Japan nears economy plan :: essays papers

Japan approaches economy plan TOKYO (Reuters) - Japanese policymakers moved nearer Tuesday to a concurrence on measures to evacuate two long-standing obstructions to a monetary recuperation - banks' rocky awful credits and securities exchange shortcoming. The decision alliance government is relied upon to settle by Wednesday a bundle fixating on steps to assist manages an account with discarding their non-performing credits and an uncommon reserve to retain deals of offers held by banks. While the cutoff time was willful and authorities have been hesitant to promise it would be met, in question is the validity of political and money related pioneers who have been not able to haul the country out of financial doldrums for 10 years. The nation's benchmark Nikkei share value normal, which shot up in excess of 3 percent at one point Tuesday on idealism about the financial bundle, chances a retreat towards a month ago's 16-year lows if no valid arrangement is reached. One key purpose of dispute has been whether citize ns' cash ought to be utilized by a proposed store to purchase shares from banks. The Financial Services Agency (FSA), Japan's monetary controller, had been hesitant to channel open assets into the body, saying government intercession in the market ought to be as constrained as could be expected under the circumstances. In any case, an individual from the alliance board examining the issue said the hole was narrowing. The FSA appeared to have inclined nearer toward us, in spite of the fact that there are still a few contrasts, he told columnists. The alliance has changed the name of the proposed body to a store to procure banks' shareholdings from an increasingly rough stock-purchasing reserve, determining that the point was to assist manages an account with emptying monstrous shareholdings, misfortunes in which are crushing their capital sufficiency proportions and choking loaning. The banks have developed gigantic arrangement of offers in bunch organizations and their customers as a way to solidify business ties, yet the drop in Japanese offer costs in the course of the most recent decade has carried calls to restrain banks' shareholdings. The Nihon Keizai Shimbun money related every day revealed not long ago that  ¥15 trillion, or $119 billion, of assets from the state-upheld banking wellbeing net, the Deposit Insurance Corp., could be diverted to the proposed stock-purchasing body. The administration is planned to hold a gathering of its crisis team on monetary estimates Wednesday morning if understanding can be reached with the decision alliance parties on Tuesday, a LDP official said. Copyright  © 2001, CNN America, INC.

The Remains of the Day Essay Sample free essay sample

The story The remaining parts of the twenty-four hours. by Kazuo Ishiguro is loaded up with the two features of misfortune and distress. The term Loss is an entirety that one endures because of an occasion and the term distress intends to encounter sorry for activities that have been finished. These two significant subjects can be both seen misprint and allegorical over the class of the novel. The book stresses significance on the past and all that could of originate from it. There are numerous declinations from Stevens non having the option to be with Miss Kenton to neer having the option to be his ain person. The misfortune in this book is substantial each piece great runing from expires to loss of felicity. furthermore, Lord Darlington’s loss of respect. The book has numerous flashbacks in it puting a scene of harshness in the characters fro the present. By and large both misfortune and lament dramatization huge capacities in The remaining parts of the twenty-four hours due to all the despondency these two goals brought. During the class of the novel there were numerous declinations when covering with Stevens a pantryman. â€Å"I assume. when with the advantage of knowing the past one starts to look for one’s days gone by for such ‘turning points’ . one is arranged to get down observing them everywhere† ( 175 ) . Probably the greatest declination for him was non being with Miss Kenton a servant. Miss Kenton was the affection for his life and he did non arraign her. He reevaluates his past activities with her and acknowledges he could hold had a superior existence with her with greater felicity. He neer followed up on his affections for her and simply permit her take off to somewhere else. He feels incredible harming from this especially since now Miss Kenton has hitched. Be that as it may, even miss Kenton feels remorseful of her assurance. â€Å"when you ponder internally: What a dreadful mistake I’ve made with my life. Also, you get to accepting about an alternate life. a superior life you may hold had. For case. I get to accepting about a real existence I may hold had with you. Mr. Stevens† ( 226 ) . She understands unreasonably that her genuine affection is Stevens yet now is stuck in a cold marriage that she wishes she could reclaim. Stevens is, as it were, disheartened from the twist of occasions throughout his life. This alongside other ground was cause for why he neer was his ain person. Stevens declinations other than non doing his ain conclusions and going to bat for himself and winds up ever accepting. â€Å"This business exemplifies all that I find baronial and splendid. I will henceforth offer myself to him† ( 200 ) . He comes to footings that he neer got all that he could out of life and simply lived as additional items to his various managers. He comprehends that he was kept down by his occupation and the amount more happiness he could hold had throughout everyday life. â€Å"You see. I trusted. I confided in his lordship’s intelligence. Each one of those mature ages I served him. I believed I was making something advantageous. I can’t even say I made my ain mistakes. Genuinely †1 needs to ask oneself †what sense of pride is at that place in that? † ( 243 ) . He could hold been his ain grown-up male. with his ain docket. in any case, then again was after individual else. In twist declinations his life and what has originat ed from it. Another subject in the account is the idea of misfortune. Misfortune is interwoven in this book and exchanges with numerous occasions in it. It about contacts each sanction in the feature of expire with the two individuals and beliefs. Stevens loses his dad who he shows little remorse when on his deathbed. Miss Kenton loses her solitary similar her auntie and Lord Darlington loses two adored companions. All postulations perishes and lose achieve despondency and nothing but bad. Lose of anything is awful and most sureness terrible when covering with existent people groups lives. Stevens and Miss Kenton and Lord Darlington all lose something different nonliteral as great. Stevens loses Miss Kenton and push to arraign her. Other than Miss Kenton loses her covered love Stevens and any desires for have a genuine marriage with individual an individual loves. From this the two of them lose segment of they spirits each piece great as their Black Marias in losing the clasp they could of caught so as to be together. â€Å"Rather. it was just as one had accessible a constant figure of yearss. months. mature ages in which to screen out the impulses of one’s relationship with Miss Kenton ; a vast figure of more remote possibilities where to correct the outcome of either misjudging. There was absolutely nil to bespeak at the clasp that such clearly little occurrences would render entire dreams everlastingly irredeemable† ( 179 ) . Master Darlington other than looses something and that is his notoriety and judgment. He looses this by having confidence in the Nazis standards of World War II and back uping them. He gets conditioned by the Nazis and does non truly comprehend their existent message. â€Å"Over the last scarcely any mature ages. his Lordship has likely been the individual most utile pawn Herr Hitler has had in this stat e for his publicity quick ones. All the better in light of the fact that he’s genuine and respectable and doesn’t recognize the genuine idea of what he’s doing† ( 224 ) . From this individuals look down on him and he is neer seen as the equivalent. He loses who he really is. Lose comes up in numerous way in the book all-prompting a pain or disheartened way of life. Two subjects lament and misfortune very effect The remaining parts of the twenty-four hours by demoing the misery it can pass on. Misfortune and distresses are things that no individual needs however are hard to maintain a strategic distance from. Misfortune is knowledgeable about the perishes of individuals. losing cherished 1s. also, notorieties being demolished. Lament is seen with Stevens neer having the option to interfere with free and go his ain individual and a bombed open door at genuine affection among Stevens and Miss Kenton. Taken all in all. the book communicates these impressions in a mode to demo individuals that life must non be underestimated and lived without limit. Figure is flawless doing everybody influenced by misfortune and distress. People groups ought to larn from their blunders and remove exercises. No issue the misfortune or atone one should neer abandon there ain life.

IAP No.. YOURE AP

IAP No.. YOU’RE AP (Yeah, okay, that was a really bad title. I GET IT. Not everyone can have their neighbors be eaten by countries, have entries dedicated to them in conjunction with Bens mom, etc.) IAP began a little over a week ago and stands for Independent Awesome Period (not really, but it might as well). Im taking the EMT class, which is not only an amazing deal (we only have to pay for the cost of our book this year, while EMT classes at other campuses can cost several hundreds of dollars and take much more time) but also an intense 8-hour daily triathalon of taking quizzes, listening to lectures, and training in the afternoon. (Its also the reason why this post is so late.. Im really tired by the time I make it crawling and bruised, limbs hanging off in stray directions, back to my dorm.) Our professor/teacher/instructor guy/lets just call him Mark is an active man with the power to withstand our classs constant poking and prodding, as long as he gets to bite back. Aside from class, theres a huge variety of different activities, lecture series, and crash courses you can take during IAP, which Melis talked about earlier, or you can just enjoy yourself, because a lot of people have substantially smaller workloads. Yesterday I saw Monets water lilies up close at the Museum of Fine Arts in Boston, then went shopping on Newbury Street; a few nights ago I had dinner at California Pizza Kitchen with Trevor, Aditi, and Christina during which we revealed embarassing personal secrets such as Trevors love for the chick flick A Lot Like Love. We then proceeded to attempt to watch it in the Simmons multipurpose room. (Attempt only, because very tragically, the projector was broken. Poor Trev.) Enough about my happenings, though. You have questions! I have answers and droolworthy pictures. (This isnt really a fair trade, is it?..) Ella ponders: I read what you wrote in a previous entry (er..I think it was October..?) about being evaluated as a person and your personality, not your record alone, but it just seems so important to have a good portfolio and everything. I dont live in America right now but Id love to go to MIT and it just seems like theres so much competition, everyones just trying to shove as much as they can under their belt. Does that actuallywork? Blahh, I hope not. Id like to think it doesnt. But I know it happens, and it sucks. People join like, blind pistol clubs or something else equally useless that they dont care about all the time just to put it on their college applications. This is bad. You can, however, actually benefit from these types of peripheral activities, though, if you genuinely diversify your interests in this manner genuine being the key word. If you do, itll hopefully show through in your essays and your interview. A really important thing to remember is that youre not evaluated on anything alone. Yeah, its great if youre a really funny kid with an optimism like nobodys business, but thats not going to compensate for a complete lack of extracurriculars and a 400 on the SATs and vice versa. Dont go too crazy with diversifying yourself, though, just because everybodys doing it the competition is always going to exist whether you conform to it or not. And yes, people living in America might have different opportunities available to them as well, and thats fine the admissions office will recognize that this exists. Dont let it get to you! Monica queries: I have been wanting to got to MIT since I was little, do you have any advice or tips to help me? Right now I am in the 8th grade. And what exactly is a problem set? Take challenging classes that interest you at the same time. This is kind of hard, especially in high school, because a lot of the time you just have to go through the motions. If you find yourself getting bored by the monotony (and you probably will), do something new. Start a club. Enter a science fair. Take a class at a community college. Learn how to manage your time efficiently. Beat up anyone who gets in your way. (Dont actually beat up anyone who gets in your way.) Above all, high school can actually be pretty rewarding if you dont get sucked into the everyday routine. Enjoy yourself! Make friends with everybody! Run around screaming! Dont actually run around screaming! Best of luck! (Regarding problem sets: Theyre homework, usually assigned weekly. Christina answered this pretty well: You know how in high school youre given, say 1-21 odd? A problem set at MIT consists of 1-23049234 ALL and then a bunch of tricky questions the professor makes up him/herself. Theyre wonderous.) Josh V questions: so i just read that youre a swimmeron a team? what do/did you swim? its all about the 100 fly for me (and unfortunately somtimes the 200 im-ugh!) do you swim for mit? varsity? do they have club or jv teams at mit? (because im def no varsity swimmer) also, whats it like being asian at mit? do you not even think about it? do you just go with the flow and chill like everyone else? and i only ask because my elementary/middle school was pretty much an all filipino (maybe like 70-80%) school, and when i moved to seattle prep (my hs), it was like 70% caucasian so it was kind of a big change and major deal to me and i noticed it not frequently, but often. and because im also in the multicultural club and i think about things like that. I swam for my high school JV team and on a summer rec team; around my senior year I practiced with a year-round, but Im really out of shape now so I swim on my own. I believe the 200 IM is actually used as a form of torture in some parts of the world. (No, not really. I hate it, though.) MIT does have a varsity swim team and a masters team, as well as a REALLY nice olympic pool thats pretty much open to anyone as long as you have a gym membership. As for the Asian question, Im kind of confused as to what you mean because the typical stereotype is that theres a lot of Asians at MIT, but I feel like youre asking me if I feel differently as an Asian person in a non-Asian environment. (Feel free to correct me if Im wrong, though you said chill like everyone else as in chill like everyone else who is not Asian?) Let me put it this way. To me, being Asian at MIT is like being Asian at a grocery store. Or being Asian at a Holiday Inn. Or being Asian in a tree. There is no difference. I am an American, and a human being, and I have friends that are other human beings that happen to be white and brown and black and yellow and orange and green and blue. This might be something important to digest before you go to college, MIT or not. Ashley asks: How is food in MIT? I remember you writing about that amazing sandwich, but you cant eat that sandwich everyday for 4 years. Do you cook/make your own meals? Do you have time to fit all your extracurricular activities and workload in your schedule? You did write about tons of activities, but are you still involved in those activities while finishing up your problem sets? Ashley, you can if you continue to discover amazing sandwiches. This is, however, providence, and not something that we can control. To be honest, Im not a big fan of the food at MIT, but college food in general is a big step away from home cooking. The great thing is, though, were so close to Boston that its really easy to go out and find really good restaurants, like the incredible Flour Bakery on Washington Street where my sister and I found those really awesome sandwiches (hers is egg; mine is caprese), or even at the CambridgeSide Galleria, the mall that has your bigger chain restaurants like the Cheesecake Factory, and of course, California Pizza Kitchen. Its funny that you just asked me about cooking, though, because over IAP theres only one dining hall open that is a lot pricier than just cooking your own food, and a bunch of my friends decided that we were sick of eating bread sandwiches (that would be bread in between two slices of bread) for dinner, so we headed out to the grocery store to buy enough food for 8 people for one week. A lot of people do cook during the year the residents of French House cook every night and have an awesome fully-stocked kitchen, but Next House only has one big kitchen in the basement and a dining hall, so its not as much a priority. Cooking can be hard during the year, though, with all your other commitments. It IS kind of hard to deal with balancing your activities, especially when you come from high school and youre used to doing five million things at once because all you have to worry about is whether you want an A or an A++, and then you come to college especially MIT- and the workload is a lot different from what youre used to. Even those kids who got straight As, were president of the Computer/Chess/Computer Chess club, ran varsity track and field, wrote a movie critique column online, played the panflute, and still had a social life have to learn to adjust. I did eventually drop out of Concert Chorus because of the five-hour practices, but I was still a member of MedLinks, Plush Daddy Fly, Dance Troupe, and now Im training to be an EMT, but I really value each of my activities for different reasons. So yeah, if you dont spread yourself too thin, extracurriculars are not only manageable, theyre really wo rthwhile. You could start over entirely at college and become a yoga master or something. Put down your panflute. I think Im trying to be metaphorical here. Its not really working out. Next! Amy scrutinizes: I was just curious a while ago you posted about getting a new Macbook. Whats it like switching from a PC to a Mac and how does it fit into an MIT-style life? Are you liking it so far? Do computers play a big part in life in general at MIT, or just for Course Six-ers? I went home for break two weeks ago and took my MacBook home. I set it up in front of my PC, on the desk, and nine times out of ten went for the laptop instead of the gigantic machine running Windows that Id used for two years with the double monitors and the subwoofer and the spacious hard drive. I dont really function without my MacBook, seriously. Switching from a PC to a Mac was pretty much a no-brainer, and the interface is much, much cleaner but then again, it often comes down to personal preference. Computers in general play a big part in college life, MIT or not; youre going to be writing papers and checking your email (and facebook) every two seconds, anyway you might as well get one you love. So I told you how I was really pressed for time during the week with the EMT class, right? Ive been trying to post this for the last four days to the extent that Im finally putting this up during my lunch break. Im so late getting back to class, though Mark is probably going to sit on me so Ill see you in four hours!

Movie Genres Vocabulary Lesson for English Learners

Movies (or films) have become an important part of almost everybodys life. Hollywood, Bollywood and many other film centers make a wide variety of films to keep us entertained. This lesson focuses on encouraging students to discuss some of their favorite films by asking students to discuss examples of different  films they like. Next, students write short plot summaries to share with each other.   Aim: Conversation about films to practice and learn new vocabulary related to movies / films Activity: Initial conversation followed by group work for writing practice Level:  Intermediate Outline:   Start the lesson by asking students which type of films there are. Make a few suggestions of recent films using some of the film types to get students started.  Provide a sheet with quick definitions of different film types.  Have students get into small groups and try to come up with at least one film for each type of film.Introduce the idea of a plot. As a class, choose a movie with which everyone is familiar. Write a  quick plot summary together on the board.Each student then chooses a film and writes a short plot summary for the film.Have students get into pairs.  Students describe their chosen films to each other. Students should take notes on each others films.Students switch partners and describe the plot of their first partners film to another student. Speaking About Movies / Films Exercise 1: Movie Types   Try to come up with one example for each type of film. Exercise 2: Plot Summary   You can describe movies by speaking about their plot. Think of a movie youve enjoyed and write up a plot summary.   Plot The plot is the general story of the movie. For example,  Boy meets girl. Boy falls in love with girl. Girl doesnt love boy back. Boy finally convinces girl that hes the right guy.   Types of Films Provide students with these brief descriptions of the following common film genres. Horror   Horror films feature lots of monsters such as Frankenstein, or Dracula. The object of horror films is to make you scream and be afraid, very afraid! Action Action films are films in which the heroes have lots of battles, do incredible stunts and drive fast.   Martial arts Martial arts films feature martial arts such as Judo, Karate, Taekwondo and so on. Bruce Lee made very famous martial arts films. Adventure Adventure films are like action films, but they take place in exotic places. Adventure films include films about pirates, historical adventures such as sailing around the world and space exploration.   Comedy There are many different types of comedy films. In general, comedies make you laugh - a lot! Romance Romance films are love stories made to melt our hearts with stories of people finding each other and falling in love. Many romances are romantic comedies. Romantic comedy Romantic comedies are sweet films that include romance, but also lots of funny moments as well.   Mockumentary A mockumentary is a type of joke documentary. In other words, the film is like a documentary, but about something that doesnt really exist. Mockumentaries are often comedies, such as Borat. Documentary   A documentary is a film that investigates some real-life story that is very interesting for a number of reasons. Many documentaries look at the causes of world problems  or new types of scientific discoveries.   Animation Animation films are sometimes cartoons such as Disney films. However, with computer animation, many cartoons are now animation films. Animation films use computer graphics to make elaborate stories of adventure, comedies, and more.   Biographical Biographical films focus on someones life story. These films are usually about very famous people. Biographical films are also often documentaries.   Disaster Disaster films are a type of adventure film. Unfortunately, disaster films focus on horrible things happening to us like the end of the world films of 2012. Superhero Superhero films are also a type of adventure film. These films feature superheroes from comic books such as Superman, Batman, and Spiderman. Science-fiction Science-fiction films are set in the future and might be about other planets, or just about the future of our planet Earth. Science-fiction films often feature many elements of adventure films such as chases and battles. Drama Drama films are often sad stories about difficult situations in life such as fighting cancer or difficult love stories.   Historical drama Historical dramas are based on real events that happened in the past that are historically important. Thriller Thrillers are spy or espionage stories that are similar to adventure films, but often feature international spy rings, or countries trying to find out secrets about each other.   Detective story Detective stories focus on solving crimes. Usually,  there is a detective who must find out who committed a crime before the criminal commits other horrible crimes.

History Of The North American Free Trade Agreement Essay

The NAFTA Controversy The purpose of this document is to explore the history of the North American Free Trade Agreement (NAFTA), the effects NAFTA has had on Canada, the United States of America (specifically American labor and job market) and Mexico. It will also delve into the current state of NAFTA, the advantages and disadvantages to American economy and what the future holds for this historic trade agreement. NAFTA has effected many parts of the world and not just the three countries who originally signed the agreement. It has caused several negative effects for many, especially citizens of the United States; but what evidence is there of this claim. Before jumping into the evidence for or against NAFTA, let’s look at the history as this will bring some perspective to the event. The roots of NAFTA stretch back well before its signing in induction in 1994. Many believe that the true origin of the idea of having a free trade agreement with Northern, and Central America began with the signing of the Trade and Tariff Act in 1984 in the USA congress. The Trade and Tariff Act was important as it lent the President of the United States of America the ability to expedite the process of creating trade deals, leaving the USA Congress the opportunity to approve or disapprove the proposal. This idea was pushed by Ronald Reagan and passed. Reagan then began collaborating with the then Canadian Prime Minister, Brian Mulroney, who signed an agreement of free trade betweenShow MoreRelatedEssay about The History of the North American Free Trade Agreement1169 Words   |  5 PagesIn 1994, three countries formed the world’s largest free trade zone. This free trade zone was called The North American Free Trade Agreement (NAFTA). This organization was founded by Canada, the United States, and Mexico. The main goals of the agreement was to strengthen the special bond of friendship and cooperation among each other’s nations; and to create, expand, a nd secure future market opportunities and business. NAFTA is not lead by one nation, so one country does not make all of the decisions;Read MoreThe Free Trade Agreement854 Words   |  3 PagesThe Free Trade Agreement (FTA) as well as the North American Free Trade Agreement (NAFTA) were failures. The North American Free Trade Agreement was one of the most controversial documents of the 20th century, beginning January 1st 1988.1 The reason it was so controversial was because it was loved in some ways yet hated in others. One of the reasons why the FTA and NAFTA were failures is due to the fact that Prime Minister Brian Mulroney lost a lot of votes caused by the amount of voters that disapprovedRead MoreThe United States And Nafta1299 Words   |  6 PagesUniversity of Baltimore â€Æ' The North American Free Trade Agreement (NAFTA) was designed to create trade that was mutually beneficial for all North American countries. Yet a recent change in the U.S. administration has threatened continued trade between the three major players – the U.S, Canada and Mexico. New President Donald J. Trump’s promises to renegotiate NAFTA have both Canada and Mexico on edge, and without stability, can possibly force Mexico to opt out of the agreement altogether. While NAFTARead MoreThe North American Free Trade Agreement. One Of The Major1307 Words   |  6 Pages The North American Free Trade Agreement One of the major keys to having two or more parties successfully trade and invest with each other is the ability to make agreements peacefully and come to similar terms. Many times, people would like to trade goods and services, but cannot agree on the terms each other have made. This can obviously cause many problems with trading and is the reason many deals do not go through, which can impact not only the people involved, but many more people very negativelyRead MoreThe North American Free Trade Agreement1711 Words   |  7 PagesThis paper will discuss four components of the North American Free Trade Agreement: Background, events, pros and cons. Upon the research, you will discover four online articles to provide more detail and examples. This research will indicate how it was developed and the reasoning on why it would benefit the nation. Also, it will provide events that occur after the agreement was signed by congress and the recession the countries experience during the e arly 2000s. There will be a chart locatedRead MoreThe North American Free Trade Agreement1118 Words   |  5 PagesThe North American Free Trade Agreement(NAFTA) has tremendously helped Canada and its economic well- being. On the beginning of the year of 1994, an agreement on the basis of trading between Canada, the United States of America, and Mexico was made. This agreement was based on the motive of free trade, such that of paying significantly less in import and export taxes between the three nations. NAFTA has aided North America extensively, that being said helping Canada’s economy is no exception to it’sRead MoreEssay On Nafta1182 Words   |  5 PagesKey term As a result of extensive research on various topics, the one area there has been on the rise and is subject to further debate and analysis is the North American free trade agreement. This particular treaty is of interest owing to the current globalization that is fast consuming economies across the world as well as the change in leadership in the three countries involved. As a result, this essay takes into account the current economic state of the world about the increased competition;Read MoreFree Trade : U.s. A And Canada1373 Words   |  6 PagesFREE TRADE BETWWEN U.S.A AND CANADA The first thing we should understand is what is what is FREE TRADE or the meaning of FREE TRADE The definition which I can think of is Free trade is international policy where governments doesn’t create any restriction and on goods and other materials to import or export smoothly and no heavy taxes are applied so that both countries can operate smoothly and gain profit. OR The treaty in which 2Read MoreGlobalization: A Free Trade Phenomenon Essay866 Words   |  4 Pages Globalization is â€Å"the integration of states through increasing contact, communication and trade to create a holistic, single global system in which the process of change increasingly binds people together in a common fate† (Carey 2002). Some economists recognize globalization as being in the best interest of all states. While others believe that increasingly liberated trade and global economic interaction is necessary in many ways. While globalization marks a move toward a more open world-tradingRead More International Trade Essay865 Words   |  4 Pages International Trade What is International Trade?   Ã‚  Ã‚  Ã‚  Ã‚  International trade is defined as trade between two or more partners from different countries in the exchange of goods and services. In order to understand International trade, we need to first know and understand what trade is, which is the buying and selling of products between different countries. International Trade simply is globalization of the world and enables countries to obtain products and services from other countries effortlessly

Sales Tools Free Essays

string(106) " an asterisk on the image that says Oh, they can also make a good suit when they put their mind to it’\." This is a report to understand the role of personal selling within the overall marketing strategy such as Promotion mix: personal and impersonal communication; objectives of promotional activity, push-pull strategies; integrating sales with other promotional activities; evaluating promotion; allocation of promotion budget and Understanding buyer behaviour: consumer and organisational purchase decision-making. And also this report involved the role of the sales team: definition and role of personal selling; types of selling; characteristics and have link with LEVI’S case study. After reading this report reader could understand to how to apply the principles of the selling process to a product or service such as customer-oriented approach; objective setting; preparation and rehearsal; opening remarks; techniques and personal presentation; need for identification and stimulation; presentation; product demonstration and use of visual aids; handling and pre-empting objections; techniques and proposals for negotiation; buying signals; closing techniques; post sale follow-up; record keeping; customer relationship marketing (CRM) And also reader could be able to understand the role and objectives of sales management such as, Controlling sales output: purpose and role of the sales budget; performance standards: performance against targets (financial, volume, call-rate, conversion, pioneering); appraisals; self-development plans; customer care. We will write a custom essay sample on Sales Tools or any similar topic only for you Order Now Reader also will have Be able to understand how to plan sales activity for a product or service in ways such sales settings: sales channels (retailers, wholesalers, distributors, agents multi-channel and online retailers); importance of market segmentation: business-to-business (BTB) selling; industrial selling; selling to public authorities; selling for resale; telesales; selling services; pioneering; systems selling; selling to project teams or groups international selling: role of agents and distributors; sources, selection and appointment of agents/distributors; agency contracts; training and motivating agents/distributors; use of expatriate versus local sales personnel; role, duties and characteristics of the export sales team; coping in different cultural environments; the role of ICT in communicating with an international sales team Exhibitions and trade fairs: role, types and locations of trade fairs and exhibitions; how trade fairs and exhibitions fit in with corporate strategy and objectives; setting objectives for participation in an exhibition; audience profile and measurement; qualification and follow-up of exhibition leads; evaluation of exhibition attendance; setting budgets; financial assistance or exhibition attendance etc.. to a certain extend. Table of Content Personal selling, promotion mix, buyer behaviour and the decision making process in different situations ,role of sales teams within marketing strategy Role of sales teams within marketing strategy ow sales strategies are developed in line with corporate objectives Importance of recruitment and selection procedure Role of motivation, remuneration and training in sales management Sales plan for a levi’s male cap Conclusion Bibliography Personal selling, promotion mix, buyer behaviour and the decision making process in different situations ,role of sales teams within marketing strategy Personal selling is a promotional method in which one party (e. g. , salesperson) uses skills and techniques for building personal relationships with another party (e. g. , those involved in a purchase decision) that results in both parties obtaining value. In most cases the â€Å"value† for the salesperson is realized through the financial rewards of the sale while the customer’s â€Å"value† is realized from the benefits obtained by consuming the product. However, getting a customer to purchase a product is not always the objective of personal selling. For instance, selling may be used for the purpose of simply delivering information. Marketers have at their disposal four major methods of promotion. Taken together these comprise the promotion mix. Those four promotion methods are 1. Advertising 2. Sales Promotion 3. Public Relations 4. Personal Selling So, Personal selling comes under promotional mix. That means personal selling is a part of promotional mix. In LEVI’S case also LEVI’S company might definitely use promotional mix and they can improve the promotional mix by improving personal selling that both aspects have a positive relationship. Buyer behaviour consists of activities/process followed in making any buying decision of goods as well as a service. In LEVI’S case buyer behaviour would be 1. Type One: Traditionalist – probably over 45; buys from department stores; buys polyester suits and trousers; shops with his wife. 2. Type Two: Classic Independent – a real ‘clothes horse’; 21% of the market but buys 46% of wool blend suits; shops at independent stores; has expensive tastes. 3. Type Three: Utilitarian – wears jeans for work and leisure; 26% of the market; a Levis loyalist. 4. Type Four: Trendy Casual – buys ‘designer’ high fashion labels; might buy 501’s but usually considers Levi’s too mass market; 19% of the market. 5. Type Five: Price Shopper – buys the lowest price product wherever they may be; no potential for Levi; 14% of the market. There are five types of buyer behaviours and they have different types of decision making in different situation. One thing needs to be highlighted here is that consumer behaviour does not end with purchase of goods or service, but also post purchase activities are included in consumer decision making. The below image shows the different type of buyer behaviour. Role of sales teams within marketing strategy Marketing Strategy is something that helps companies achieves Marketing objectives. Marketing objectives help achieve corporate objectives and corporate objectives aim to achieve a competitive advantage over rival organizations. Firstly, a Managing Director or senior management team, or executive board of directors (who ever is in charge) decides on overall corporate objectives. One corporate objective might be to increase sales by some percentage. In order to achieve this percentage sales team always work towards that. So the role of sales team would be work to corporate objective goals and marketing strategies. LEVI’S case study team have adopted to the marketing strategies and LEVI’S ‘ marketing team responded to this information by deciding to focus on jackets and trousers only for the launch and let suits ‘slipstream’. The Director of Consumer Marketing stated: ‘The thing that is going to overcome Levi’s image for casual only apparel is a suit made by Levi that doesn’t look like anything else we have ever made. Once that gets on the racks people will put an asterisk on the image that says Oh, they can also make a good suit when they put their mind to it’. You read "Sales Tools" in category "Papers" So sales responded according to the marketing strategies ‘Soon after this decision, salesmen started contacting retail buyers. After 4 months of selling to the trade it was clear sales targets for the range would not be met. A subsequent price reduction failed to redeem the situation and Tailored Classics achieved only 65% of its sales targets. so role of sales team would be always adopted to mass marketing strategy. ’ ow sales strategies are developed in line with corporate objectives Whenever a person wanted to develop sales strategies he/she should always should develop in line with corporate objectives, so, he/she should keep these below mentioned tips before they make sales strategies. Do you have the time and resources necessary to interact? Can you competitively position yourself to overpower the competitor? Do you have sufficient unique selling points to change the rules and do you have time to accomplish this? Do you have access to the key decision makers to do this? Can you sufficiently quantify your unique selling points to prevent price pressure? Can you neutralize the competitor’s strengths? Do you have the capacity to deliver? What would it take to make this a viable opportunity? Importance of recruitment and selection procedure The recruitment is a process of finding and hiring the best-qualified candidate (from within or outside of an organization) for a job opening, in a timely and cost effective manner. The recruitment process includes analysing the requirements of a job, attracting employees to that job, screening and selecting applicants, hiring, and integrating the new employee to the organization. Importance of the recruitment are listed below * Recruitment is the process which links the employers with the employees. Increase the pool of job candidates at minimum cost. * Help increase the success rate of selection process by decreasing number of visibly under qualified or overqualified job applicants. * Help reduce the probability that job applicants once recruited and selected will leave the organization only after a short period of time. * Meet the organizations legal and social obligations regarding the composition of its workforce. Begin identifying and preparing potential job applicants who will be appropriate candidates. * Increase organization and individual effectiveness of various recruiting techniques and sources for all types of job applicants Role of motivation, remuneration and training in sales management Motivation means Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the * Intensity of desire or need, * Incentive or reward value of the goal, and * Expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. Role of motivation in sales management is motivate sales people towards bringing business to the organization. The most widely recognised method of attracting and retaining marketing employees is through remuneration packages. This is because a good emuneration package can have a positive effect on a person’s standard of living. Remuneration refers to money or substitutes for money. This may include wages, salaries, commissions and bonuses, incentive plans and allowances. The total value of all these items is called a remuneration package. Sales plan for a levi’s male cap A sales plan LEVI’S cap is basically should be a strategic and tactical plan for achieving market because of the higher price objectives. It should be a step-by-step and detailed process that will show how you will acquire new business for LEVI’S caps; and how you will gain more business from the existing customer base. It involves making and/or exceeding our sales quota within our sales territory how to penetrate to international business. Here are the steps to help you develop a sales plan for LEVI’S male caps: 1. Segment the target audience – The first step is to clearly identify the target markets. Who are more likely to buy LEVI’S caps. The more defined the target market, the better. Target market can be defined as high-income men ages 30-60 who loves to buy the latest electronic gadgets. If the target market is done, the next step is to prioritize the target market to ensure that resources are directed towards your key target market. Prospects are more likely to purchase if LEVI’S can talk features of male cap. 2. Cap industry – Current trends in industry, and how the business fares with these trends. LEVI’S must look at the range of similar products now available, and compare how the product stacks up to competitor products. Take a bigger picture of the industry and find out prospects. 3. Develop sales strategies – LEVI’S sales strategies must include determining how LEVI’S can reach the sales quota, how can get more sales from existing customers, and how can raise awareness in the marketplace and community about your business. Your sales strategies also involve making a decision on who is actually going to do the selling. Will you do it skills to do it? how to improve confidence and presentation skill etc†¦ 4. Think through sales plan. This is the meat of the sales plan. LEVI’S need to write down the sales strategies based on the analysis you’ve done of your business and what you can do. Will you attend trade shows or do cold calling? Will they use search engine advertising or other forms of online advertising? How they going to reach exactly to target audience? It is important that LEVI’S break down the sales strategies into quantifiable activities . 5. Measure and improve. A sales plan is not something that LEVI’S create and then hide inside the drawer. Should follow the activities and tasks outlined in sales plan. All the planning in the world is worthless if they cannot or do not implement any of it. Keep track of how they are performing vis-à  -vis sales target.. Conclusion This report have explained the role of personal selling within the overall marketing strategy such as Promotion mix: personal and impersonal communication; objectives of promotional activity, push-pull strategies; integrating sales with other promotional activities; evaluating promotion; allocation of promotion budget and Understanding buyer behaviour: consumer and organisational purchase decision-making. And also this report involved the role of the sales team: definition and role of personal selling; types of selling; characteristics and have link with LEVI’S case study. Report also explained how to plan sales activity for LEVI’S male caps in ways such sales settings: sales channels (retailers, wholesalers, distributors, agents multi-channel and online retailers); importance of market segmentation: business-to-business (BTB) selling; industrial selling; selling to public authorities; selling for resale; telesales; selling services; pioneering; systems selling; selling to project teams or groups international selling: role of agents and distributors; sources, selection and appointment of agents/distributors; agency contracts; training and motivating agents/distributors; use of expatriate versus local sales personnel; role, duties and characteristics of the export sales team; coping in different cultural environments; the role of ICT in communicating with an international sales team Exhibitions and trade fairs: role, types and locations of trade fairs and exhibitions; how trade fairs and exhibitions fit in with corporate strategy and objectives; setting objectives for participation in an exhibition; audience profile and measurement; qualification and follow-up of exhibition leads; evaluation of exhibition attendance; setting budgets; financial assistance or exhibition attendance etc.. 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The Positive Outcomes Of Small Class Sizes In Elementary School Essay Sample free essay sample

Smaller categories are a cardinal ingredient in pupil success. The researches leave no uncertainty that little categories have an advantage over larger categories in pupil public presentation in the early primary classs. Students who had been in smaller categories had higher accomplishment in all academic countries compared to pupils in regular or teacher-aide categories. We have found that a decrease in category size will bring forth a assortment of benefits for instructors and pupils. Small categories influence non merely student’s academic accomplishments. but they besides benefit student’s societal accomplishments and relationships with their instructors. One illustration of an advantage for a little category is that fighting pupils can have more single aid from the schoolroom instructor. whereas a instructor that is in charge of a big category would be excessively busy to give that pupil single aid. Because single instructor attending is available in a little category. fighting pupils will have the aid they need. We will write a custom essay sample on The Positive Outcomes Of Small Class Sizes In Elementary School Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page and as a consequence. pupil accomplishment will better. Teachers will besides happen that in a little category. they will be better able to pull off their category. Discipline jobs will be less frequent and terrible because the schoolroom instructor will hold better control of the pupils In a little category. because â€Å"students receive more attending and are less likely to go discipline problems† . instructors will concentrate less on disciplinary actions and will concentrate more on direction and really learning the pupils. Another advantage of holding a little category is that it besides provides instructors the ability to truly understand their student’s strengths and failings. By going familiar with their student’s abilities. instructors can individualise their lesson programs to profit their pupils. Knowing the strengths and failings of pupils is good because this helps instructors recognize when to pass more clip on a subject. Clearly. pupils who have been enrolled in little categories from a immature age benefit from individualized instructor attending and direction. It would non be possible to hold such benefits in a big category. Small category size greatly and positively influences student accomplishment during the clip the pupil is enrolled in a little category and when he/she moves onto higher instruction. From a technological point of view. with a little category. the instructor could utilize learning methods such as on-line categories and treatment boards to pull off and maintain the category interesting and synergistic. By being introduced to this technique. pupils may be willing to take part more frequently and be more involved in category work as opposed to being nervous about raising their custodies in fright of being embarrassed or laughed at in a big schoolroom scene. Positive out coming are:

Money Laundering Essays - Money Laundering, Financial Regulation

Money Laundering Money Laundering The word money laundering, according to the myth, is derived from Al Capone's practice of using a string of coin-operated launderettes in Chicago to disguise his revenues from gambling, prostitution and protection rackets. It's a nice story but not true, money laundering is so called because it perfectly describes the process of removing the stains and smells which money acquires when criminals earn it. In this report I will go on to discuss the topic of money laundering in the following order; firstly, I will begin by explaining what is money laundering?, why it is done?, and how it is done? I will then go on to explain the effects of money laundering and the institutions/organisations that are at risk from these activities. I will also be discussing the current situation in the UK regarding money laundering and whether anything can be done to prevent or restrict laundering activities, and will then go on to conclude my findings. Money laundering is the process by which criminals attempt to conceal the true origin and ownership of the proceeds of their criminal activities. If they are successful they can then maintain control over the proceeds and, so, provide a legitimate cover for their source of income. J.D. Mclean defined money laundering in the International Judicial Assistance as: Although the proceeds of crime will be kept as capital for further criminal ventures, the sophisticated offender will wish to use the rest for other purposes. If this is to done without running a risk of detection, the money which represents the proceeds of the original crime must be laundered; put into a state in which it appears to have an entirely respectable provenance It is important to bear in mind that money laundering is a process (often a highly complex one) rather than a single act. In an effort to expose and analyse this phenomenon it has become common to use a three-stage model which encompasses an ideal money laundering scheme. The three stages are as follows: * Placement Stage This is where cash derived directly from criminal activity (e.g. from sales of drugs) is first placed either in a financial institution or used to purchase an asset. * Layering Stage The stage at which there is the first attempt at concealment or disguise of the source of the ownership of funds. * Integration Stage The stage at which the money is integrated into the legitimate economic and financial system and is camouflaged with all other assets in the system. Money launderers try to prevent authorities from tracing the source of their ill-gotten gains by moving their funds around financial and economic system. The funds are then spent as if they were legitimate money. The more blatant by the money launderer will directly involve a person or a business in the crime. i.e. A launderer could simply ask someone for permission to use their account for deposits in return for a fee. Another scenario is for the money launderer to approach a business and ask them to set up transactions in which a sum of money is regularly deposited in the company's account. The business will then send the money back as a fictitious payment for non-existent goods. Although this method is very popular amongst the criminal underworld, there are other ways of laundering money without a business becoming aware of being involved in a crime. e.g. The money launderer could place an order for an industrial machine/robot to be manufactured to a specific standard. The company may ask for a 60% deposit with the understanding that the order won't be put through for three months. Before the three months are up the money launderer cancels the order and gets the deposit refunded minus a penalty. The money launderer will always be willing to pay the penalty because although he/she will want to get as much back as possible, what he/she really wants is the money back clean. Money Laundering is said to be the third biggest industry by value world-wide. Research in the USA has shown that 90% of currency bills in circulation are contaminated with narcotics. In the UK, similar research showed 40% to be contaminated. In 1994, about 15,000 suspicious transactions were reported to the National Criminal Intelligence Service's (NCIS) economic crimes unit. About one in five was found to have some criminal connection. In the UK the following organisations are most vulnerable to fall prey to the money launderers: * Deposit-taking institutions Because of the money launderers need to get rid of cash, deposit taking institutions are particularly vulnerable to being used. i.e. Banks, Building

Environmental Microbiology Lab Report Essays

Environmental Microbiology Lab Report Essays Environmental Microbiology Lab Report Paper Environmental Microbiology Lab Report Paper Materials Distilled water Test tube 6 Unopened packages of 1 sterile cotton swab 2 sterile nutrient agar Petri dishes 1 sterile blood agar Petri dish Incubator Refrigerator Bunsen burner Gas connection Plastic tubing Inoculating loop 12 sterile glass slides Wax pencil Igniter Crystal violet dye Grams iodine Ethyl alcohol Seafaring dye Paper towels Wire rack Sink Brightened compound microscope Lens paper Immersion oil Pen and paper Methods I. Collecting the environmental specimens: 1. Place some distilled water into the test tube. 2. Open one package of sterile cotton swabs by peeling apart the packaging at the top. Do not peel the package apart completely, just at the top. 3. Take out the cotton swab, dip it into the test tube of distilled water, and place it back into the original package with the cotton tip facing down. 4. Repeat the previous two steps for three more unopened packages of sterile cotton swabs. 5. Choose four locations from which environmental samples can be taken. For example, use the bottom of a shoe, a light switch, or a sink handle). Write these locations down on a piece of paper and number them El -EH for later reference. (For example, El is the sink handle). 6. At each location, take out one of the wetted sterile cotton webs and rub it against a small area of the surface being sampled. Make sure to turn the swab as well to ensure that the sample is on all sides of the cotton swab. After swabbing, p lace each swab back into its original package, with the cotton tip facing downwards. Keep track of which swabs were used for which samples. Label them if necessary. II. Collecting the throat and nose samples: steps for one more unopened package with a sterile cotton swab. 5. Take one of the wetted sterile cotton swabs and rub it against the inside of ones nose. Make sure to turn the swab as well to ensure that the sample is on all sides of the tone swab. After swabbing, place the swab back into its original package, with the cotton tip facing downwards. 6. Repeat the previous step, but instead take a sample from the back of the throat. Ill. Aseptic transfer of the environmental specimens: 1. Take the two nutrient agar Petri dishes and turn them bottom side up. Then, using a wax pencil, draw a line down the middle of each dish. Label each of these four sections El, EH, EH, EH so that the origin of each sample is known for later. 2. Take out one cotton swab that was used on an environmental surface out of its packaging. Keep this swab in one hand. . With the other hand, open the lid of one sterile nutrient agar Petri dish slightly at an angle. 4. Take the cotton swab in the other hand and gently swab it against the appropriately labeled half of the nutrient agars surface evenly. . Close the lid of the nutrient agar Petri dish and place the cotton swab back into its packaging. Dispose of the cotton swab and package in the appropriate container. 6. Repeat the previous four steps for the other three cotton swabs used on the environmental surfaces. Make sure to use the appropriate swab for the appropriately labeled section of the Petri dish. 7. Place the two inoculated nutrien t agar plates into the incubator in an inverted position, or with the lid facing downwards, to prevent condensation on the agars surface. IV. Aseptic transfer of the nose and throat specimens: 1. Take the one blood agar Petri dish and turn it bottom side up. Then, using a wax pencil, draw a line down the middle of the dish. Label each of these two sections N and T so that the origin of each sample is known for later. 2. Take out the cotton swab that was used on the inside of the nose out of its packaging. Keep this swab in one hand. 3. With the other hand, open the id of the sterile blood agar Petri dish slightly at an angle. 4. Take the cotton swab in the other hand and gently swab it against the appropriate half 5. Close the lid of the blood agar Petri dish and place the cotton swab back into its packaging. Dispose of the cotton swab and package in the appropriate container. 6. Repeat the previous four steps for the other cotton swab used on the back of the throat. 7. Place the inoculated blood agar plate into the incubator in an inverted position, or with the lid facing downwards to prevent condensation on the agars surface. V. Making heat fixed bacterial smears of all the samples: . Take the twelve sterile glass slides and label their corners using the wax pencil. Use the igniter to ignite the Bunsen burner flame. 6. With one hand, take the inoculating loop and pass it through the flame until it is red 7. With the other hand, open one of the Petri dishes slightly. 8. Take the sterilized inoculating loop and lightly touch it to one of the colonies on the agars surface. 9. Close the Petri dish lid and take the inoculating loop and gently smear it in the drop of water on the appropriately labeled slide so that it coincides with the sample you took from. Smear from side to side to create a thin film. Let this slide air-dry. 10. Pass the inoculating loop through the flame again until it is red-hot. 1. Repeat the previous eight steps for the rest of the samples and slides. Remember to take two samples from each of the six locations, each from a different colony. Also remember to place the colony samples on the appropriately labeled slide. 12. Once the twelve slides have dried, pass each one through the Bunsen burner flame once or twice. Do not hold the slide in the flame, as this will cause the sample on the slide to burn. 13. If the nutrient gar and blood agar Petri dishes are going to be used again, place them in the refrigerator, if not, place them in the appropriate container. VI. Gram staining all of the samples: 1 . Separate the twelve heat fixed slides into three groups of four. This makes it easier to apply the dyes to the slides for the appropriate amount of time. 2. Take one of the three groups of heat fixed slides and place them on the wire rack on top of the sink. 3. Take the crystal violet dye and apply it to the slides on the rack generously, making sure to cover the entire slide. Leave the crystal violet dye on the slides for thirty seconds. . Rinse the crystal violet dye off of the slides with distilled water, and place the slides back onto the wire rack. 5. Place the Grams iodine generously onto only one of the slides and let it sit for ten seconds. Rinse the slide immediately with distilled water and return it to the wire rack. Repeat this step for the other three slides, making sure to do each slide individually to ensure that the Grams iodine does not stay on the slide for more than ten seconds. 6. Take one slide and hold it at an angle over the sink. Take the ethyl alcohol and carefully place ten drops of it onto the slide, allowing it to slide off quickly. Immediately rinse the slide with distilled water and place it back on the wire rack. Repeat this step for the other three slides, making sure to do each slide individually to ensure that the ethyl alcohol does not stay on the slide for too long. 7. Take the seafaring dye and apply it to the slides on the rack generously, making sure to cover the entire slide. Leave the seafaring dye on the slides for thirty seconds. 8. Rinse the seafaring dye off of the slides with distilled water, and place the slides onto a paper towel to dry. The excess water on the slides can be blotted off gently with another paper towel. . Repeat the previous seven steps for the other two groups of four slides. VII. Determining the morphology and the gram stain results of the samples: 1 . Take out the brightened compound microscope, plug it into an outlet, and turn the power switch on. 2. Use the lens paper to wipe off the objective and ocular lenses. 3. Take one of the gram stained slides and place it onto the stage of the microscope. Use the stage slips to keep the slide in place. 4. Focus using the xx low power objective lens by first using the coarse adjustment knob to bring the lens as close to the slide as possible. Focus by moving the coarse adjustment knob to move the lens away from the slide. . Use the knobs on the stage to move the slide up and down, and side to side to find a portion of the slide with a good amount of sample on it. 6. Get the immersion oil and place a small drop of it onto the slide where the light is shining through it. 7. Switch into the xx oil immersion objective lens and focus using only the fine adjustment knob. 8. If necessary, use the light source and the condenser to alter the illumination of the slide. 9. Observe the color shown on the slide and determine if it is pink or rupee. If it is purple, it is gram positive, if it is pink, it is gram negative.

Project Resource Management Research Paper Example | Topics and Well Written Essays - 500 words

Project Resource Management - Research Paper Example The work will be carried out in two phases. In the first phase, the software installation will be carried out which will take 15 days. I have come to the conclusion of 15 days on the basis of the highest hours of work put in by one of the IT workers viz. the project analyst (150 hours). Assuming the IT workers put in 10 hours of work each day and work within under the supervision of the project analyst, the entire installation process must not take more than 15 days without weekend breaks. The budget for this phase is $486,005. In the second phase, 12 hospital employees will receive training. The training time for each employee is 2 days, totaling 24 days (12 x 2) in all. Assuming the employees work on a 5-days week schedule, the entire training will take 24 plus 6 days, totaling 30 days. The extra 6 days consist of 2 days leave for each week, that is, Saturday and Sunday, which occur three times during the 24 days training schedule. There is no additional cost for this phase as training is provided to two in-house employees by the vendor. These two employees have been entrusted with the responsibility of training the other 12 employees. (Asta Teamplan) The constraints and risks associated with computerization of the system normally arise due to systems breakdown which may be the result of a virus att

Nutrition Essay Example | Topics and Well Written Essays - 750 words - 5

Nutrition - Essay Example Based on what the experts say about it, nutrition therefore is not just a mere concept, but it has significant value associated with it that could aid in the measurement of the nation’s well-being of its people. It is a concept that could provide value and elaborately depict the social and political aspects of a nation. For instance, it could help gauge the level of food distribution in both advanced and impoverished countries based on their economic and political considerations. It could also depict the prevailing socio-cultural trend and value of food in a nation. Thus, nutrition is something that does not only involve the basic or vital nutrients of the food, but on other significant issues associated with the country’s social, political and economic growth and development (Cullather 338). In other words, what the experts are simply saying about nutrition is something tantamount to understanding the wellbeing of individuals and their nations. In the case of Nick Cullather and his article â€Å"The Foreign Policy of the Calorie†, the said author responds to the traditional view of looking at the concept of nutrition. By incorporating the idea about â€Å"calorie†, Cullather gains enough amount of evidence to suggest how nutrition may be used to potentially understand and gauge the nation’s administration and distribution of foods. In other words, he is responding to how hunger can be potentially quantified. On the other hand, C. Gopalan and Bani Tamber Aeri with their article â€Å"Strategies to Combat Under-Nutrition† are not actually focusing on the measurement of the country’s level of under-nutrition, but instead on creating essential strategies to help fight the problem with insufficient food supply with the right nutrition to every table. Thus, these experts respond to the prevailing problems about food hunger and food quality in the world and in finding ways on how to

Reflection on the Importance of Hand Hygiene

Reflection on the Importance of Hand Hygiene After collating evidence I established that, hand hygiene is regarded as the most effective way of preventing healthcare associated infections (Gould 2010). Healthcare associated infections are infections acquired in hospitals or as a result of healthcare interventions (DOH 2008). I felt that this is an important factor in contributing to the prevention and control of infection as Health care associated infections affects patients and their. I feel to provide the best possible care, it is important to within your role, assess and minimise the risks, acting to protect people in your care (NMC 2008). During my initial meeting with my mentor, we highlighted my learning needs and personal goals I wished to achieve during the placement. The NMC (2008) states that mentor are professionally accountable for students on placement and have a duty to help students develop nursing competencies. Therefore we explored ideas for the project and following completion of my action, I produced the evidence to my mentor. After discussing my rational for choice I was able to make the decision for the practice placement project. I explained that I didnt feel confident in speaking in groups and that I was anxious about the presentation. I felt a professional relationship had been built were I was in a position to discuss my thought and feeling and felt I was fully supported by my mentor. Learning opportunities were provided which included a spoke placement with the infection control nurse. Pellet (2006) states that the role of the mentor in clinical teaching is to facilitate learning experiences. During my spoke placement I had the opportunity to gain information on local and government policy in relation to infection control and was advised on how I could obtain the policies and infection control bacteraemia figures used in the original presentation which highlighted the increase. In the next action learning set I was able to share this information and create new actions to develop and increase my knowledge. I found out that the hospice devised a policy on infection control however it linked with the local trust and followed their policy and procedure in regards to infection control. Therefore, in order to collate the policies and bacteraemia figures I was advised to contact the infection control nurse at the local trust by telephone. The information I requested was then e-mailed to me. The policy provided me with relevant evidence to use within the presentation; therefore I had developed my evidence base to support my presentation. The evidence included government and local policy. The National Patient Safety Agency (NPSA) launched the campaign clean hands safe care in 2006 which highlighted the need the effective hand hygiene and identified area for improvement. The World Health Organisation (2010) defines clean hands lead to safer health care. I decided that in order to produce the project I needed to explore information on learning styles, learning environments and how to create a PowerPoint presentation. I noticed how the hospices presentation incorporated the importance of hand hygiene however it did not demonstrate the hand washing procedures. Therefore, my action was to research and identify my own learning style developing an understanding of how the audience will respond and learn from the presentation. Kolb (1984) developed a learning theory which identifies four learning styles. The model provides individuals to understand their learning styles from experience to reflection observation. Kolb (1985) states that it is important for individuals to understand their learning styles, this then allow them to improve their effectiveness as learners. Honey and Mumford (1986, 1992) developed a variation on Kolbs model and devised their learning styles questionnaire. The four learning styles included activist, reflector, theorist and pragmatist. The Honey and Mumford questionnaire was discussed in our action learning set and was set as a group action to complete the questionnaire. On completion of the questionnaire, I identified that was a reflection. Honey and Mumford (1992) describe a reflector as observers of experiences, who prefer to analyse them thoroughly before taking action. They are good listeners, cautious and tend to adopt a low profile. Following this description I can relate to this as my initial thoughts of the action learning sets were that I didnt feel confident talking within a group, therefore I tend to adopt a low profile. A demographic questionnaire and Honey and Mumfords (2000) learning styles questionnaire were administered to a sample of undergraduate nursing student. The results included a trend of reflector as a preferred learning style for undergraduate nurses. This information is also highlighted in previous studies (Alonso 1992, Cavanagh et al 1994 cited in Rasool et al 2007) Analysing the evidence provided me with a knowledge base which enabled me to understand the concept of learning styles, this contributed to my learning and development as I was able to utilise the information to focus on the how I would present the project to meet individuals different learning styles. After I had completed the proposed actions from the previous action learning set I was able to return and present my findings to the group. The action learning sets provided a point of contact with other and enabled us to share information we had gathered and provided an opportunity to ask questions and set actions to continue with the task. As I had previously identified, according to Honey and Mumford my preferred learning style was a reflector. This enabled me to reflect on my initial thoughts around action learning and emphasised that I do tend to adopt a low profile in situations however following observing and analysing the situation I tend to take action. Attending a study skills session on database searching within the university was a positive learning experience. I was able to learn new skills in order to development personally, which consequently provides professional development. I decided that utilising the resources within the clinical environment and the university I would continue to practise literature searching to increase and widen my knowledge of the topic and specifically the learning environment. Therefore, this contributed to my next action. Hand (2006) states that the learning is affected by the environment where it takes place. This article highlighted key factors in promoting effective teaching focusing on characteristics of a good learning environment, the role of the practice placement and demonstrated the awareness of the role of the teacher. This enabled me to incorporate evidence based practise into my project presentation. The NMC (2008) states you must use evidence based practise to provide the best care, it also states the need for taking part in appropriate learning to ensure you develop your competencies. This links with the rationale of choice for my project presentation as the NMC (2008) states the need to provide a high standard and care at all times, delivering care on the best available evidence. Therefore the NPSA clean your hands campaign provides clear evidence based practise between hand hygiene and infection control. Throughout the placement I had several opportunities to discuss with my mentor the project presentation. Gray and Smith (2000) state that the mentors qualities provide an important part of the learning environment and I was able to be supported by being set goals and facilitate my own learning. I had developed my practise placement project using a variety of different resources such as literature searching, clinical experiences, action learning sets. The information I located enabled me to link theory to practise to develop a PowerPoint presentation which incorporated audio and visual effects, as a result ensuring a variety of the audiences learning styles were able to be met. Utilising the evidence I had obtained I was able to provide an evidence based presentation to facilitate learning and development for myself and others in the clinical area. I have learned a lot from this experience from both personal development of preparing and presenting a presentation, enabling me to person ally reflect, to reviewing evidence based literature applying this and using it for educational purposes within the clinical environment. This fulfilled my aim and rationale to highlight the importance of hand hygiene and demonstrate the correct procedures. Therefore, having a direct impact on patient care. Although I had previously expressed anxiety due to not being confident in speaking in groups, the action learning sets along with my mentor had impacted on my development in confidence. Stuart (2007) describes how placements can be stressful and Moscaritolo (2009) states how increased anxiety can reduce learning. However, the delivery of the presentation was successful. Pellatt (2006) states the mentors and responsible for the assessment of the students learning in practice. Throughout the placement the mentor provided opportunities were provide constructive feedback, Bennett (2003) states that assessment ensures the student is aware of strengths and weaknesses in practise, this is important so that the student is able enhance their practise. To ensure I received feedback on my presentation I devised a short questionnaire about the presentation and was able to reflect on the feed back I received. As I have identified throughout this learning experience, I feel I still need to build my confidence. Westwood (2010) states that people are more likely to achieve their goals if they focus on the future instead of their present problem. In order to overcome this barrier I have formulated a SMART goal. A SMART goal is an acronym for Specific, Measurable, Attainable, Realistic and Time bound. My SMART goal is specific to myself as it will provide me with the opportunity to develop my personal and professional learning and development.

New Century Financial Essay

1. Describe and evaluate New Century’s business model? New Century Financial Corporation, headed by founders Brad Morrice, Edward Gotschall, andRobert, was a firm which specialized in subprime mortgages. The company originated, sold, andserviced subprime home mortgage loans. New Century was structured as a real estate investment  trust (REIT) and was composed of two operating divisions. The Wholesale Loan Division,  known as New Century Mortgage Corporation, comprised 85% of the firm’s loan originations,  while the Retail Mortgage Loan Division operated under Home123 Corporation.  New Century Mortgage Corporation operated in 33 locations throughout 19 different states  and relied heavily on independent mortgage brokers to identify potential borrowers and assist  them through the loan process until the loans were closed by New Century. This division also  purchased funded loans from other lenders and expedited the loan underwriting process through  its web-based system known as FastQual. The Retail division was comp osed of 235 sales offices  throughout 35 states, a call center, and a web site. This division was aggressive in its approach to  seek out potential borrowers and close loans earning it the nickname â€Å"CloseMore University.†Ã‚  The company typically originated loans and used short-term loans to fund new mortgages  until they were sold within 30 to 90 days of origination. New Century’s income was generated  from the difference between the lending rate and rate at which the loans could be sold or  financed and from servicing loans. Loans were sold either as whole loan sales where mortgages  were pooled together and sold to investors or as securitizations structured as sales. The company  also carried securitizations structured as financing as assets on their books and used the bonds  to finance the securitized loans as liabilities, thereby generating income based on the difference  between interest received from borrowers and interest paid to bondhold ers. 2. What were the primary risks faced by New Century? New Century’s business model enabled the firm to grow rapidly from 2001 through 2006  as access to capital markets expanded and regulations were relaxed. Loan securitization  allowed lenders to spread credit risk over a larger number of investors creating an  environment where companies like New Century could lend to subprime borrowers at  higher rates while financing their operations with the lower interest rates provided by  the highly liquid mortgage-backed securities (MBS) markets. These factors fueled the  company’s growth, but caused the firm to be highly sensitive to risks of increasing interest  rates, declining home sales, and default by less creditworthy borrowers. New Century’s  aggressive strategies in pursuing subprime borrowers resulted in increased risk of asset  Additionally, the short-term credit the company obtained in order to finance loan  origination was contingent on New Century meeting certain debt covenants and financia l  ratios. Increases in interest rates or regulations or the inability to move new loans off its  balance sheet could cause the company to be unable to obtain financing to continue funding  loans. Likewise, a decrease in the difference between the interest rate at which it could  borrow and the interest rate at which new loans could be closed, would affect income and  may result in noncompliance with net income requirements or debt-ratios imposed by New  Finally, the loans which New Century sold were pooled together. The investment banks  which purchased the loans would perform a due diligence review on only 25 percent of  the pool before negotiating the composition and price of the mortgage pool. A â€Å"kick-out†Ã‚  clause was included to allow for buyers to reject part of the loan pool for defects such as  faulty documentation, appraisals, or underwriting issues. The buyers could also require New  Century to repurchase loans which experienced early payment default (EPD). As such, the  company was exposed to risks related to internal controls in monitoring loan processing,  underwriting, and closing which could cause a substantial loss in income due to increased  kick-outs and repurchased loans. Further aggravating these risks were the company’s  aggressive tactics in pursuing and closing subprime borrowers such as offering loans  requiring only stated income and assets as opposed to full documentation loans. 3. What were New Century’s critical performance variables? How well was New  Century performing with respect to these critical performance variables?  New Century Financial had performance variables that critically affected its business  and led to it’s eventual bankruptcy filing. These included liquidity, default rate, and forms of  The overall rate of default is critical because of its compounding increase in liabilities with  a decrease in assets. A default rate higher than the historic rate would adversely affect the  valuation of many assets in the firm’s financial statements. It is also tied to the demand for  mortgage backed securities, increased default reduces the demand for subprime securitization,  thus reducing New Century Financial’s source of income at a time of increasing obligations. 4. What were the reporting errors identified by the bankruptcy examiner? The bankruptcy examiner noted several inconsistencies with US GAAP. These included  errors in calculating the loan repurchase reserve, the lower-of-cost-or-market (LCM) valuation  of loans held for sale, and the residual interest valuation. Additionally, the methodology used  for the allowance for loan losses (ALL) was known by management to be defective as the  company’s models used poor predictors of future performance to determine the level of reserve  needed. In calculating the repurchase reserve, New Century obtained historic averages and  applied those percentages to loans sold in the last three months as EPD was defined as payment  default occurring in the first three payments. However, since the repurchases were being  processed by several different departments within the company depending on the cause of the  repurchase, there was a backlog in obtaining the data in a timely manner. As loan repurchases  became more frequent, the company continued us ing stale data causing the reserve calculation to  In addition, the company was not properly applying LCM valuation as stated in its own  company policy. Instead of pooling similar loans to determine to conduct LCM analysis, the firm  was performing the analysis on the disaggregated loans and then grouping the loans together  to conduct valuation on the group as a whole. This method resulted in gains from one loan  group offsetting the losses in another causing the LCM valuation to be significantly flawed.  The residual interest valuation methods used were also flawed as the company was using  discount rates which were lower than those used by others in the industry to compute residual  interest. New Century disregarded numerous warnings from their auditors, KPMG, regarding  the low discount rates and failed to provide documentation to justify or support the valuation  methodology used. Furthermore, prepayment rates and loss rates were estimated using historical  data related to activity occurring years prior without adjusting for changing market conditions  which resulted in an overvaluation of residual interest.  While the examiner did not consider the issues in the ALL calculation to be material, this  issue merits attention because the company had been very aggressive in closing loans, many  of which were risky stated income and assets loans to subprime borrowers. New Century  management was aware that their ALL was flawed, although they believed that they were  over-reserved and not under-reserved. As with their other accounting estimates, the company  failed to provide adequate documentation to support assumptions and knowingly relied on poor  predictors, stale data, and defective models. 5. Why did New Century fail? New Century grew rapidly through the late 1990s and early 2000s, however its business  model was not sustainable for the long term. The company relied heavily on subprime borrowers  and offered them a range of risky loan options. Those subprime loans were pooled together and  securitized in effort to reduce the riskiness of the loan pools. However, as high risk borrowers  found themselves unable to make payments on their loans, a cooling real estate market and  increase in interest rates left subprime mortgagors without little options to get out their loans  Aside from those challenges which were shared by all competitors in the industry at the  time, New Century also had several internal weaknesses. The company was strongly focused  on sales and loan production, but failed to adequately monitor and control loan quality. Internal  controls were poor and the audit committee did not sufficiently perform its duties to oversee  the internal audit department and addres s operational risks. Internal auditors identified several  issues regarding loans quality, closings, and servicing, however internal controls over financial  reporting were overlooked. Adding to the company’s gross lack of controls, was the absence  of a stated company accounting policy. The examiner pointed out that merely having a policy  in place to address the accounting methodology and estimates would have greatly affected the  company’s ability to apply appropriate accounting treatment consistent US GAAP.

Bullying in Schools

James Smith Sociology Nancy Rosen Bullying In Schools Many problems in society need public attention, bullying is one of the top problems. The problem of bullying affects everyone in some aspect whether it is by being the victim, victimizer, and both the victim and the victimizer, friend, or family member of the victim or just a bystander that does nothing to prevent this problem. When you think of bullying you might picture a young child. While bullying is most common in elementary and high schools, it is important for education programs to be aware that associated bullying behaviors begin early even into the preschool years.When one thinks of a bully, the image of a movie villain may come into their minds; this isn’t always the case. In reality, a victimizer of bullying can be male or female, small or large, young or old. Bullying has no social, financial, or cultural boundaries. Bullying is most common in middle schools, with 6th graders on the receiving end the most and 8t h graders handing out the most bullying. In a study of 15,686 students in 6th through 10th grade in private and public schools, it was found that 13-23% of boys and 4-11% of girls experience some sort of bullying. (Nansel 2003).Nearly one in six children in that age range fall victim to bullying each year, which means about 3. 2 million children, were being bullied. Whereas, 3. 7 million children are acting as bullies (Kerlikowske 2003). Six out ten children witness some form of bullying on a daily basis. In schools, bullying most likely takes place on the playground, followed by the classroom, then the hallways (Drake 2003). For the students at Dunn Middle School, a lot of the bullying occurs out of school. If it occurs in school, most students said bullying occurs in the hallways or in the lunchroom.One student even mentioned a fight that took place during an assembly, which was initiated because one student was bullying another. Although anyone can be a bully, there are many comm on characteristics found in most bullies. Most bullies are male, popular, and often athletes (Espelage 2001). They have excellent social skills, with the ability to attract many followers, and easily manipulate others (â€Å"Bullies†¦ † 2001). Bullies are psychologically strong and very popular among their peers. This peer status is important in terms of boosting their well-being. It's disturbing to think that bullies are feeling really good about themselves.Bullying behavior is self-reinforcing: When kids find that putting others down earns them approval from their peers, they are likely to do it again and again. Many times they can easily butter up to adults, making them unsuspecting bullies (Espelage 2001). In general, a bully is someone who teases and intimidates other students, although there are many other ways to bully a fellow student. Many people feel the typical bully comes from a broken home, but this is not necessarily true. Yet, the less supervision a child gets at home, the more likely he is to be a bully.About 30 to 40% of bullies show some levels of depression, and their bullying is often a cry for help. (Espelage 2001). I asked my little brother what he thought caused students to bully one another and I was impressed with his response. He felt bullies exist because they probably can’t get their way at home. Many of the other students felt very similarly. One student even thought that maybe bullies were bullied as little kids, which turned them into bullies themselves. Most bullies look for a victim to be smaller, younger, and weaker. Most likely the victim will be both less confident and popular. â€Å"Bullies†¦ † 2001). Many victims react by becoming upset or crying as a way of dealing with their anger and fear. Victims have a tendency to be depressed, anxious, shy and lonely (Drake 2003). Luckily, as they grow older, victims are less likely to stay a victim because they learn to cope, while the bullies tend to remain that way (Drake 2003). Tonja Narsel, a psychologist at the National Institute of Child Health and Human Development, says that from previous research victims tend to have a lower self-esteem and have a higher level of depression (Rubin 2003).When people think of bullying they will most likely think of a boy getting shoved into a locker by older boys or getting pushed as they walk through the hallways. While this is the most common form of bullying, especially with males, many girls experience a different form of bullying. Although it is a more indirect form of bullying, social manipulation is very prevalent within females. Social manipulation can include many actions, including spreading gossip, telling lies, betraying trust, passing notes, ignoring the victim, or excluding the victim (Bullies 2001).Many of the girls said there was a lot of bullying between girls. They said many girls would get bullied if they get a lot of attention from the boys. It seemed as if the girls wo uld get jealous, and then in turn make that girl the object of their bullying. They said the bullying most often consisted of calling names, pulling hair, and occasionally fighting. There are many repercussions from bullying that are quite shocking: 1) Children who are bullied are more likely to be depressed – 26% of girls who were frequently bullied reported depression as opposed to 8% of girls who were not; the boys were 16% vs. %; 2) Victims are more likely to be suicidal, with 8% for girls and 4% for boys, compared to 1% overall for non-victims of bullying; 3) Bullies are more likely to carry weapons, with 43% carrying a weapon to school at least once a week, compared to 8%. 4) Bullies are more likely to be injured, 46% vs. 16%. (Kerlikowske 2003). The topic of bullying entered the spotlight due to the numerous school shootings. In two-thirds of the 37 school shooting that were examined, the shooters felt persecuted, bullied, threatened, attacked or injured by others prio r to the incident (Drake 2003).It is very important for teachers to be involved and to keep their eyes out for bullies to help keep the incidence of bullying at a low. All future teachers need to acknowledge the need for anti-bullying programs, which can significantly reduce the occurrence of bullying. Bullying prevention programs are interventions for the reduction and prevention of bully/victim problems. The program targets students in elementary, middle, and junior high schools. All students within a school participate in most aspects of the program. Additional individual interventions are targeted at students who are identified as bullies or victims of bullying.The core components of the program are implemented at the school, class and the individual level. To make sure this program is a success the staff and students must work together cooperatively. For a safe classroom environment against bullying, there must be the establishment and enforcement of class rules against bullyin g. Teachers need to teach and develop good interpersonal skills and values with the children. The students also need to be taught non-violent values, non-racist values, conflict resolution, and problem solving skills.If a child in a class is identified as a bully there needs to be interventions and discussions with parents. The school must do its part to ensure effective communication between itself and parents. Parents need to be informed of any bullying incidents right away. School counselors or school psychologists can assist teachers in this process. Children can be taught habits to lessen the possibility of becoming the target of a bully. If a child starts looking people in the eye, speaking up and standing up straight they can begin to develop self-confidence.Kids need help developing strategies to deal with the intimidating behavior of their peers, like walking away or telling the bully to stop, but they also need to know that adults can and will come to their aid. A teacher' s openness about bullying can give them that assurance (Feldman, 2004). Unfortunately, most of the students at Dunn Middle School felt fighting back was the best solution. One student mentioned going to an adult for help, but another student quickly responded, you snitch, you’ll get beat up worse. One student offered the solution of fighting back and got a weapon.I feel that there has to be a strict punishment for the bullies so the victims can be reassured that the bully won’t continue such behavior. Cyber bulling is another form of teen violence that can do lasting harm to young people. Statistics show that cyber bullying is a serious problem among young teens. This problems comes in many forms, such as sending mean messages through email or through text messaging, posting harmful or threatening messages on social networks i. e. Facebook or twitter or pretending to be someone else online to hurt another person. The behavior of bystanders who see bullying happen is to o often overlooked or excused.Bystanders provide bullies with an audience and sometimes even encouragement. When witnesses do nothing to stop abusive behavior, they also give their implicit approval. It should be made very clear to students that failing to stop or report an act of bullying makes them responsible and they too can get into trouble. Yet, it is very difficult to speak up against the bully. Many of the students don’t want to get involved because they don’t want to be the next victim. Yet again, I feel that strict punishment needs to be enacted for such bullies so the other students can have a sense of security.If anti-bullying programs are implemented the right way, results can be amazing. Many programs that are used in schools nationwide have had these results with their interventions: 1. A substantial reduction in boys and girls reports of bullying and victimization. 2. A significant reduction in student’s actions such as vandalism, fighting, theft and truancy. 3. Significant improvements in the aspect of the class, such as students reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school (Svoboda, 2004).Preventing bullying is just one important aspect of maintaining good discipline in school environments. Children who feel secure want to go to school, enjoy school, and therefore learn more. Teachers who are in classrooms that are safe, orderly, and free of bullies can accomplish many things. All children can benefit from lessons about treating each other with respect. Bullying is one childhood memory no youngster should have.Works Cited Bullies and their Victims. Harvard Mental Health Letter. 2001, 4-7. Drake, J. Teacher preparation and practices regarding school bullying. Journal of School Health. 2003, 347-356. Espelage, D. Schoolroom torment. People. 2/05/2001, 91-92. Feldman, S. Bullying prevention. Teaching PreK-8. 2004, 6. Kerlikowske, G. On e in six students fall prey to bullies. Inside School Safety. 2003,6-9. Nansel, T. Bullies found to be at risk for violent behavior. Inside School Safety. 2003, 1-4. Rubin, R. Study: Bullies and their victims ten to be more violent. USA Today. 4/15/03 Svoboda, E. Everyone loves a bully. Psychology Today. 2004, 1-20. Bullying in Schools James Smith Sociology Nancy Rosen Bullying In Schools Many problems in society need public attention, bullying is one of the top problems. The problem of bullying affects everyone in some aspect whether it is by being the victim, victimizer, and both the victim and the victimizer, friend, or family member of the victim or just a bystander that does nothing to prevent this problem. When you think of bullying you might picture a young child. While bullying is most common in elementary and high schools, it is important for education programs to be aware that associated bullying behaviors begin early even into the preschool years.When one thinks of a bully, the image of a movie villain may come into their minds; this isn’t always the case. In reality, a victimizer of bullying can be male or female, small or large, young or old. Bullying has no social, financial, or cultural boundaries. Bullying is most common in middle schools, with 6th graders on the receiving end the most and 8t h graders handing out the most bullying. In a study of 15,686 students in 6th through 10th grade in private and public schools, it was found that 13-23% of boys and 4-11% of girls experience some sort of bullying. (Nansel 2003).Nearly one in six children in that age range fall victim to bullying each year, which means about 3. 2 million children, were being bullied. Whereas, 3. 7 million children are acting as bullies (Kerlikowske 2003). Six out ten children witness some form of bullying on a daily basis. In schools, bullying most likely takes place on the playground, followed by the classroom, then the hallways (Drake 2003). For the students at Dunn Middle School, a lot of the bullying occurs out of school. If it occurs in school, most students said bullying occurs in the hallways or in the lunchroom.One student even mentioned a fight that took place during an assembly, which was initiated because one student was bullying another. Although anyone can be a bully, there are many comm on characteristics found in most bullies. Most bullies are male, popular, and often athletes (Espelage 2001). They have excellent social skills, with the ability to attract many followers, and easily manipulate others (â€Å"Bullies†¦ † 2001). Bullies are psychologically strong and very popular among their peers. This peer status is important in terms of boosting their well-being. It's disturbing to think that bullies are feeling really good about themselves.Bullying behavior is self-reinforcing: When kids find that putting others down earns them approval from their peers, they are likely to do it again and again. Many times they can easily butter up to adults, making them unsuspecting bullies (Espelage 2001). In general, a bully is someone who teases and intimidates other students, although there are many other ways to bully a fellow student. Many people feel the typical bully comes from a broken home, but this is not necessarily true. Yet, the less supervision a child gets at home, the more likely he is to be a bully.About 30 to 40% of bullies show some levels of depression, and their bullying is often a cry for help. (Espelage 2001). I asked my little brother what he thought caused students to bully one another and I was impressed with his response. He felt bullies exist because they probably can’t get their way at home. Many of the other students felt very similarly. One student even thought that maybe bullies were bullied as little kids, which turned them into bullies themselves. Most bullies look for a victim to be smaller, younger, and weaker. Most likely the victim will be both less confident and popular. â€Å"Bullies†¦ † 2001). Many victims react by becoming upset or crying as a way of dealing with their anger and fear. Victims have a tendency to be depressed, anxious, shy and lonely (Drake 2003). Luckily, as they grow older, victims are less likely to stay a victim because they learn to cope, while the bullies tend to remain that way (Drake 2003). Tonja Narsel, a psychologist at the National Institute of Child Health and Human Development, says that from previous research victims tend to have a lower self-esteem and have a higher level of depression (Rubin 2003).When people think of bullying they will most likely think of a boy getting shoved into a locker by older boys or getting pushed as they walk through the hallways. While this is the most common form of bullying, especially with males, many girls experience a different form of bullying. Although it is a more indirect form of bullying, social manipulation is very prevalent within females. Social manipulation can include many actions, including spreading gossip, telling lies, betraying trust, passing notes, ignoring the victim, or excluding the victim (Bullies 2001).Many of the girls said there was a lot of bullying between girls. They said many girls would get bullied if they get a lot of attention from the boys. It seemed as if the girls wo uld get jealous, and then in turn make that girl the object of their bullying. They said the bullying most often consisted of calling names, pulling hair, and occasionally fighting. There are many repercussions from bullying that are quite shocking: 1) Children who are bullied are more likely to be depressed – 26% of girls who were frequently bullied reported depression as opposed to 8% of girls who were not; the boys were 16% vs. %; 2) Victims are more likely to be suicidal, with 8% for girls and 4% for boys, compared to 1% overall for non-victims of bullying; 3) Bullies are more likely to carry weapons, with 43% carrying a weapon to school at least once a week, compared to 8%. 4) Bullies are more likely to be injured, 46% vs. 16%. (Kerlikowske 2003). The topic of bullying entered the spotlight due to the numerous school shootings. In two-thirds of the 37 school shooting that were examined, the shooters felt persecuted, bullied, threatened, attacked or injured by others prio r to the incident (Drake 2003).It is very important for teachers to be involved and to keep their eyes out for bullies to help keep the incidence of bullying at a low. All future teachers need to acknowledge the need for anti-bullying programs, which can significantly reduce the occurrence of bullying. Bullying prevention programs are interventions for the reduction and prevention of bully/victim problems. The program targets students in elementary, middle, and junior high schools. All students within a school participate in most aspects of the program. Additional individual interventions are targeted at students who are identified as bullies or victims of bullying.The core components of the program are implemented at the school, class and the individual level. To make sure this program is a success the staff and students must work together cooperatively. For a safe classroom environment against bullying, there must be the establishment and enforcement of class rules against bullyin g. Teachers need to teach and develop good interpersonal skills and values with the children. The students also need to be taught non-violent values, non-racist values, conflict resolution, and problem solving skills.If a child in a class is identified as a bully there needs to be interventions and discussions with parents. The school must do its part to ensure effective communication between itself and parents. Parents need to be informed of any bullying incidents right away. School counselors or school psychologists can assist teachers in this process. Children can be taught habits to lessen the possibility of becoming the target of a bully. If a child starts looking people in the eye, speaking up and standing up straight they can begin to develop self-confidence.Kids need help developing strategies to deal with the intimidating behavior of their peers, like walking away or telling the bully to stop, but they also need to know that adults can and will come to their aid. A teacher' s openness about bullying can give them that assurance (Feldman, 2004). Unfortunately, most of the students at Dunn Middle School felt fighting back was the best solution. One student mentioned going to an adult for help, but another student quickly responded, you snitch, you’ll get beat up worse. One student offered the solution of fighting back and got a weapon.I feel that there has to be a strict punishment for the bullies so the victims can be reassured that the bully won’t continue such behavior. Cyber bulling is another form of teen violence that can do lasting harm to young people. Statistics show that cyber bullying is a serious problem among young teens. This problems comes in many forms, such as sending mean messages through email or through text messaging, posting harmful or threatening messages on social networks i. e. Facebook or twitter or pretending to be someone else online to hurt another person. The behavior of bystanders who see bullying happen is to o often overlooked or excused.Bystanders provide bullies with an audience and sometimes even encouragement. When witnesses do nothing to stop abusive behavior, they also give their implicit approval. It should be made very clear to students that failing to stop or report an act of bullying makes them responsible and they too can get into trouble. Yet, it is very difficult to speak up against the bully. Many of the students don’t want to get involved because they don’t want to be the next victim. Yet again, I feel that strict punishment needs to be enacted for such bullies so the other students can have a sense of security.If anti-bullying programs are implemented the right way, results can be amazing. Many programs that are used in schools nationwide have had these results with their interventions: 1. A substantial reduction in boys and girls reports of bullying and victimization. 2. A significant reduction in student’s actions such as vandalism, fighting, theft and truancy. 3. Significant improvements in the aspect of the class, such as students reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school (Svoboda, 2004).Preventing bullying is just one important aspect of maintaining good discipline in school environments. Children who feel secure want to go to school, enjoy school, and therefore learn more. Teachers who are in classrooms that are safe, orderly, and free of bullies can accomplish many things. All children can benefit from lessons about treating each other with respect. Bullying is one childhood memory no youngster should have.Works Cited Bullies and their Victims. Harvard Mental Health Letter. 2001, 4-7. Drake, J. Teacher preparation and practices regarding school bullying. Journal of School Health. 2003, 347-356. Espelage, D. Schoolroom torment. People. 2/05/2001, 91-92. Feldman, S. Bullying prevention. Teaching PreK-8. 2004, 6. Kerlikowske, G. On e in six students fall prey to bullies. Inside School Safety. 2003,6-9. Nansel, T. Bullies found to be at risk for violent behavior. Inside School Safety. 2003, 1-4. Rubin, R. Study: Bullies and their victims ten to be more violent. USA Today. 4/15/03 Svoboda, E. Everyone loves a bully. Psychology Today. 2004, 1-20. Bullying in Schools Bullying in schools: Bullying Paula Bergbreiter Com. 220 3/21/2010 Valerie Black Bullying and cyber-bullying have become an increasing problem in the schools Everyday there is more and more stories on the outcome of what can happen when a person becomes a victim of bullies. Suicide and violence has risen in schools because of children being bullied. Adolescent children are among the highest at risk for bullying. What are the risk factors for bullying? Is one type of person more likely to be bullied? What are the schools doing to protect children from becoming a victim? Bullying is a form of intimidation ( Baldry, 2010, Farrington, 2010 ): A bully may use force or coercion to gain what they want from a weaker person. This is their way to establish superiority over an individual. Bullying has been around for many years. Today, it has become a serious issue for children in schools and on the internet. According to ( Roberts,2010, Harlow, 2010 ) bullying was more common in children who were less physically attractive, overweight, and had disability problems such as sight, hearing, or speech deficits. There are different types of bullying verbal taunting, physical assaults and exclusion. Some signs That a teacher or parent can look for to identify a child who is a bully may be aggression towards other’s, has little empathy, easily frustrated, and views violence as a positive way to solve problems. Some signs that a child is a victim of bullying may be fear of going to school, signs of depression, withdrawn, and signs of physical altercations such as bruises, and or scrapes. According to the National Center for Education Statistics report shows that middle school and elementary school children are bullied more than high school children. According to the Table below done at a Baltimore City public school, shows the number of tudents who were bullied or know someone who is a bully. Table I Percentage of Students who are bullied daily |Students verbally assaulted daily |70% | |Students who are threatened daily |60% | |Students who know a bully |80% | |Students who are the bully |30% | Bullying has been around for as long as anyone can remember. Not only do schools need to tr y to find a way to stop bullying but, in recent years the schools are seeing an increase in cyber-bullying among adolescents. Cyber-bullying is, the modern communication technologies to embarrass, humiliate, threaten, or intimidate an individual to attempt gain power and control over them ( Stutzky, 2006 ). Cyber-bullying has become has become an increasing problem in schools today. I believe that this form of bullying is more severe and has much worse outcomes. Everyday the media writes stories of children who have become victims of cyber- bullying. In 2006 statistics showed that 75 to 80 percent of 12 to 14 year olds had been cyber bullied ( Meech, 2008 ). Because of the use of modern technology this type of bullying can be one without being face to face. The use of computers today by children to cyber-bully makes it harder for authorities to pinpoint who is posting negative messages toward another person. A person who bullies on-line can send text messages, and photos. Cyber-bulling can spread through the internet fast and damage a persons reputation. Most times children who are being cyber-bullied do no t report it to their parents or an adult. Children are taught that home is where you feel safe, when an individual is being cyber-bullied they don’t have that feeling of safety. Parents need to look for signs if they feel their child is being cyber-bullied. Some signs may be depression, becoming withdrawn, a decline in school activities, and how they may view themselves. One of the big problems that authorities have with cyber-bullying is, a bully can use the help of another person to do the bullying for them. This is called cyber-bullying by proxy. When this happens it makes it harder to identify the real bully. The different forms of cyber-bullying can range from embarrassing rumors to threats, harassment, or stalking. Young adults and tenagers are among the most common victims. In the schools today computer technology is part of a child’s curriculum. Some schools are implementing a internet usage contract ( waiver), this contract or waiver will make the schools exempt from liability. students will be liable for what they do on-line. If schools are using these types of contracts they are not addressing the problem of cyber-bullying. If the issue of cyber-bullying is not addressed children will make the decision to take matters into their own hands. When this happens children think that revenge is their only option to protect themselves. Revenge can then urn into violence. This is when children start bringing guns and other types of weapons into school. Studies show that each day 100,00 students carry a gun to school ( American Justice Department). The impact that bullying can have children in schools is overwhelming. Some of the children that are bullied will develop mental and emotional problems, which they will carry into adulthood. Some children wi ll become violent towards their peers. In most severe of cases children or youths begin to feel like the only way to protect themselves is to threaten the bully with a gun or weapon. This can lead to shootings in schools or off of school property. At times when this happens the victim will take their own life. It can also lead to suicide. The suicide rate among adolescent children has gone up in recent years along with cyber-bullying. There have several reported cases of suicide in the last few years among teenage children due to cyber-bullying. The first steps that parents and teachers need to take when trying to stop a bully is to make sure to intervene when they see a child bullying another child. Watch for signs that a child is being bullied, or signs that the child is a bully. Most schools have a zero tolerance for bullying but, there needs to be more interventions put in place for children who are victims to feel safe at school. Parents need to talk to their children on a daily basis about what goes on at school. If a parent talks to their children on a regular basis they may know if something is wrong. I believe that bullying is something that is learned from an early age. Children who are subjected to violent situations daily it will show in the childs behavior. The child may not be the bully but aides the bully. All children in school need to be aware that bullying an happen to anyone and if they are a victim they should report it. Teachers and parents need to inform children that if they bully someone that they will have consequences. Children also need to be told that it’s not their fault, they did nothing wrong and that no child deserves to be bullied. My son was a victim of bullying in 4th. Grade, he reported it to the principle like we had taught him. It stopped for a while and then it started again, he reported again to the principle but, this time it didn’t stop. As parents we felt it was time to step in and try to find a way to intervene with the bully. The school informed us that they would address the situation and let us know what the outcome was. After some time we started to notice changes in our son, he was withdrawn, didn’t want to go to school, and his grades were dropping. The was notified and we set up a meeting with the principle. At the meeting we were told that our son needed to grow thicker skin because this is something that happens in school everyday. As parents we were shocked to be told this by people we trusted to keep our son safe. We removed him from the school and put him into a private school. His grades improved soon after e started he wasn’t withdrawn anymore and he wanted to go to school. My hope is that no child has to go through what our son went through. In conclusion, bullying in schools has become an increasing problem. It is our job as teachers and parents to make sure that our children feel safe at school. If children do not feel that the environment they are in is safe then, they will find ways to protect themselves. When this happens violence can occur. Teachers and parents are working to try to find a solution to stop children from being victims of bullying. As parents we should also work with our schools to elp find the solution. In the end the person that we are helping is our child. References: Farrington, D. P. & Baldry, A. C. (Jan. 2010). Individual risk factors for school bullying: Journal of Aggression, Conflict, and Peace Research. 2(1) 4-16. Ford, A. , (July 2009). Journal of Law & Education: School Liability: Holding Middle schools liable for Cyber-bullying despite their implementations of the Internet Usage Contracts. 38(3) 535-543 Harlow, Kirk C. , and Roberts, Roe ( Jan. 2010). An exploration of the relationship between Social and Psychological Factors and Being Bullied: Children & Schools; 32(1), 15-26. 2p. Hymel, Shelley and Swearer, Susan. Bullying Special Edition Contributor, education. com: Bullying: An Age Old Problem That Needs New Solutions . 1-6 Meech, Scott. (August 2008), Tech & Learning: Cyber Bullying: Worse Than Traditional Bullying, article7284 Stutzky,Glen. M. S. W, Clinical Instructor, ( 2006), School of Social Work, MSU, Cyber_bullying_information, 3p. Unnever, J. & Cornell, D. (2003). School of Education, University of Virginia, The culture of bullying in middle school. 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