Teaching And Coaching As A Philosophy - 2275 Words

A philosophy can be defined as ‘a set of values and behaviours that serve to guide the actions of a coach’ (Wilcox and Trudel, 1998, p.41). By drawing from all facets of a person’s life, each is specific to the learner and distinguishes teachers and coaches from one another. It can be consciously developed as the professional, teacher/coach and student within education is exposed to a practice as well as other life experiences. It is believed that ‘clearly articulating one’s philosophy is a prerequisite to good practice’ (Cassidy et al, 2008, p.55) throughout this essay I hope to reflect on my increasing knowledge foundation in teaching and coaching and how it has successfully developed and been applied to my philosophy as a coach. I†¦show more content†¦However, I disagree, as a coach I believe you must have specific sport knowledge to the sport in context but knowledge from a wider base to fully engage in successful practice of techniques which accompany a successful end result as well as being able to develop the athlete on a wider basis. This is supported by ‘the fact coaches work with fewer people and at a higher skill level does not negate the fact that they are engaged in teaching†¦skills, techniques and strategies’( Drewe, 2000, p.81) this coupled with the fact coaches tend to spend more time with athletes which means they too, also develop the fundamental domains of the athlete. For this reason I believe both roles are intertwined and provide basis for both to thrive from. In order to for me to be an affective coach I must take both concepts and make sure that I develop the child’s ability as well as other factors. A way I have developed as a coach is by exploring philosophies of coaching and in particular three core philosophical concepts, values (axiology), morality (ethics), and meaning (ontology). Values (axiology) can be split into two sources, which include value in both sport and coaching and more distinctly subjective and objective values. This is determined by whether a person is intrinsically or extrinsically motivated. Subjective valuesShow MoreRelated What it takes to become a coach Essay examples1100 Words   |  5 Pages When I think of coaching I think of practice planning, game planning, scouting strategizing of offense and defense, choosing my starters, little things like that. All of those ideas are valid, but that’s not the whole picture. There is a lot more to coaching than planning for a practice or a game. Many times a person who would like to coach an interschool athletic team has little or no preparation to teach sports skills and techniques. The only qualificati ons is often the person’s participationRead MoreReflection Of My Own Personal Development1637 Words   |  7 Pages1. Within Sports Coaching Literature, it has been established that reflection is a generic term for intellectual and effective activities, in which individuals examine their experiences, in order to develop new understanding and intrapersonal appreciation (Knowles, et al., 2006). Research in this field has advocated reflective practice as an approach to professional development which positively impacts coaching effectiveness (Cropley, et al., 2012). This reflective report shall discuss, analyse andRead MoreBecoming A Role Model For Children And Young Adults1077 Words   |  5 Pagesthat I am becoming the person that I want to be. As a basketball player at a young age, I have always imagined being a coach. So, this isn’t the first time determining my coaching objectives. However, I haven’t written or spoken my coaching objectives, but I have given them great thought. As a coach, there are three major coaching objectives I live by, to win, to have fun, and to develop athletes (Ch. 2, p. 16). First, as a coach, developing the athletes physically, psychologically, and socially isRead MoreMy Coaching Philosophy : Becoming A Coach1691 Words   |  7 Pagestask to accomplish. However, becoming a coach requires to have a coaching philosophy representing how and why you coach. Thinking about what my coaching philosophy is became incredibly difficult. Creating my coaching philosophy required a lot of reflection on myself. Determining who I am, my coaching objectives, and coaching styles are all important parts of a coaching philosophy. Some of my personal reasons for coaching include coaching sports I enjoy to play, helping athletes develop, and having funRead MoreGeneral And Special Education Teachers Face Today1260 Words   |  6 Pagesstudents succeed. Teaching can be very difficult and people that are passionate about it should do it. However, many general and special education teachers face many challenges throughout their teaching careers that make teaching difficult for them. One issue that teachers lack today is lack of proper coaching from school staff when they begin teaching. Proper coaching is extremely important for new teachers to obtain during their first year in school. I believe the new teachers need coaching because mostRead MoreGeneral And Special Education Teachers Face Today1260 Words   |  6 Pagesstudents succeed. Teaching can be very difficult and people that are passionate about it should do it. However, many general and special education teachers face many challenges throughout their teaching careers that make teaching difficult for them. One issue that teachers lack today is lack of proper coaching from school staff when they begin teaching. Proper coaching is extremely important for new teachers to obtain during their first year in school. I believe the new teachers need coaching because mostRead MoreWhat Drives A Coach Winning Or The Development Of Players?1205 Words   |  5 Pagessome form of progress. With that being said a major factor when it comes to coaching is, what do you value more? The development of your players or winning games to look good or satisfy some internal drive? Since I have been enrolled in graduate school and taking classes on how to become a better coach. The first step a coach should take to prepare themselves is developing a coaching philosophy. A coaching philosophy will help put ideas and thoughts into perspective, on how you view the sportRead MoreTheories Of Coaching Final Paper951 Words   |  4 PagesDayra Cerda Theories of Coaching Final Paper Tell me about yourself and your background. (college you graduated from, where you coached, etc) The person I coached actually graduated from Rutgers University with a Sports Management major and coached in my old high school, Passaic High School. His name is Angelo Gomez and he coaches girls and boys volleyball sport. Angelo Gomez really enjoys his job and enjoys working with high school students because he believes he has a lot to offer. Did you playRead MoreCoaching At It s Roots1488 Words   |  6 PagesCoaching at it’s roots is just another form of teaching about the adversity and unpredictability of life. The opportunity to be a coach is a tremendous honor and responsibility no matter the age, skill, or seriousness of the team/athlete. Players are placing their trust in your ability to help them achieve success whether it be by personal or collective gain. Furthermore, players look to a coach to be a role model, so coaching demands tremendous character at all times. Because I played on a multitudeRead MoreDeveloping A Successful Volleyball Program795 Words   |  4 PagesAs coaches, we want our programs to be the best and to always be remembered for something great. We often ask ourselves, what are the keys to success? Is it communication, getting along with everyone, hiring those that share the same philosophy, or respect within the program. It takes everything possible that a coach can give and more, t o make a program successful. In developing a successful volleyball program, it is like nurturing a new born baby. It takes time and effort and with lots of patience

Hinduism and Buddhism Essay - 1888 Words

Religion can be described as a centralized belief in which a group of people live their lives according to a set of practices, relating to the existence of a particular deity in order to fulfill a purpose. Religious studies are categorized so that each religion may be conveyed in an understandable way in which they are intended to. Many religions attribute, intentionally or not, to what is known as philosophical parallels. Attaining to these parallels involves a big problem with the way vocabulary is utilized. The philosophical parallel: problem of syncretism stimulates the question of whether there is such thing as an authentic religion. Most religions utilize this trait in such conditions that they use certain features of other religions†¦show more content†¦Within the conscious feeling of one’s atman, the term bhraman is used to describe the universal life force that is found in everything, personal and impersonal (Smith, 2-17). Hinduism(s) emphasizes the importanc e of separating one’s self from the material world/samsara and promotes asceticism (abstaining from worldly desires with aims of pursuing a more religious lifestyle) (Gavin Flood, 2009). Hindu’s view self awareness, as a way to connect with one’s atman. Lastly, the concept of Karma, the cause/effect cycle that is based on a person’s actions that determines their destiny in samsara is also emphasized in order to reach moksha. Samsara and the cycle of reincarnation exist because karma exists (correlating with the cosmic laws). For example, if an individual lives according to righteous morals, they’re closer to reaching moksha rather than someone who creates or does bad things – creating spiritual barriers, thus making moksha harder to reach. How can moksha be undertaken? Outside of the emerging concepts as discussed in the previous paragraph, there are certain disciplines that enable individuals to come in contact with their atman. This particular discipline is known as yoga. Like many practices in religions, there are different types of yoga that individuals do in order to maintain development. The first is theShow MoreRelatedHinduism, Hinduism And Buddhism1205 Words   |  5 Pagesafterlife has become a controversial subject across many religions. Religions such as Hinduism and Buddhism have provided a multitude of similar and different analysis behind their specific beliefs and practices. Similar to many religions practiced around the world, Hinduism portrays a great amount of belief in worshipping gods that they believe play a special role in their history. Though when speaking of Hinduism, I should mention that it does not consist of a single, dominant religion. It is aRead MoreHinduism : Buddhism And Hinduism1045 Words   |  5 PagesSoutheast Asia, particularly India, is the birthplace of many religions. India is where these two religions arose: Buddhism and Hinduism. Hinduism is a very ancient belief system derived from the lifestyle of Southeast Asia. It still has a strong presence in its place of origin and it is characterized as a family of religions. An offspring of Hinduism, Buddhism is also a family of religions, except it has less of a strong presence in its place of birth. Yet, situated to the East area of the worldRead MoreHinduism And Buddhism And Hinduism1641 Words   |  7 PagesSo far we’ve learned about Hinduism and Buddhism in India two of the most common religions found in India. One of the many things about learning about different culture is the religion that is come with. Religion is one of the many things that are unique to each and every culture. Religion views are what make a group of individuals come together and form a community. In core 7 we are learning about Hinduism and Buddhism learning about India and their religion views has helped me see the world inRead MoreHinduism And Buddhism And Hinduism1276 Words   |  6 PagesOut of the worlds many beliefs and religions, Buddhism and Hinduism make of about 20% of them (The Future of World Religions: Population Growth Projections, 2010-2050). Hinduism and Buddhism are the most influential and popular in the eastern hemisphere, mostly in and around the Asian continent. These two religions have similar ideologies. So much so that many say that Buddhism is an appendage of Hinduism. Such religions have different religious structures, which allow broader interpr etations toRead MoreHinduism And Buddhism : Buddhism942 Words   |  4 Pages Hinduism and Buddhism Park University Desmond Hutchinson RE307 â€Æ' Abstract Both Hinduism and Buddhism originated in India a very different world and origin than the other main religions. What is now called Hinduism began in India around 2000 years before the birth of Jesus Christ. Minorities in religion Hinduism and Buddhism are still well known and are growing in its followers from all over the world not just limited to the traditional geographical locations. Hinduism and Buddhism are differentRead MoreBuddhism, Hinduism, And Hinduism1817 Words   |  8 Pagespracticed today. Most of these religions are based off the belief in a god, or have a moral code that they need to follow in order to appease their god or achieve salvation in the afterlife. Three religions that will be highlighted here are Buddhism, Sikhism, and Hinduism. In each of these three religions, they all share some religious tenets, or beliefs, that is universally accepted amongst all religions around the world and throughout history. Some of these tenets include the belief in a god or a SupremeRead MoreBuddhism Vs Hinduism : Hinduism1573 Words   |  7 PagesBuddhism vs Hinduism Hinduism and Buddhism are two religions that are very open and tolerant of all people. They are religons that believe in acceptance of all and open-mindedness of other religons. Hinduism is the oldest religion on the planet that has been well established and still has a large following. To put it into perspective if religons were under 100 years old Hinduism would be 80 and Judaism and Christianity would still be in their 20s or 30s. Buddhism is also a long-standing religionRead MoreBuddhism and Hinduism881 Words   |  3 PagesSome awesome title I make Buddhism and Hinduism are two of the most philosophical religions around the world. Both religions stem from India before the Common Era and hold ranks as being one of the top five main religions around the world, therefore, having similar origins and philosophies. Hinduism places third as an organized religion and is much older than Buddhism. Hinduism and Buddhism have lasted for centuries and today is widely practiced among the world. Hinduism is considered to be monotheisticRead MoreHinduism and Buddhism976 Words   |  4 Pages Buddhism and Hinduism are two of the world’s most influential and greatest religions. Buddhism is a religion based on the teachings of the awakened one (Abrams), and Hinduism is the oldest of the world’s greatest religions (Rice). Both of these religions arose in South Asia, thus they share similar culture and philosophy; however, they also contrast greatly with each other in many other aspects. By comparing the rituals of worship of the two religions it is proven that Hinduism worships variousRead MoreHinduism And Buddhism1909 Words   |  8 Pages Maryann Lyons Summer 2015 homework A: Hinduism and Buddhism Reflection Answers: 1. I believe that people aren t allowed to leave the caste they are born into because in this religion, they believe that all of your sins and good deeds from your former life are added up to place you in a caste for this life. So, with that being said, if someone leaves their caste it would be considered unfair. 2. In my opinion, Hinduism values religion more than money and nobility. They have a high

Does An Arrest Deter Crime Essay Research free essay sample

Does An Arrest Deter Crime? Essay, Research Paper The constabulary are known sometimes to be intimidating, influential, and important. The reaction of civilians to the constabulary step ining with them, or their direct orders can change with persons. A survey was done in 1981 in Minneapolis, to happen out if the act of collaring or the menace to collar all domestic force wrongdoers or possible wrongdoers, deters further offense. Four different metropoliss were used in this experiment, Milwaukee, Omaha, Dade County in Florida, and Colorado Springs. Three different schemes were used by the constabulary: collaring the suspect, telling the suspect from the premises for 24 hours, and seeking to reconstruct order ( Berk, 1992 ) . Lawrence W. Sherman and Douglas A. Smith have written an article in the American Sociological Review which states that despite disincentive theories, apprehension had no overall offense decrease consequence in repetition domestic force wrongdoers. Race nor record of anterior apprehensions prove any consequence of restrain for farther domestic force ( Sherman 1992 ) . Subsequently, Richard Berk, Alec Campbell, Ruth Klap, and Bruce Western, all from the University of California, Los Angeles, wrote an article that promotes that collaring an wrongdoer does hold diversified effects. Depending on their racial background, employment, and old apprehension records, increased offense did happen. Both articles were written about the same survey. Sherman and Smith # 8217 ; s article depict different instance surveies on apprehensions in a period of clip. Sherman, from a old article ( 1984, p.78 ) , explains that people who are more # 8220 ; socially bonded people are more deterrable # 8221 ; . Which suggests that people who are unemployed, non married, or non merrily married may be more improbable to be deterred by an apprehension. This is so due to perchance a socially bonded individual might demo stronger effects of desiring to remain outside of a gaol while a individual who isn # 8217 ; t as socially bonded might demo less of restraint to be incarcerated ( Smith 1992, p.681 ) . Sherman and Smith signifier General Deterrence Hypotheses about the interaction between legal and informal menaces of penalty. The first is conditional hypotheses so the replacing hypothesis, and eventually the linear hypothesis. The conditional hypothesis claims that legal menaces merely deter possible offends are sufficiently tied to conventional society to endure from its injury of apprehension. The replacing hypothesis assumes that the menace of legal control is effectual merely when informal control is absent. The linear hypothesis which is derived from Wrong ( 1961 ) and by Grasmick and McLaughlin ( 1978 ) , claims that both informal and legal controls deter possible wrongdoers. The more of either type of control, the greater the disincentive ( Smith, 1992, pp. 681-682 ) . They besides determined that on norm, persons with strong bonds to partners and to employment hold a greater interest in conformance than single and unemployed persons ( Smith 1992, p. 683 ) . The suspects that were sampled varied by race and in # 8220 ; bets in conformity. # 8221 ; Almost all ( 91 per centum ) of the suspects were male. Blacks comprised 79 per centum of the suspects. Over one-half ( 56 per centum ) of the suspects were unemployed at the clip they entered the experiment. The employed suspects were by and large blue-collar service occupations. The bulk of the twosomes ( 70 per centum ) had neer married each other, but 68 per centum reported life together for two old ages or more. About tierce of the suspects had a record of a anterior incident of domestic force ( Smith 1992, p. 683 ) . The findings of the survey varied on different variables. 36.3 Percentage of the wrongdoers were involved in at least one subsequent incident of force in the period following the experimental instance. Out of 411 repetition wrongdoers, 45 per centum had more than two incidents during any of the variable follow-up periods ( 6 to 18 months ) . The rate for all the suspects for one-year rate of subsequent violent incidents was.612 incidents per suspect per twelvemonth, which is approximately a 1 out of 2 suspects per twelvemonth for extra force. Repeated force is significantly higher for single, black, and unemployed work forces. Subsequent banging as besides more likely if the suspect had engaged in domestic force during the old twelvemonth. Besides, among married victims, merely 11 per centum of the known incidents were non reported to the interviewers compared to 29 per centum for single victims. A similar form holds for employment position, which is 28 percent withheld among victim of the unemployed compared to 21 per centum among the employed. In add-on, 28 per centum of victims who were black withheld compared to 14 per centum among Whites. However, consequences indicate that whether the topic was arrested or merely warned had no important association with the happening or figure of subsequent violent incidents ( Smith 1992, pp. 683-685 ) . To sum up, the inquiry of apprehension influences subsequent force is by and large depending on the arrested individual # 8217 ; s interest in conformance. Arrested individuals who lacked a interest in conformance were significantly more likely to hold a repetition discourtesy than their opposite numbers who were non arrested. Conversely, those who were married and employed, arrest deterred subsequent force ( Smith 1992 p. 685 ) In contrast to the article stated above, Berk, Campbell, Klap, and Western researched and examined the same subject, utilizing the same information. In the Milwaukee and Dade county experiments, there are suspects who are # 8220 ; good hazards # 8221 ; and suspects who are â€Å"bad risks.† An apprehension may profit victims of good hazards and injury victims of bad hazards ( Berk 1992, p.699 ) . The findings in each of the parts studied suggest that persons subject to informal societal controls are # 8220 ; good hazards # 8221 ; and persons non capable to such control are # 8220 ; bad risks. # 8221 ; Good hazards seem to be deterred by apprehension, while bad hazards are more likely to reiterate offend. The cardinal # 8220 ; hazard # 8221 ; indexs are employment position and matrimonial position ( Berk 1992 pp. 700-702 ) . Unlike what Sherman and Smith said, the point is made here that if employment position and matrimonial position affect the impact of apprehension, we are uneasy with the societal control and/or labeling model. Employment position and matrimonial position are merely indexs, they are non direct steps of the strength of societal fond regards. In add-on, employment position and matrimonial position are likely related to a figure of other psychological and societal phenomena. For illustration, Employed suspects are place less and have fewer chances to interact with the victim. Under these fortunes, the deterrent impact of apprehension may be less likely to disperse. This might besides do an apprehension while being married moreeffective. ( Berk 1992, p. 704 ) In the two articles stated above, the basic statement is whether the constabularies have such an consequence on people to do them halt perpetrating a offense, or alter a manner of life. The first article, written by Lawrence Sherman and Douglas Smith had some really agreeable points. One of these is the component of if the individual is their # 8220 ; bets in conformity. # 8221 ; This means whether or non the individual was socially acceptable and/or the individual was portion of the society. A individual who is socially acceptable, or has many bets in conformance might see that perpetrating a offense against their partner is something that is non socially acceptable. This could be a major ground why people who do hold more bets in conformance commit fewer offenses of domestic force. If the same individual was non really profoundly tied within their sub-culture, perpetrating the offense could perchance be a better manner to cover with the fortunes. If a individual does non hold excessively many friends within the society, he or she would see as acquiring off from the topographic point they reside in and acquiring a beginning, all from perpetrating a domestic force act. This, in bend makes people who are unemployed, non married, or non merrily married more likely suspects for domestic force. This besides leads to the inquiry of the menace of an apprehension or an existent apprehension will discourage farther offense. Personally, I agr ee with Sherman and Smith stating that the theory of apprehension deterring offense is something that is inconsistent and sporadic. I believe this due to the fact that many of the people who are unhappy with their quality of life will seek and alter it in a drastic manner, most likely in an illegal manner. Most of the people who committed the violent offenses were socially non active. The people who are considered socially active, apprehension had an impact on their thoughts for future offense, but the figure that were socially active was little, and unluckily, the figure of people today who can be considered socially active is little. That is why perchance so many violent offenses in the place exist today, and why that apprehension merely does non discourage offense. Peoples will make things sometimes and non believe about what is traveling to go on to them in the hereafter, but they will merely believe about the present clip. With Mill # 8217 ; s construct of societal imaginativeness, he explains how we must larn to understand our single lives in footings of the societal forces that have shaped them. Largely everything in a individual # 8217 ; s societal category and in their societal value, will consequence their result in life. Every societal category has its distinguishable manners of offense. An illustration of this is a white neckband offense. Most of these offenses are more to make with income revenue enhancement equivocation, graft of public functionaries, securities misdemeanors, peculation, and false advertisement. All of these offenses are due to the fact of holding power, prestigiousness, and wealth. On the other manus, a bluish neckband offense would be more to make with mugging, pimping, and burglary. These people in the bluish collar category have less chances to meet so those in the white collar category. Because of this, there Acts of the Apostless are more aberrant and malicious towards others. # 8220 ; A society becomes industrialized, a provincial becomes a worker ; a feudal Godhead is liquidated or becomes a concern adult male. When categories rise or autumn, a adult male is employed or unemployed ; when the rate of investing goes up or down, a adult male takes new heart. # 8221 ; ( Mills, 11 ) Harmonizing to Mills, he exemplifies, how life is based on the result of which society you are placed in. Before composing this paper, I believed that if person threatened to collar another individual, the individual would usually endorse off and non see the illegal act once more. But after composing this, I learned that people seem non to care what happens to them but merely to perpetrate an act of force for grounds of hatred and choler. I discovered if people were more in-tune with the other people around them, they would non be so hostile to their loved 1s. They would understand their point of position alternatively of size uping it, which in bend leads to statements, and in bend in some instances, leads to force. Unfortunately, with new engineering the universe is losing more of their bets in conformance everyday, and get downing to larn how to be more independent and non rely and interact with other people, which will finally destruct society wholly.

Maintaining Computer Systems free essay sample

Polices are something that are needed in the work place because they make sure that all the information that is collected is both safe and secure but also making sure that the information isn’t leaked outside the company. The information that can be leaked from a company is ranged from personal information of the employees that work there or something that will allow the company to lose many millions of pounds, if this happens, the company could be forced into legal proceedings to protect its own interests. As well as attempting to steal the leaked information, the information could also be used for reasons such as discriminating, harassing against or earning a profit against them and the information. All the different examples can be related back to the Data Protection Act (1998), Computer Misuse Act (1990) and the Copyright Design and Patents Act (1988) this is the protection of any material created meaning that it can‘t be copied by anyone without permission, this act also gives the creator the freedom to take someone to court if they feel their product has been used in a way they have no permission too. We will write a custom essay sample on Maintaining Computer Systems or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Without certain acts being put into place someone could easily take the information from one person and pretend to be them in a different place, either on the internet or within the work place. Repercussions could mean the user loses their job or money because it would look like they would be doing things they shouldn’t be. Issues There are many different issues that organisations will have to deal with somewhere down the line such as data going missing or the theft or breakages of systems, the company will have different procedures that would need to be put into the place before the problems arise so they can be prepared and can act quickly, this would be to avoid losing hours of work. Health and Safety As everything else that is put into the workplace, a fully working and up-to-date health and safety legislation is needed to be put into place. This is to allow the workers to feel completely safe within the work environment and examples include CCTV cameras and fire alarms and equipment, these are checked regularly to make sure they are fully operational. The health and safety policy is put in place to also protect the business because if a worker is found to have hurt themselves but the company would be seem to not be at fault because of the policy being put in place. There are other forms of health and safety that workers would need to be aware of when working such as electrocution when using the system, trapping parts of themselves within the computer system (for example, trapping a finger within a part of the computer such as the fan,) fire and static shocks. Some of these can be stopped by the user such as waiting for the computer to be off before attempting to change or fix any parts and therefore reducing the chance of being electrocuted and leaving no chance of being a finger trapped within the computer system, but sometimes there are things that would be out of the individual’s control such as fires but when this type of problem arises, that’s when it would be up to the company to fix and sort out, rather than the individual. The precautions that can be taken by the individual can include taking fire safety training courses; this allows the user to be ready for any emergency that could come up and would save the company vast amounts of money. Other precautions that can be completed by the individual can include wearing a band that stops electrics shocks to the user, these can help to company not lose any hours that could be spent working but it can also make a worker seem highly needed and important to the team, therefore these small changes can be good on both scales.

Polar Vs. Brown Bear Essays - Bears, Polar Bear, Brown Bear

Polar Vs. Brown Bear There are eight different species of bears found throughout the world: the spectacled bear, the Asiatic black bear, the brown bear (including grizzlies), the polar bear, the sun bear, the American black bear, the sloth bear and the giant panda. Even though most people can distinguish a polar bear from a brown bear by the color of the fur, a lot of people fail to identify all the differences among those two species. Both bears can be perceived as large, clumsy and lumbering beasts with heavily built bodies but short legs, necks and tails. Both of them have rounded ears and noticeably small eyes relative to their large body size. While both of the bears belong to same family, they have several profound differences. They live in different geographical areas, differ in amount of the population, size, physical features, some eating habits, and their behavior toward human beings. The polar bear is found in all of the polar regions of the entire northern hemisphere. This includes Russia, Norway, Greenland, The United States and Canada. Their preferred habitat is in the area where the northern seas meet the shoreline. In this area, there is a constant freezing and thawing of the ice. It is estimated that there are currently somewhere between 20,000 and 40,000 polar bears. The polar bear is the largest member of the bear family, weighing in at between 440 and 1760 pounds with overall body length 11.5 feet. It can grow much larger, however. In fact, there is a record of an adult polar bear weighing over 2200 pounds. Polar bears have a distinctive all white fur which is important camouflage when hunting on the ice pack. Their actual color of the skin is black which is thought to be an adaptation for better heat retention. Compared to the other bears, the neck of polar bear is much longer. This makes it easier for them to keep their heads above water when swimming. Like those of other bears, the ears of the polar bear are round. They are, however, smaller and closer to the head. This also helps the animal to be an exceptional swimmer. The forepaws on a polar bear are very large. With a diameter approaching 12 inches and partial webbing between their toes, polar bears are able to use their front feet much like paddles to propel them rapidly through the water. Polar bears are excellent swimmers. They are able to swim distances greater than 60 miles without a pause to rest, maintaining average speed of 6 miles per hour. On land, they are not as quick as brown bears and appear to have traded off speed for their extremely massive forelegs which they use to break through seal dens and to flip a large seal out of the water. Polar bears have also developed large stomachs with a capacity of more than 150 pounds of food. Their digestive system is also more adapted for processing meat than plant material because they are almost exclusively meat eaters. While out on the ice, their diet consists mostly of marine mammals such as the ringed seals, bearded seals and occasionally a walrus or narwhal. Also, in keeping with their carnivorous nature, the canine teeth, used for seizing and holding prey, are longer, sharper and spaced wider apart than in brown bears. Polar bear are at the top of the arctic food chain with no natural enemies. Because of that, compared to other bears, polar bears are the most aggressive and more willing to consider humans as a prey. In other words, when they see a human, they see a walking meal. Consequently the person attacked is usually killed unless the bear is killed first. The most carnivorous, they are also the most patient and determined all of bears. In some instances they may follow a person for hundreds of miles in order to hunt him down. Out of eight species polar bear is considered to be the most dangerous to human beings. The brown bear has the most widespread distribution in the world of any of the eight bear species. They are found throughout most of the northern hemisphere including North America and Eurasia. Their preferred habitat includes mountain forests,

Wofford College Admissions Data

Wofford College Admissions Data If you are interested in attending Wofford College, know that they accept about three-quarters of those who apply. Learn more about what it takes to get into this college. Founded in 1854, Wofford College is a private liberal arts college affiliated with the United Methodist Church. Located in Spartanburg, South Carolina, Woffords 170-acre campus is a designated National Historic District, and it was recently designated as the Roger Milliken Arboretum. The college has an 11 to 1 student/faculty ratio, and students can choose from 26 majors. Woffords strengths in the liberal arts and sciences earned it a chapter of the prestigious Phi Beta Kappa Honor Society. In athletics, the Wofford Terriers compete in the NCAA Division I Southern Conference. Wofford easily made my list of Top South Carolina Colleges. Will you get in if you apply to Wofford College? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Percent of Applicants Admitted: 70Â  percentGPA, SAT and ACT Graph for Wofford AdmissionsTest Scores: 25th / 75th PercentileSAT Critical Reading: 520 / 630SAT Math: 530 / 640SAT Writing: - / -What these SAT numbers meanSAT comparison for South Carolina collegesSouthern Conference SAT score comparisonACT Composite: 24Â  / 29ACT English: 23 / 30ACT Math: 23 / 27ACT Writing: - / -What these ACT numbers meanACT comparison for South Carolina collegesSouthern Conference ACT score comparison Enrollment (2016) Total Enrollment: 1,683Â  (all undergraduate)Gender Breakdown: 48Â  percent Male / 52 percent Female99 percent Full-time Costs (2016-17) Tuition and Fees: $40,245Books: $1,200 (why so much?)Room and Board: $11,635Other Expenses: $2,454Total Cost: $55,534 Wofford College Financial Aid (2015-16) Percentage of New Students Receiving Aid: 92Â  percentPercentage of New Students Receiving Types of AidGrants: 91Â  percentLoans: 46 percentAverage Amount of AidGrants: $27,639Loans: $7,143 Academic Programs Most Popular Majors: Biology, Business, Finance, English, Political Science, PsychologyWhat major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 86Â  percent4-Year Graduation Rate: 78 percent6-Year Graduation Rate: 80Â  percent Intercollegiate Athletic Programs Mens Sports: Football, Soccer, Track and Field, Volleyball, Cross Country, Basketball, Baseball, Golf, TennisWomens Sports: Basketball, Soccer, Golf, Tennis, Volleyball, Track and Field, Cross Country Interested in Wofford College? You Might Also Like These Schools Clemson University: Profile | GPA-SAT-ACT GraphFurman University: Profile | GPA-SAT-ACT GraphCollege of Charleston: Profile | GPA-SAT-ACT GraphDuke University: Profile | GPA-SAT-ACT GraphCoastal Carolina University: Profile | GPA-SAT-ACT GraphDavidson College: Profile | GPA-SAT-ACT GraphWake Forest University: Profile | GPA-SAT-ACT GraphUniversity of South Carolina: Profile | GPA-SAT-ACT GraphElon University: Profile | GPA-SAT-ACT GraphUNC Chapel Hill: Profile | GPA-SAT-ACT Graph Explore Other South Carolina Colleges Anderson | Charleston Southern | Citadel | Claflin | Clemson | Coastal Carolina | College of Charleston | Columbia International | Converse | Erskine | Furman | North Greenville | Presbyterian | South Carolina State | USC Aiken | USC Beaufort | USC Columbia | USC Upstate | Winthrop Wofford College Mission Statement mission statement from https://www.wofford.edu/about/mission/ Wofford’s mission is to provide superior liberal arts education that prepares its students for extraordinary and positive contributions to society. The focus of Wofford’s mission is upon fostering commitment to excellence in character, performance, leadership, service to others and life-long learning. Data Source: National Center for Educational Statistics

Health Care Provider and Faith Diversity Essay Example | Topics and Well Written Essays - 1250 words

Health Care Provider and Faith Diversity - Essay Example This paper will try to explore through an interview of three nurses with different religious sects in order to understand differences and similarities in spiritual healing practices, as well as how to incorporate them despite the diversity of religious beliefs in the health care setting. (1) What is your spiritual perspective on healing? In an interview with a Sikh nurse, she shared that their soul unites with their god. They believe in reincarnation so that healing is not limited to the physical aspect, but more importantly, spiritual healing of which a dead body will reincarnate into a greater being once they have overcome the obstacles of lust, anger, greed, attachment and ego. They believe in meditating on the Waheguru or holy name, that they must be diligent and honest in their work, and share the fruit if their labor based on the principles of truth, equality, karma, freedom and justice. For the Buddhist nurse, spiritual healing meant a refuge in the triple gem of the Buddha or enlightened one, the teachings or Dharma, and the community or Sangha. They practice meditation and mindful of others and their environment through cultivation of higher wisdom and understanding. They also invoke their buddhas and bodhisatvas to achieve healing. The Shinto nurse I interviewed said they also believe in spirits they call as â€Å"kami† of which Shinto also is known as â€Å"kami-no-michi†. The spirit and the body are one although even inanimate objects are believed to be inhabited by kami. In achieving spiritual healing, the Shinto practice purification ceremonies called harae or harai, divination, shamanic or third-party healing, and the spirit possession. These are influenced by Buddhism and Taoism or Confucianism traditions. (2) What are the critical components of healing, such as prayer, meditation, belief, etc? For the Sikh and Buddhist, meditation is a vital part of their spiritualism, while the Shinto offer prayers, food, or others in their purif ication ceremonies. In addition, it is part of the Sikh and Buddhist’s spiritual life to maintain harmonious relationship with their fellow beings and their environs. The Shinto on the other hand use ema of which to write their wishes then left at shrine grounds, believe in talisman or ofuda, and the amulet omamori for better health. (3) What is important to people of a particular faith when cared for by health care providers whose spiritual beliefs differ from their own? The hospital and clinic settings have evolved as such that of cosmopolitan structures where various cultures merge. For patients and health care providers, diversity has been accepted if not continuously being promoted. Religious differences are respected but due to the high possibility of difference between the care provider and the patient, spiritual activity is hardly discussed or encouraged by care providers (McLaren, 2004). It is a given that majority of care providers may be Christians who believe in p raying to their God for spiritual and physical healing. This may pose a difficulty for non-Christian believing patients, and therefore, a lack of spiritual assistance may occur. However, as mentioned earlier, diversity calls for respect and acceptance of other faiths, beliefs, culture and tradition of fellow humans in daily encounters such as in a hospital setting. This is most important

CRJS410 Unit 2IP Research Paper Example | Topics and Well Written Essays - 1000 words

CRJS410 Unit 2IP - Research Paper Example that every unit (city, town, county or state) whose data has been made availed is unique and faces unique challenges so that it is unfair and not empirical, to compare two different and incomparable units. Conversely, the warning is also issued because the public has the proclivity to make comparative assessments by comparing statistical data of different units. These units neither factor the complex-whole because information gathering has to be limited to certain objectives nor do members of the public consider the overlooking of the complex-whole in the war on crime. The import of this is that the public is bound to make wrong conclusions in their assessments, since they had wrong premises fed by inadequate information. The overall impact of the foregoing can take a multifaceted look as the public is bound to make wrong conclusions to the effect that a unit is ineffective or moribund in the war on crime. The culmination of this may be the straining of the police/law-enforcement-public/community relations (Hayes, 2005). This is a widely held and oversimplified conception about a thing, a person or a group of people. An action such as an arrest that may be informed by this widely held and oversimplified conception toward a person may also be referred to as stereotyping. Racism is an action that is informed by the unfounded belief that members of each race have abilities, inadequacies and characteristics that are specific to the given race, as a way of distinguish the race as being superior or inferior to other races or another race (Philip and Tilman, 2007). The term institutional support refers to a part of the economic environment of law enforcement which comprises institutions and authorities whose active support and decisions (such as law, financial and non-financial logistics and regulations determine the functioning of any law enforcement organ. Social categorization refers to the process or the act of classifying people into groups according to similar

Effects of Media on Communication Essay Example | Topics and Well Written Essays - 500 words

Effects of Media on Communication - Essay Example For example, Americans can find virtual friends online from other countries who eventually become their real friends. As communication with the virtual friends become more frequent, communication with real friends and family take an opposite direction. This is true not only in social networking sites but with the effects of other media as well such as the television. While one family member spends his time on the computer, another is in front of the television while still another is speaking on the phone. This causes families to be there but not ‘really being there’ for each other. It could also be similar to a family who may all be in front of the television whose communications become problematic as well because each one is concentrating on what is being shown on TV. Members could speak with each other but their communication is not too involved compared to when they have nothing else to do but communicate. This is because their attention is divided. In conclusion, media affects communication in so many ways, positively and negatively. However, people should bear in mind that the things we use to improve our communication do not simply improve or destroy communication on their own but it will take people to do those. Therefore, it is the decision of a person if media will destroy his communication or improve it. After all, everything that is good always have something bad it brings along but it will always depend on the people how they will let these things affect them.

A Review Of Literature: Bullying Effects

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

That Was Then, This Is Now :: essays papers

That Was Then, This Is Now As I grow older I find myself and my surroundings changing. Many things about my personality and appearance have altered greatly in the past decade. I've observed many of these same changes in my family as well as in my friends. Some of my likes and dislikes of certain things are the same as when I was six years old, but not all. From my love of children and every type of critter to my dependency on my parents, my life has changed. From a very young age I've always loved children. "Mom, can I have a little brother and sister to play with?" was a favorite question of mine. A little bit later I would learn the answer. I would eventually have both. Other mothers often commented on my 'motherly instinct' when it came to my younger siblings. I've always liked the feeling of being able to comfort someone smaller than I am. As a child I loved playing dolls and 'house', always pretending to be the mother. Now I work at a Nursery watching over real children. From my love of children derived my desire to become a pediatrician. Along with my love of children is my love of animals. A new pet every week was a regular around the Moody House. My friends were always amazed by the array of creatures crawling around my room and shimmying up the curtains. One week I'd have eight pet chickens and a guinea pig and the next it was a turtle and bunny rabbit. As I grow older I become a little less interested in having as many pets as possible and a little more content with just the ordinary dog and my pet Iguana. All throughout my life I have depended on my parents. As a young child I searched eagerly in the eyes of my mom and dad for the reassurance I needed whenever I did something new. Holding tightly onto my dad's hand as we crossed the street I trusted he would always take me safely across. In the same way I have always trusted they would guide me through life safely. Although I no longer hold their hands when I cross the street I know they are always there. I've grown into my own person, depending more on myself rather than searching for reassurance through them.

The Similarities between My Mother and Me

I love my mother very much. She is not only a strong woman but also a great mother. My mother always takes care of the children in my family very well and chats with us as a friend; in addition, from the stories in life, she has taught us many valuable lessons. Most of my hobbies and habits are learned from my mother. Therefore, my mother and I have many similarities, such as liking adventure games, gift giving to loved ones on special occasions, and enjoying outdoor activities. Both my mother and I like adventure games. When I was seven years old, she took me and my sister to go to a national park, a huge park with many games. My mother wanted us to join in a game, which has a boat falling from a very high waterfall. While my sister expressed fear, I was curious to try it. I still remember that when our boat reached the top of the waterfall, it suddenly stopped and began to move downward. I was very scared and crying. My mother tried to assure me that everything would be fine. She wanted me to overcome the fear of heights as well as be ready to face all the challenges in life. So far, I am more courageous, and we often spend more time to participate in adventure games. My mother loves to give gifts on special occasions, and so do I. On holidays, we often go shopping to choose a special gift for loved ones. My mother said that a gift is a symbol of love and regard. To me, gift-giving helps bring people closer together. Also, gift-giving is traditional in my country. By gift-giving, we thank loved ones and wish them happiness. It may be valuable items or simply the greeting card, but more importantly is how you send the gifts. I especially love Christmas, when wishes come true. As a child, I still looked forward to receiving gifts from Santa. Now I can understand their meaning, and I would like to bring joy and happiness for everyone. Both of us enjoy outdoor activities. Last Sunday, my family spent time together at the Silverwood Lake. While my aunties and my mom were doing barbeques, my cousins and I built some tends which was my favorite work. After lunch, we decided to go hiking upward a hill. It was so windy. Unfortunately, my mother forgot to bring her overcoat, so she could not go too far away. How absent-minded was she! Anyway, we still had a lot of fun. My mom often tell me that enjoying Mother Nature can be serene, and camping can be economical, build family spirit. I personally think that getting outdoors benefits everything from improved eyesight to more brain function through being more creative. So, we have shared enjoying this activity more 10 years. In conclusion, I love my mom for the good values she has given me. Because of this, we are similar in liking adventure games, gift giving to loved ones on special occasions, and enjoying outdoor activities.

Lady Macbeth Essay

Lady Macbeth Essay Lady Macbeth Essay Macbeth Conscience is the feeling that doing certain actions is wrong. It is something we have with us from birth, something that is also taught, developed and shaped through parents, especially during childhood. As children, we are taught what is right and what is wrong, by being given reasons and examples through very simple things. For instance, when a child takes another child’s chocolate, parents will teach their child that one must not take others possessions just because one wants to. But it’s worth mentioning that if a child’s needs haven’t been met, they will try to fulfill them at another child’s expense. Conscience is the little voice we hear within us when we do something wrong. It might start very high in the beginning and keep repeating the same conviction of what we did wrong. But, if we keep ignoring it, the voice will become low, and disappear. It is a sign that one’s conscience falls. It is ignoring that feeling of guilt when doing wrong actions. Some people’s conscience falls and rises in an extreme way; Macbeth by William Shakespeare is the best example. Macbeth is an ambitious man. He is a powerful general in the king’s army, a war hero. Macbeth meets three witches, who tell him that he is â€Å"Thane of Glamis.† They predict that he will be â€Å"Thane of Cawdor† and that he shall be â€Å"King of Scotland.† Macbeth’s first conscience fall is shown when he thinks of killing King Duncan in order to have the crown. Macbeth questions the prediction: â€Å"This supernatural soliciting cannot be ill, cannot be good. If ill, why hath it given me earnest of success commencing in a truth? I am Thane of Cawdor. If good, why do I yield to that suggestion whose horrid image doth unfix my hair and make my seated heart knock at my ribs against the use of nature?† (1.3.23).These words of the witches cannot be bad, and cannot be good either. If they are bad, why do they promise me success? They said the truth; I am â€Å"Thane of Cawdor.† If it is good, why do I have this horrible image of a dead king? This thinking makes my hair stand on end, and my heart beats so fast. It knocks on my ribs against its usual beat. Macbeth has a conscience. Macbeth becomes angry when King Duncan gives his son Malcolm the title of â€Å"Prince of Cumberland† since Macbeth wants the crown. He wants to be the king after the king’s death. Macbeth’s conscience unravels when he says: â€Å"The Prince of Cumberland! That is a step on which I must fall down or else o’erleap, for in my way it lies. S tars, hide your fires; let not light see my black and deep desires. The eye wink at the hand, yet let that be which the eye fears, when it is done, to see† (1.4.29). This is a confession of his desires. He wants to kill the King to satisfy his ambition, but Malcolm is in his way. He must fall down on that step or jump over it (Malcolm), for it is in his way. Till now, no plan to kill Duncan is contrived! It is still in Macbeth’s own mind. He sends his wife a letter about the witches in which Macbeth writes, â€Å"This have I thought good to deliver thee, my dearest partner of greatness, that thou might’st not lose the dues of rejoicing, by being ignorant of what greatness is promised thee. Lay it to thy heart, and Farewell.† (1.5.31). Between the lines of his letter we see how Macbeth offers his wife the title of a ‘Queen’. Therefore, she will help him to become a king. Lady Macbeth loves her husband. She wants him to be the king, to get the c rown which he deserves. In the same time, she knows he is too kind and he does not have the evil in him to kill the king. She is a mere woman and she knows he will not listen to her, but she will argue him. She has a lack of conscience when she calls on spirits â€Å"Come, you spirits that tend on mortal thoughts, unsex me here, and fill me from the crown to the top-full of direst cruelty† (1.5.38–41). She begged the spirits to unsex her, undo her, and let all the symbols of womanhood disappear. She wants to be cruel to help her Lady Macbeth Essay Lady Macbeth Essay Also I get the picture that nothing will stop Lady Macbeth since she dreams of being Queen and she will achieve it. When Macbeth returns from battle she’s all over him, and telling him what she wants to do, telling us the audience that she’s in control over her Macbeth relationship. Once King Duncan arrives for his visit Lady Macbeth turns into the perfect hostess she’s polite courteous and completely different to how we saw her previous telling us she can change her personality easily. In these scenes Duncan calls her ‘fair and noble hostess’ where as the scene before Lady Macbeth has been plotting to kill Duncan. In Act 1 Scene 7 we get to see Lady Macbeth in control, determined and I wondered did the evil sprits really turn her? This particular scene I remember when I saw the video of Macbeth because it showed her bossy point demanding, evil al the things a women shouldn’t be. Lady Macbeth says in this scene to Macbeth ‘was the hope drunk’ exclaiming you made me a promise how dare you change your mine, ‘art thou afeard’ meaning you coward your afraid showing that she isn’t he’s weak. Also Lady Macbeth says something which leaves a question in my mind did she have a young child and it past a way or not? She says she’s given suck and she plucked her nipple from his boneless gums. Then she carries on persuading Macbeth until she gets what she wants mc to say he’ll kill King Duncan so she can get her dream. Lady Macbeth next appears in Act 2 Scene 3 when Macbeth enters with two ‘bloody daggers’ after killing King Duncan, suddenly for a second but I noticed it on the video she got sacred which was showed when she spoke in short sentences then suddenly Lady Macbeth is in charge again ‘give me the daggers’ imposing if your scared I’ll do it. Then in the video we see her bossing him around like he was a child. I found this scene particularly interesting to watch because it per traded each Lady Macbeth in to two ways in power and a scared and it was acted well so you could feel the tension there must have been between them at this moment. In Act 3 Scene 3 King Duncan’s body is discovered. We discover not only is Lady Macbeth evil and persuasive she’s a good liar and actress too. She shows as this with the surprise tone of him being found in ‘what our house?’ ‘Help me hence’ then follows by fainting, but I wonder was this on purpose or did she really faint which I’m not sure of and the video didn’t tell me that either. When we next see Lady Macbeth in Act 3 Scene 3 she has her dream she’s queen but she doesn’t seem happy. She seems distraught scared and anxious, but never less she covers for her husband when he has his visions of Banquo and uses her skills of a liar to cover the real reason of why Macbeth is saying Banquo is there but isn’t. The next scene we see Lady Macbeth in is the most dramatic and when I saw it on the video it looked weird, the tensions was and Lady Macbeth looked a mess. Lady Macbeth is sleepwalking she’s having a nightmare of the night king Duncan was killed. ‘Yes here’s a spot’ which is indicating to the blood on her hands from the daggers and she said this a few times more ‘the thane of fife had a wife. Where is she now?’ saying Macbeth killed the Macduffs, there gone. ‘Here the smell of blood still’ which shows in her eyes she will never be free of what she had done which in the video shows her scr ubbing and scrubbing her hands. Finally Lady Macbeth kills her self by jumping off her balcony showing how distraught she really was. In Act 5 Scene 9 Lady Macbeth is called a ‘fiend-like queen’ but is she really deep down I think Lady Macbeth was a kind gentle person but had a ambition and would do anything to make it happen a it had consciences because it cost her her life and made her unhappy for her last months alive and this was shown in the video by how she looked and the acts she put on. You can order a custom essay, term paper, research paper, thesis or dissertation on Lady Macbeth topics from our professional custom writing company which provides students with high-quality custom written papers at an affordable cost.

Decorating a Christmas Tree Essay Example

Decorating a Christmas Tree Essay Example Decorating a Christmas Tree Essay Decorating a Christmas Tree Essay Christmas tree became a tradition that bought the family together at the beginning of the holiday season, and sadly for Mark, I turned into the Christmas Tree Lady From Hell. The first step for decorating the tree is carrying it up from the basement and taking off the plastic cover. Using the vacuum cleaner, I clean the dust off of the tree. Once that is done, we put the tree together as we place it in heavy metal Christmas tree stand. To decorate the tree, we move it close to where its going to stay and go upstairs to dig out all the decorations. It takes two ladders one on each side of he tree, to place the decorations appropriately. Thats when all the real decorating fun begins. The first thing I require Is that all the branches must be bent Into place, starting from the top down. They need to be cautions doing this because after so many years of bending the branches to form a beautifully tree, the metal has started to weaken. Mark and my kids have to make sure each branch curves in the perfect position before I allow them to move onto the next step. Once I am satisfied that the tree branches are prefect, I begin directing them as how to put the lights on. Because f the numerous strands of lights required to cover the tree, I always buy extra lights at the after Christmas sales. As we take the lights out of the boxes, the family groans because I make them check each light strand. As they begin putting on the lights, I stand back and make sure that done of the same color lights are too close together. Once that Job Is accomplished, its time for everyone to take a break because I may have driven them a little nuts. If I can get them back on their feet again, It Is time to start putting on the garland; I always check the garland to make sure there are no are spots. Its always best to have extra garland on hand, just in case of damage over the years. If it checks out k, they can start hanging the garland from the top of the tree and hand it to each other around the tree making sure all the loops are the same. If it doesnt look right, I have a ruler handy so I can measure all the gaps. As soon as this is done, my husband says it is time for a drink before the next step. When the time comes to put on the ornaments, my family doesnt really seem to mind as much. As we gently take them out of the boxes, I can hear the comments my kids are making. Every year my children Antennas and Kyle would receive an ornament from their grandma. When she got to where she couldnt afford to do it anymore I took over buying them. In addition I bought ornaments for my grandchildren. These ornaments have special meaning behind each one. I try to buy ones that relates to something that they have accomplished for that year. This has become a family tradition that can be passed down from generation to generation. Because the ornaments are so dear to ten Tamely we carefully separate teem Day color, Ana style. Each ornament has to be dusted; now the fun begins. I require the ornaments to be hung so none of the same colors are together. We strategically place them on the tree. As soon as thats completed I look the tree over thoroughly to make sure the colors and style of ornaments doesnt clash with each other. Its time for another break; I sometimes think my husband is union. The hardest part is over; all we have left to do is to place the bows on the tree. Next we hang the bows which have a special memory for me. My mom bought them for our first Christmas celebration at our house. We take them out of the boxes where they were stored. Each has to be tragedienne so they look like a perfectly shaped bow. We place one bow at a time on the tree making sure none over lap each other. It is important to be careful not too have them too close together, so as not to cover up the ornaments and lights. After that if I am satisfied that the bows are properly hung right, we can do the final steps. The last step to make the tree perfect is placement of the angel. Shes the most important part of the decorations. I take her out of the box and smooth her dress, wiping the dust off. Then I hand her to my husband at the top of the ladder whos been waiting for this final step. He places the angel at the right angle where she can face the front of the room watching over everybody enjoying their day. Finally its time to for us to scoot the decorated tree into place, and I can lay the beautiful tree skirt beneath the tree, to hide the cords. Now my husband and kids are free so I can finish the rest on my own. Now out comes the tiny village and as I clean it I make sure all the lights work. At this point I set the lighted village in order beneath the tree. After that the model train is cleaned and placed under the tree and around the village. In my eyes the tree is perfect. Decorating the Christmas tree at my house can sometimes drive everybody a little crazy. My husband always makes the comment that he cant wait until we get ready to sell our home to a younger couple so we can pass down the Christmas tree. No matter how annoying I can be putting up the tree it seems to bring us together as a family to decorate it. When the tree is decorated, we turn on the tree lights, the village, and watch the train travel around the tree. Immediately my family knows that its worth all the headaches I put them through. Now we can breathe a little lighter and sit around the fireplace and enjoy our hard work.

Facebook Growth, Challenges and Milestones Essay

Facebook Growth, Challenges and Milestones - Essay Example The Facebook quest to become the leading social interaction website and an essential business and personal networking tool for all who are connected is being hampered by massive challenges such as competition from rival firms, privacy issues, lawsuits as well as need to provide better interaction services while still maintaining its credibility.   After a detailed review of the article, the reader generates conclusive decisions that can be adopted by the company. The main purpose of the article is to expose the many challenges faced by Facebook in spite of there success. The author stipulates that, even though Facebook registrations have grown massively, there is no time for celebration due to the challenges faced by the firm and the milestone achievement expected by the executive arm of the corporation. The author illustrates how the recent changes in Facebook home pages have seriously devastated customers especially those who prefer limiting their friends and privacy. By collecting materials and information from the company’s executives and the general public as well as reviewing published work concerning the new WebPages, the author seeks to enlighten the general public about the shortfalls of Facebook as well as exposing the management inconsiderate view to customer’s complaints.