of a certain age group is one of the illustrations that should be focused on, where age was instanced as the top ground for favoritism with the per centum of 29 % . Age Discrimination in Singapore Aged workers are normally the 1 neglected and receive an unjust intervention in footings of employment. Employers can know apart by age across several countries such as rewards, publicities, hiring, firing and layoff and force retirement. The ground why I choose this peculiar community is that there is still strong favoritism against aged worker. In fact, most of the aged workers ever face some troubles in happening occupations which disadvantaged them in their societal lives. Most occupation demands prefer younger workers as they think older workers lack or energy, flexibleness, or adaptability compared to younger worker and yet there is no any legal action takes from the authorities, against employers who discriminate. Furthermore, the employers may believe that aged workers are unable to work on the Information Technology or may given the alibis of excessively slow in working advancement and therefore, utilizing this as a ground to reject or plunder them. The employers are besides seeking to utilize the ground of hapless work public presentation although the chief ground of firing the aged worker is age favoritism. Deduction of Age Discrimination Aging population is one of the jobs that ever concern in Singapore. As figure of aged people keeps increasing, the employment and unemployment issues might increase excessively. Therefore, it has ever been a sensitive issue when it comes to supplying employment to people of different age. If the unemployment issue happens to the aged people, they will get down to experience inferior where they are unable to supply household income and future fiscal security. Therefore, this might go a sort of load towards their kids or the authorities. The chief job faced by the aged worker is the wellness and physical conditions. These are the obstruction that faced by the aged worker when happening occupation. Problem faced by employed senior citizens Troubles faced by senior citizens seeking work From the tabular array above, we are able to cognize that there is a high per centum of foresee troubles in occupation hunt with the norm of 90 % in the age of 55 and supra. Furthermore, there are some grounds that caused them in troubles in occupation hunt which relates to their age, occupation available excessively physically and mentally demanding, under-qualified and working distance between place and company. The chief ground of troubles in seeking work is because of their age with the norm of 85 % in the age of 55 and supra. Research Example The address by Mr. Lim Boon Heng, Minister for Prime Minister s Office said that there was an issue reference about the troubles in happening occupation. In malice of that, a common of complaint heard in the society is I want to work, I can work, but no 1 will engage me one time they know my age . Or it will be the instance that first to be interviewed the older worker but last to be hired. Inequality in Age Discrimination Aged workers are more in danger to occupation loss and longer unemployment enchantments, although they have lower turnover and unemployment compared with their younger opposite numbers. This is where inequality occurs to aged worker in society. In June 2009, the sum of employment in the mean age of 40 ( 255,200 ) is greater than the age of 55 and above ( 150,700 ) . This shows that the aged people have the lower figure in employment which disadvantages the aged people when seeking occupation. Gross Monthly Income from Work The bulk of the aged who were employed in 2009 Drew gross monthly income of less than $ 1,500 ( 33.8 % for those between 65 and 69 old ages old and 44.2 % for those 70 old ages old and above ) falling into the $ 500- $ 900. Compared to the younger worker, the income for aged worker is instead low. Government Stance and Public Perceptions The authorities works with NTUC and the Singapore National Employers Federation ( SNEF ) to put up a tripartite commission to travel into favoritism jobs, known as Tripartite Alliance for Fair Employment Practices ( TAFEP ) . This commission has created with revised guidelines on non-discriminatory occupation advertizements and a figure of public and private sector employers pledged to follow with the non-discriminatory patterns. Beside authorities stance, employers should avoid age bound or age scope in the occupation notice and doing age an built-in portion of the application procedure. Training and development is besides an of import point to forestall favoritism against aged worker where it encourages all employees to take the preparation chances. This preparation chance allows aged worker manages to catch up the Information Technology. One of the suggestions to forestall the issue of age favoritism against aged worker will be created a regulation that certain figure of aged worker should use in the company. This is to avoid the jobs of inequality against aged worker in the society. Therefore, the figure of employment in a company should be every bit for both younger and aged worker. Re-employment creates a win-win state of affairs for employers and older employees in Singapore. Compare to raising the statutory retirement age, it offers greater flexibleness. On the other manus, harmonizing to preliminary findings from 2009 study by Ministry of Manpower, the huge bulk of 92 % of them were allowed to go on to work beyond the age of 62. 60 % who were allowed to go on to work beyond 62 and 30 % who were offered re-employment. These determination shows that they still value older worker. As Ralph B. Perry said Age should non hold its face lifted, but it should instead learn the universe to look up to furrows as the etchings of experience and the steadfast line of character. Decision In decision, occupation favoritism against aged worker in Singapore still exists and the authorities and public perceptual experiences have been seeking really hard to work out and forestall the issue of occupation favoritism against aged worker. The occupation favoritism creates inequality in term of age group. This may do societal tenseness and endanger to Singapore aging population. The determination shows that there is noticeable age favoritism as the employment rate for older worker is non really high. However, there is still a determination that shows the employers do value older worker, this might non be a strong solution and unable to prolong in the hereafter. In order to forestall or work out the job of favoritism against aged worker, Singaporeans should follow what the authorities stance and public perceptual experiences that applied or suggested to the issue, where the solution given might workable in some ways.

Carl philipp emanuel bach Essay Example | Topics and Well Written Essays - 750 words

Carl philipp emanuel bach - Essay Example This essay considers general background information of the composer, aspects of the musical theory of composition, and a review of various musical compositions. Emanuel Bach was born in Weimar, Germany. As a son famed Johann Sebastian Bach, the younger Bach gained access to a prestigious musical education. At the age of ten he entered the St. Thomas School at Leipzig. He would pursue jurisprudence at a variety of universities after leaving the St. Thomas School, including the universities of Leipzig and of Frankfurt. Bach received his degree at the age of twenty-four. At this time he decided to abandon his legal career and pursue music full-time. In 1740 he would become a member of the royal orchestra. At this time he was recognized as the foremost clavier-player in Europe. His compositions during this period included sonatas for the harpsichord and clavichord. He would later publish a text ‘An Essay on the True Art of Playing Keyboard Instruments’ that would foreground many techniques for keyboard playing, including the use of thumbs. Much of the techniques developed in this text would influence later famed composers Haydn, Mozart, and Beethoven. Bach would go to move to Berlin where he would compose perhaps his most seminal works. During this period Bach composed Magnificat (1749), Easter cantata (1756), as well as an assortment of symphonies and concertos. The bulk of his composition was written for the clavichord, which he composed over two hundred sonatas and assorted solos. Much of his work would influence the methods of Muzio Clementi and Johann Baptist Cramer. Bach would go on to become director of music at Hamburg and began to focus his attention on church music. He would later marry and live out the rest of his life in Hamburg. He died in December 1788. Bach’s music had a tremendous influence on later composers, perhaps most prominently being held in high regard by Wolfgang Amadeus Mozart and Ludwig Van Beethoven. Bach’s maj or musical influence is as a result of his famed keyboard sonatas. In these regards, they gained esteem for breaking away from previous Italian and Viennese styles and foregrounding new methods of musical expression. Still, Bach is recognized for being a prominent member of the First Viennese School. Within this mode of production, Bach is recognized for the extreme emotional range and unpredictability he demonstrated within a single work (Whitmore 1988). In terms of musical output Emanuel Bach has a tremendous array of material. He has over a hundred keyboard sonatas. In addition to the keyboard sonatas, he has a wide variety of fugues for organ and keyboard. Finally he has over a hundred keyboard concertos (‘C.P.E. Bach’). In all Bach’s tremendous output totals nearly one thousand unique compositions. The album I listened to was Emanuel Bach’s ‘Hamburg Sinfonias’. This collection contained Bach’s 1-6 Sinfonias. In listening to the col lection of Sinfonias I am struck by their upbeat nature. While later artists such as Beethoven and Mozart oftentimes seemed to explore dark themes, Bach’s tendency is to generally stay within an upbeat atmosphere. Within these compositions, however, are tremendous variety of form and structure. It’s clear that within these variety of emotions Bach has gained his greatest levels of esteem. For instance, Bach Sinfonia in B flat major begins with an allegro pace and transitions to a symphonic type presentation of instrumentation. The musical tone of the piece

Forensic Science(Subject) Study of Forensic Collection and Analysis of Research Paper

Forensic Science(Subject) Study of Forensic Collection and Analysis of Crime Scenes - Research Paper Example Physical evidence originates from objects or rather non-living things while biological evidence is obtained from living things (Enotes.com., 2011). Examples of biological evidence include: DNA and blood stains while physical evidence include: tire marks, footprints, paint, building materials, fibers and fingerprints. According to the Locard’s exchange, evidence is usually found at the crime scene simply because the perpetrator must always leave something behind due to contact with objects and even the victim. It should also be noted that the perpetrator is also very likely to take something away from the crime scene that will be found on him. Crime scene investigation takes place at the crime scene while forensic science happens in the laboratory. This paper highlights on the analysis, evaluation and synthesis of a crime scene in relation to an investigation. Jackson and Julie (2004) reveal that this stage takes place at the scene of the crime. The Crime Scene Investigator (CSI) is expected to take his or her time to understand the logistics of the crime. This stage entails the determination of a systematic approach that will be used to find and collect the evidence. The CSI defines the exact extent of the crime scene followed by securing the core area by placing a physical barrier. The barriers could be in the form of a scene tape, police cars, horses and even the police officers. A cone area can be defined as the most obvious area where most of the evidence can easily be traced (Jackson & Julie, 2004). The crime scene might be in a house or the even the entire neighborhood. The first chance to conduct a thorough search at the scene is very important. The next step is to obtain a search warrant from the District attorney. The CSI will be free to make an initial walk through from which he will take notes of details that are likely to change with time. These details include: time, weather, smell, sound,

Previous chest radiation Essay Example for Free

Previous chest radiation Essay Women who menstruate at an early age and menopause at a later age are likely to develop breast cancer (American Cancer Society, n. pag). This can be associated with the longer exposure to estrogen and progesterone hormones. Women who had undergone a radiation therapy on the chest area at an early age can significantly increase the risk for breast cancer, especially if the breasts are still developing when the therapy was taken (American Cancer Society, n. pag. ). Stages Breast cancer, as other kind of cancer, starts from a single dot that develops into a threatening stage when it is not detected and treated at an earliest time. The purpose of staging the disease is to ascertain the type and degree of treatment that may be applied to the patient. Normally, the stages of breast cancer start from 0 to III. Stage 0 This is otherwise known as the non- evasive breast cancer (American Cancer Society, n. pag. ). At this stage, no evidence of cancer cell breakage or invasion into other tissues can be noticed. Stage I Stage I is known by invasive breast cancer (American Cancer Society, n. pag. ). During this stage, the cancer cells starts to invade or spread to other normal tissues. The tumor can also be noticed as grows to two centimeters (American Cancer Society, n. pag. ). Although there is no lymph nodes involved (American Cancer Society, n. pag. ). Stage II At this stage, the cancer cells expands to the lymph nodes under the arm or the tumor increases up to five centimeters (American Cancer Society, n. pag). During this stage, the lymph node are not yet united to other nodes and to other normal tissues. Stage IIIA The cancer is said to have advanced to stage III when the tumor measure more than five centimeters or when the lymph nodes are clump together or stuck to one another or to other tissues (American Cancer Society, n. pag. ). Stage IIIB This stage is characterized by the spread of the tumor, at any size, to the breast skin, internal mammary gland, or chest wall (American Cancer Society, n. pag. ). This stage also includes the inflammatory breast cancer, a very serious but rare type (American Cancer Society, n. pag. ). Inflammatory breast cancer is distinguished by the redness and warmness in some or in all part of the breast. Stage IV The breast cancer has advanced to the last stage when the tumor expands on to the breast, underarm, and internal mammary lymph nodes and also on lungs, bone, or brain (American Cancer Society, n. pag. ). This stage also includes Metastatic cancer, which is the spread of cancer. Treatments of Breast cancer At an early, the suitable treatment for is the breast conservation that involves lumpectomy. On this process, the infected tissues and the surrounding normal tissues are removed (National Breast and Ovarian Cancer Centre, n. pag. ). This shall be coupled by surgery and followed by radiation therapy which is used to kill the tumor cells left after surgery. Research has shown that radiation therapy is as effective as mastectomy, which is the surgical removal of the breast. Other medication may include prescription of hormone- blocking drug tamoxifin for post- menopausal women, and ovarian ablation to younger women. Ovarian ablation is the stopping the ovaries from producing estrogen and can be done either by removing the ovaries or by prescribing certain drugs (National Breast and Ovarian Cancer Centre, n. pag. ). Chemotherapy is also used to treat breast cancer. Chemotherapy is the medication that kills cancer cells or stops them from growing (National Breast and Ovarian Cancer Centre, n. pag. ). It can be done in three strategies namely; adjuvant chemotherapy, presurgical chemotherapy, and therapeutic chemotherapy. Adjuvant chemotherapy is given to reduce the possibility of returning of the cancer and is given to people who had surgery or radiation while presurgical chemotherapy is used to shrink or kill the stray cancer cells and to completely get rid of the cancer (National Breast and Ovarian Cancer Centre, n. pag. ). Therapeutic chemotherapy, on the other hand, is given to women whose cancer has spread beyond the breast or those who have serious case of breast cancer. For advance breast cancer, the treatment may include chemotherapy. Treatments given to metastatic breast cancer are aimed to reduce the symptoms experienced by the patient so that the quality of her life may be improved. The treatments may include stopping the growth of the cancer and using one or more anti- cancer treatments depending on the parts of the body that has been affected by the cancer (National Breast and Ovarian Cancer Centre, n. pag. ). Such therapies available are high- dose chemotherapy, immunotherapies, gene therapies, and targeting therapies. However, their efficacies are not yet measured. Among the immunotherapies, only the monoclonal antibodies (Mabs) have been approved for breast cancer (National Breast and Ovarian Cancer Centre, n. pag. ). However, there are other forms that are under observation. The Herceptin or MAb trastuzumab is on top of the list which is used by women with cancer cells having too many copies of HER2/neu gene (American Cancer Society, n. pag. ). The HER2/neu gene is able to produce extra receptors to stimulate growth on the cells resulting into a more aggressive breast cancer. When the trastuzumab are attached to the receptors, the growth is lowered because the access to the cancer cells are blocked (American Cancer Society, n. pag. ). Another form of immunotherapies is the Bevacizumab or Avastin, which is an antibody that helps slow the growth of blood vessels in the tumor (American Cancer Society, n. pag. ). Some promising treatments for advanced breast cancer are interferons and interleukons, autologous vaccine therapy, and other antigen vaccine. These immunotherapies are being studied because their effectivity has not yet been ascertained. Conclusion Among the women, the disease that is very threatening is the breast cancer. Cases of breast cancer are increasing every year and so with the mortality rate. Yet treatments do not give complete assurance. Moreover, treatments are so expensive that are not available to poor patients. Cancer, as generally known, is a disease that is traitor and known only at a later stage. In order to avoid getting breast cancer, n individual shall be aware of the risk factors and avoid it as soon as possible. Works cited Baum, Michael, and Schipper, Harvey. Fast Facts Breast Cancer. Oxford: Health Press, 1999. Cadwell, Karin, and Maffei, Cindy, T. Breastfeeding A-Z: Terminology and Telephone Triage. New York: Jones Barlett Publishers, 2006. â€Å"Detailed Guide: Breast Cancer. † 13 September 2007. American Cancer Society. 24 June 2008 http://www. cancer. org/docroot/CRI/content/CRI_2_4_2X_What_are_the_risk_factors_for_breast_cancer_5.asp. Franz, Mary. â€Å"Diet and Breast Cancer. † Vegan Handbook:Over 200 Delicious Recipes, Meal Plans and Vegetarian Resources for All Ages. Ed. Debra Wasserman Reed Mangels. Vegetarian Resource Group, 1996. 193. â€Å"Genetic Testing for BRCA1 and BRCA2: Its Your Choice. † 2 June 2002. National Cancer Institute. 24 June 2008 http://www. cancer. gov/cancertopics/factsheet/risk/brca. â€Å"Treatment options. † 28 November 2006. National Breast and Ovarian Cancer Centre. 24 June 2008 http://www. breasthealth. com. au/treatment/.

Lewis Carrolls Alices Adventures in Wonderland Essay -- Lewis Carrol

Lewis Carroll's Alice's Adventures in Wonderland 1.  Ã‚  Ã‚  Ã‚  Ã‚  Introduction There are several reasons why I have chosen the book â€Å"Alice’s Adventures in Wonderland† as the topic for my term paper. The main reason is that I have been fascinated by Alice’s adventures as a series on TV since I was about six years old. I was curious about the overworked rabbit, racked by brain about how Alice would only be able to reach the golden key on the table and I got even more nervous when I saw the Queen than the Knaves of Hearts did. What I did not understand then was that Alice has fallen asleep in the beginning and all she is experiencing is â€Å"only† a dream. However, my illusion has been destroyed when I first read the book at the age of about 12 and I must admit it was then when I lost some of my fascination for Alice. As I read the book again as a preparation for the Proseminar a few months ago I soon started to focus on a certain aspect which I could not let go of and which brought back my fascination for Alice’s Adventures. It is also the reason I have chosen this topic for my term paper: I am very much interested in the circumstances of the time, in this case the Victorian Age, and the various influences on a person like Lewis Carroll in connection with his ability to create such a powerful, imaginative and attractive idea of a wonderland. I would like to know what kind of person can make up such a story? I have chosen the title â€Å"Inventing Wonderland†, which is the name of a book by Jackie Wullschlà ¤ger, because it precisely expresses the focus of my term paper. I think the reason why I am interested in this aspect is the following: About three years ago I stayed one year as an Au Pair for a family in Rhode Island. It took me a while to discover how to attract the attention of a 4-year-old, his name was Carter, when the situation required it to be calm. But: I placed young Carter as an additional friend of his favourite character Winnie the Pooh in the centre of a new Pooh-plot and tried to invent an exciting story with dangerous adventures as he sat on my lap listening more carefully than he had ever done before. I was successful, but of course and without understatement my stories were not in the least as fanciful and imaginative as Carroll’s, not to mention were they worth publishing. And it was exactly this situation, Carter sitting on my lap, that I ... ... As I have already claimed above, I think it is important get at least some idea of the â€Å"Zeitgeist†, in which a book was written, in order to understand its significance. From my point of view, being interested in the background factors of an author’s life and era not only helps to get a better understanding of the meaning of a book, but it also makes me appreciate it more. I think everyone acts and speaks according to what he or she is influenced by. If this is determining for the value a book is another question, but I think it is important that it is up to everyone if he or she would like to know more about the author. 7. Bibliography Blake, Kathleen. Play, Games, and Sport. The Literary works of Lewis Carroll. London: Cornell University Press. 1974. Carroll, Lewis. Alice’s Adventures in Wonderland. Stuttgart: Reclam, 1984. http://www.alice-in-wonderland.net . 25/01/05 Schwab, Gabriele. The Mirror and the Killer-Queen. Otherness in Literary Language. Bloomington: Indiana University Press, 1996. Wullschlà ¤ger, Jackie. Inventing Wonderland. The Lives of Lewis Carroll, Edward Lear, J.M. Barrie, Kenneth Grahame and A.A. Milne. Rev.ed. London: Methuen, 2001. Lewis Carroll's Alice's Adventures in Wonderland Essay -- Lewis Carrol Lewis Carroll's Alice's Adventures in Wonderland 1.  Ã‚  Ã‚  Ã‚  Ã‚  Introduction There are several reasons why I have chosen the book â€Å"Alice’s Adventures in Wonderland† as the topic for my term paper. The main reason is that I have been fascinated by Alice’s adventures as a series on TV since I was about six years old. I was curious about the overworked rabbit, racked by brain about how Alice would only be able to reach the golden key on the table and I got even more nervous when I saw the Queen than the Knaves of Hearts did. What I did not understand then was that Alice has fallen asleep in the beginning and all she is experiencing is â€Å"only† a dream. However, my illusion has been destroyed when I first read the book at the age of about 12 and I must admit it was then when I lost some of my fascination for Alice. As I read the book again as a preparation for the Proseminar a few months ago I soon started to focus on a certain aspect which I could not let go of and which brought back my fascination for Alice’s Adventures. It is also the reason I have chosen this topic for my term paper: I am very much interested in the circumstances of the time, in this case the Victorian Age, and the various influences on a person like Lewis Carroll in connection with his ability to create such a powerful, imaginative and attractive idea of a wonderland. I would like to know what kind of person can make up such a story? I have chosen the title â€Å"Inventing Wonderland†, which is the name of a book by Jackie Wullschlà ¤ger, because it precisely expresses the focus of my term paper. I think the reason why I am interested in this aspect is the following: About three years ago I stayed one year as an Au Pair for a family in Rhode Island. It took me a while to discover how to attract the attention of a 4-year-old, his name was Carter, when the situation required it to be calm. But: I placed young Carter as an additional friend of his favourite character Winnie the Pooh in the centre of a new Pooh-plot and tried to invent an exciting story with dangerous adventures as he sat on my lap listening more carefully than he had ever done before. I was successful, but of course and without understatement my stories were not in the least as fanciful and imaginative as Carroll’s, not to mention were they worth publishing. And it was exactly this situation, Carter sitting on my lap, that I ... ... As I have already claimed above, I think it is important get at least some idea of the â€Å"Zeitgeist†, in which a book was written, in order to understand its significance. From my point of view, being interested in the background factors of an author’s life and era not only helps to get a better understanding of the meaning of a book, but it also makes me appreciate it more. I think everyone acts and speaks according to what he or she is influenced by. If this is determining for the value a book is another question, but I think it is important that it is up to everyone if he or she would like to know more about the author. 7. Bibliography Blake, Kathleen. Play, Games, and Sport. The Literary works of Lewis Carroll. London: Cornell University Press. 1974. Carroll, Lewis. Alice’s Adventures in Wonderland. Stuttgart: Reclam, 1984. http://www.alice-in-wonderland.net . 25/01/05 Schwab, Gabriele. The Mirror and the Killer-Queen. Otherness in Literary Language. Bloomington: Indiana University Press, 1996. Wullschlà ¤ger, Jackie. Inventing Wonderland. The Lives of Lewis Carroll, Edward Lear, J.M. Barrie, Kenneth Grahame and A.A. Milne. Rev.ed. London: Methuen, 2001.

William Shakespeare Symbolic Plays

Symbols play major roles in everyday situations whether it is in real life, novels, or even movies. In fact, more and more authors nowadays are learning from older play-writers such as William Shakespeare by reading and analyzing their plays. They learn how to develop their novels by incorporating symbols based on action or drama. There are several examples of William Shakespeare’s famous plays that have numerous symbols that tie the story together which include Romeo and Juliet, Hamlet, & Julius Caesar.However, the most notable play written by Shakespeare is Macbeth. The play Macbeth written by the world- renowned play-writer William Shakespeare is a play that symbols tie the story together. Three key symbols that emerge in the play are a crown, a crystal ball, and lastly, hallucinations. Every one of these symbols represents a variety of concepts in Macbeth. The first of the three major symbols that tie the play together is the crown. In general, a crown is a symbol that rep resents royalty, authority, leadership, etc.There are many things that come to mind when you think of crown, however, this play changes everything. In Macbeth, the crown represents a variety of concepts and issues that change the fact that characters lives forever. It causes loyal characters such as Macbeth to commit many dreaded acts being numerous counts of murder. Macbeth wouldn’t have gone on with the plan if Lady Macbeth didn’t want as much as she did convince her husband to murder all those people by saying, â€Å"From this time Such I account thy love. Art thou afraid To be in thine act and valor. (Act 1, Scene 7, Page 59, Lines 38-40) When she attired those words, it convinced Macbeth to go along with the original plan. But when he becomes king, and all the murders are done with he begins mistrusting people so he tells himself, â€Å"To be thus is nothing. But to be safety. † (Act 3, Scene 1, Page 15, Line 53) As a result, Macbeth frequently talks to th e witches and they give him different prophecies that give him the confidence he needs to remain king. The second major symbol in the play is hallucination, which is found numerous times and is shown to be a problem mainly because of the murders.Macbeth says to himself shortly after killing Duncan â€Å"Whence is that knocking? How am not with me when every noise appalls me? What hands are here? Ha! They pluck out mine eyes. Will all great Neptune’s ocean wash this blood Clean from my hand? No this hand will rather the multitudinous seas incarnadine. Making the green one red. † (Act 2, Scene 2, Page 81, Lines 60- 63) Macbeth had another time where the hallucination caused him to see the ghost of Banquet which he told the ghost â€Å"Thou canst not say I did it: never shake thy gory locks at me. (Act 3 Scene 4 Page 143, Lines 63-64) The hallucination of the ghost of Banquet represented the guilt from all the crimes that Macbeth had committed. After that scene Macbeth g radually becomes even crazier than he already was and becomes very reckless with his power. Clearly, he was very emotionally unstable as he continues to commit murders. All the hallucinations are a big factor of why Macbeth was unsteady and ended up dying. The third and final major symbol of this play is the crystal ball, which represents looking into the future.I made a choice to make the symbol crystal ball symbolize the prophecies that the witches continuously give Macbeth. Crystal balls typically represent fortune-tellers and the future. That is what started the whole problem and that is the witches and their prophecies for Macbeth. If their prophecies did not take place, Macbeth still would have been Duncan’s loyal general and close friend, but the three witches came to Macbeth and told him, First Witch: â€Å"All hail, Macbeth! Hail to thee, thane of Glacis! † Second Witch: â€Å"All hail, Macbeth!Hail to thee, thane of Cawdor! † Third Witch â€Å"All hai l, Macbeth! Hail to the thane of Cawdor! † That is what caused him to kill the king who thought very highly of him who even gave him the honor of becoming the Thane of Cawdor. Afterwards, when he is knee deep in the murders, he goes back to the witches so that he can attain more prophecies. This time, just to manipulate him, they tell him. First Apparition: â€Å"Macbeth! Macbeth! Macbeth! Beware Macduff. Beware the thane of Fife. Dismiss me. Enough. † Second Apparition â€Å"Macbeth!Macbeth! Macbeth! Be bloody, bold, and resolute; Laugh to scorn the power of man, for none of women born shall harm Macbeth. † Third Apparition â€Å"Be lion-mettled, proud and take no care who chafes, who frets, or where conspirers are. Macbeth shall never vanquished be until Great Birnam Wood to high Dunsinane Hill Shall come against him. † Through the witches’ prophecies, Macbeth gained a load of confidence, which lead him to his eventual death. That is why the cryst al ball prophecies told is a major symbol in the play.In the play Macbeth, written by the world renowned writer, William Shakespeare, the symbols tie the story together. Three major symbols that are shown often in the play are the crown, the crystal ball, and the hallucinations. These symbols represent a variety of concepts that can be interpreted to the progress of the play. The crown signifies the division of power occurring throughout the play, the hallucinations symbolize the problems occurring in Macbeth's life, and finally the crystal ball represents the prophecies and the events that will happen in the future.