Use of Acetazolamide in conjunction with Pilocarpine for the treatment of acute closed angle glaucoma in the elderly patient

Glaucoma has been reported as one of the main reasons for causing blindness all over the world. There are different types of glaucoma that is known. Fifty percent of Glaucoma cases are closed-angle glaucoma which usually affects Asians (â€Å"Glaucoma†, 2007).Many treatment methods are utilized in treating glaucoma. One method is the use of drugs. Different drugs have different effect and each have their own unique benefits. There are also known side effects brought about by use of prescribed drugs. However, combination of drugs has been also prescribed to patients but this should be done with regular consultation with the patient’s physician.Two commonly prescribed drugs used in treating closed-angle glaucoma are Acetazolamide and Pilocarpine. Normally they are used singly and separately. This paper intends to show the effect of these two drugs when used in combination during the treatment process.Since the elderly comprises a large percentage of glaucoma patients, thi s paper intends to show the effects of the combined use of these drugs specifically on the elderly patients.Acute Closed Angle GlaucomaGlaucoma is a type of an eye disease which is caused by the increasing intraocular pressure or fluid pressure that may end into the malfunctioning of the drainage system or structures of the eye and lesser visual acuity. Glaucoma has different types. The first and most common is the open angle glaucoma (â€Å"Glaucoma†, 2007). Another type which is very rare is the congenital glaucoma (â€Å"Glaucoma†, 2007). It is mostly seen in newborns and this type requires surgery.Another one is the acute angle closure or the acute closed angle glaucoma (â€Å"Glaucoma†, 2007). This type of eye disease occurs abruptly and also to those people that have an eye condition called farsightedness (â€Å"Glaucoma†, 2007). This eye condition is also irreversible. In some cases, closed angle glaucoma manifests some symptoms like: a) headache; b) glare and light sensitivity; c) sudden decrease of vision; d) nausea and vomiting; and e) extreme eye pain.The following symptoms are also used to categorize the closed angle glaucoma from the other types of glaucoma. The prevalence is more on females than in males. Other possible cause of closed angle glaucoma includes intake of specific anti seizure medicines, antihistamines, asthma medications, and antidepressants; darkness and emotional stress.AcetazolamideThere are several methods use to treat closed angle glaucoma. Physicians usually use acetazolamide for the initial interference(Darkeh & Silverberg, 2006). Acetazolamide is a carbonic anhydrase inhibitor. Their brand names are Diamox and Sequels.   The chemical content of acetazolamide which is the carbonic anhydrase works for the breakdown and production of carbon acid and also for the inhibition of the production of bicarbonate (â€Å"Acetazolamide†, 2004). Bicarbonate is an important substance needed for the pro duction of fluids in the eye (â€Å"Acetazolamide†, 2004).Therefore, intake of acetazolamide will lessen the bicarbonate production which also reflects with the decrease in the amount of fluid in the back of the eye. When it happens, the intraocular pressure in the eye will be lessened.The drug will take effect within an hour and last for 12 hours but the peak of this drug is on its 4th hour (Darkeh & Silverberg, 2006). This drug is not prescribed for long term medication because if acetazolamide is taken for a long time, it will manifest more side effects.

Health Care: History, Developments, and Problems Essay

Health care is necessary in every individual’s well-being. A lot of individuals require health care in one way or another, for, unfortunately, illness—not to mention old age and the disadvantages that come along with it—are inevitable. While it may seem rather frivolous to many, it is necessary to understand the various aspects of health care, as well as the related issues to it, for this will help pinpoint necessary information in the advent one needs to undergo hospitalization and long-term care. Understanding Nonprofit and For-profit Hospitals The difference between nonprofit and for-profit hospitals is actually historical. Nonprofit hospitals are were originally found by religious organizations. In a sense, these hospitals are those which aim to help people out of kindness. It is stated that nonprofit hospitals tend to be more dedicated in caring for their patients because their motivation is to help people without expecting anything in return. However, one important issue regarding nonprofit hospitals is that their facilities and equipment may not be updated, for they are getting no returns for their service (Cutler, 2000). On the other hand, for-profit hospitals are those hospitals which eventually emerged from nonprofit hospitals due to one important factor: profit. for-profit hospitals earn money and can afford to develop their health care programs, as well as provide better equipment and facilities in order to provide better service. Apart from this, for-profit hospitals can fund health education for its employees as well as fund medical research. However, it is stated that for-profit hospitals might skimp on health care. Since for-profit hospitals have â€Å"shareholders who demand the highest possible returns† (Cutler, 2000, p. ), there is a tendency for the hospital to be stingy with its services in order to provide the business demands of its shareholders (Cutler, 2000). Trends in the Hospital Sector As the service of health care improved over time, a various amount of changes occurred. Currently, there are several trends in the hospital sector which are said to aim for organization improvement and better service. One of the most prominent trends in the hospital sectors is the consolidation of hospitals. This merging is done in order to ensure that some of the small hospitals are able to survive. Apart from this, merging is a way to improve health care quality, as well as strengthen their financial and organizational capacity. This will also end the competition between hospitals whenever there are scarcities in resources (Laschober, Wiley & Gelband, 1995). Another trend in the hospital sector is the increasing number of doctors who specialize in various fields of practice. This only means that hospitals have decided to focus on creating a more efficient means of treatment for patients through hiring a wide range of specialists who can provide the appropriate health care needed by a patient. Laschober, Wiley & Gelband, 1995). And lastly, the hospital sector has largely improved in its patient care through removing the hotel function of hospitals. Gone are the days that patients need to spend days lying on a hospital bed; there is now a significant increase in the volume of outpatient care and the trend is that patients who undergo same-day surgeries and are allowed to go home on the same day (Laschober, Wiley & Gelband, 1995). Long-Term Care in Hospitals and Nursing Homes Nursing homes are residential settings for individuals who need assistance; commonly, individuals who are admitted into nursing homes are there due to poverty, advanced age, living alone, impaired mental status, loss of ability to take care of oneself, heart disease, and dementia. Primarily, the criterion is that the individual must be sick enough to need nursing care, but not sick enough that he or she requires hospitalization. Read more: Problems of Old Age Essay The long-term care plan in nursing home involves assisted-living facilities (focuses on providing all of the basic needs), special care units (different units created to address different needs of specific residents in the nursing home) and resident-centered care (addresses the need of patients for increased quality of life) (Miller, 2009). On the other hand, long-term care in hospitals is very different; usually, patients require an array of services which are dependent on the their changing condition. This is referred to as integrated care, wherein every single condition is addressed differently. Also, unlike a nursing home, patients are not required to stay in for a long time in hospitals; they may eventually go to their homes under the care and supervision of home health agencies (Singh, 2010), whereas those who are admitted in nursing homes are predetermined to stay there. Also, the patient can move into different types of long-term care, depending on his or her condition—this can also mean that the services provided may either be long-term or non-long term (Singh, 2010). Long-term Care in the United States As seen in the aforementioned discussion, long-term health care is undoubtedly important in ensuring that patients are well-cared for during times of illnesses and weakness. However, currently, the state of the long-term care policy in the United States is rather problematic. For example, long-term care benefits cannot be collected for the Community Living Assistance Services and Supports (CLASS) program is still not running. The earliest predicted date when individuals can claim their benefits will be in 2017, which is a problem especially if some individuals need benefits to support their hospitalization and so on. Apart from this, this health care policy concerning CLASS does not cover individuals who are not working, such as those who cannot work or retired (Andrews, 2010). Summary As seen in the aforementioned discussion, health care has come a long way from being provided by religious institutions. It has developed systems for the benefit of its patients, as well as new policies. However, it could be seen in the current situation of long-term care in the United States, there needs to be more improvement in order to attain the appropriate policies to serve the people. In a nutshell, although long-term care has been developed appropriately, whether it is on a hospital or in a nursing home, long-term care policies which have been currently implemented, such as CLASS, will prohibit people from receiving the appropriate health care. Even if such program will provide more benefits for individuals compared to the private long-term care insurances, it, nevertheless, excludes other individuals from being properly cared for because it is not encompassing.

Natural Disasters in the Caribbean

The natural disasters that are typically experienced in the Caribbean can have catastrophic and devastating impacts on the environment, economic development and social structure of these islands. Severe damage to the built infrastructure that has supported communities on Caribbean islands for decades can place a huge strain on economic activity. The social impacts that are experienced following natural disasters consist of homelessness, injury, suffering, sickness, disease, and even death.This paper will introduce the major natural disasters that have affected life in the Caribbean and they include hurricanes, earthquakes, volcanoes, landslides, flooding and tsunamis. Other than Barbados, all Windward Islands of the Caribbean are of volcanic origin. Volcanoes are ruptures in the earth’s surface that allow for the escape of lava and gas. The two types of volcanic eruptions, explosive and effusive, can both have devastating consequences on the environment and the Caribbean inhab itants.Although not a common occurrence, several volcanic eruptions have take place on Caribbean islands. For example, an eruption on St. Vincent in 1979 left economic losses of 1 billion dollars, but fortunately no casualties. Flooding is another very impactful natural disaster that is one of the more common types of natural disasters to greatly affect CARICOM countries. Sometimes called the silent killer, flooding can greatly affect socio-economic development.Whether it is coastal or river flooding, it has the ability to greatly damage the agricultural landscape as well as introduce water-borne disease that can lead to death in local inhabitants. There is a disproportionate vulnerability of CARICOM countries to natural disaster demonstrated by the numerous events that have occurred over the last few hundred years. The intrinsic vulnerability is due to the small size of Caribbean islands, their insularity and remoteness, and the economic, environmental and demographic factors that are associated with these islands.Furthermore, there is limited hazard forecasting ability for several CARICOM countries. The CARICOM countries are geographically set in a location that makes them vulnerable to natural disasters. The Caribbean climate is tropical and temperatures range between approximately 24 °C and 32 °C throughout all islands as a whole. The prevailing trade winds along with year round sunny skies set a warm climate for CARICOM countries with both dry and wet season.Precipitation depends on the elevation of the island and is also effected by water currents. The environmental impacts of Caribbean natural disasters are correlated with the large coastal zones on the numerous islands and the damage can vary from affecting the entire landscape or the falling on one tree. It was noted that from 1960-1989, â€Å"hurricanes in the Greater Caribbean Basin resulted in the deaths of 28,000 people, disrupted the lives of 6 million people and destroyed property worth U. S. $16 billion. All the Caribbean nations that have already faced the fury of the hurricane Sandy and have had to fight back by burying the dead, finding shelter for the homeless and counting the economic losses. Sandy moved northwards with gusts in over 110 mph destroying homes, crops and roads on its way. More than 69 people were killed in six countries. Even though Haiti was not in Sandy’s direct path, the island was greatly affected as Haiti has confirmed that 52 people have dead and a lot of people are missing. Buildings were engulfed in mudslides or swept out to sea by flood tides.The Government in Port-au-Prince declared that about 200,000 people are homeless and only 17,000 shelters have been provided. The country has short-term fears of cholera and other water-borne disease and besides that there is also a huge food shortages because the agricultural landscape has been badly damaged by the hurricane Sandy. Smaller scale fatalities and damage were also reported in Jam aica, the Dominican Republic, Puerto Rico and the Bahamas, where seawaters surged over coastal barriers to deluge roads and buildings.February 8th, 1843, the Eastern Caribbean was affected by the biggest ever recorded earthquake. The region from St. Maarten to Dominica experienced very intensive damages. All masonry was destroyed and the earthquake also caused a big fire that destroyed a lot of wooden structures in Antigua. The estimated number of deaths is about 4000-6000 people, which represents 1/3 of the population. This earthquake was felt as far south as Caracas and British Guiana and was even felt in Washington, which is 2000 km away.The magnitude of this earthquake is estimated to have a range of 8. 0-8. 5. On January 12, 2010, a 7. 3 magnitude strong earthquake happened in Haiti, the capital Port-au-Prince. The World Health Organization confirmed that the Haiti earthquake resulted in 222,500 death and 196,000 more injured. The epicenter was 15 kilometers from the Haitian ca pital, Port-au-Prince. According to the preliminary estimates of the International Committee of the Red Cross, this devastating earthquake will result in 3 million Haitian refugees.

No Topic Essay Example | Topics and Well Written Essays - 500 words

No Topic - Essay Example Parents rely on continuous monitoring of babies left in their cribs by twoway radio transmitters. Teens and fasttrackers everywhere, wouldnt leave home these days without packing their mobile telecommunications device, whether it be telephone handset, personal communicator device, or other gadget. The modern world increasingly is bent on staying in touch. By saying this, Molitor (2003) has focused his attention on only one aspect of the impact of communication technology on families. But English-Lueck (1998) has on the other hand approached the issue in its totality and drawn attention to how the â€Å"world of home† is equally changed as is the â€Å"world of work† by technology. By telling a story about how communication technologies have changed the lives and behaviors of the members of an imaginary family, English-Lueck (1998) has asked the question what impact these communication devices have on community and family, and tried to answer it convincingly. English-Lueck (1998) has further explained how technologies changed the â€Å"work-home† dynamics and redefined â€Å"the scope of work.† Problamitizing the responses of interviewees that what made a family was a context of doing things together, English-Lueck (1998) have concluded that it is action rather than a natural state of being that define cont emporary family, and that this action is often defined by the â€Å"devices that facilitate that action.† The consequences for the family, according to English- Lueck (1998) are, â€Å"colonization of home time by work†, creation of a problem of access between the members of the family, transformation of family into being viewed as a management issue by its members, creation of a â€Å"sense of street safety† for the members of a family, creation of gender stereotypes as well as gender role reversals, transformation of parental roles in terms of control etc. Also families belonging to certain cultures have been found to be

Turkish Lobby in the European Union Case Study

Turkish Lobby in the European Union - Case Study Example Such a situation arose because rulers cannot be expected to know all the problems faced by their subjects. Hence, people have used various methods by which their views can be heard and understood by whatever power that governs them. This process developed to a situation where a group of influential persons were able to make a ruler comply to their wishes. This process known to the modern world as lobbying has been going on ever since a structured form of governance has existed. At present, lobbying plays a powerful role in influencing decisions of governments across the world. This process has developed to such an extent that a powerful lobby can influence even the governments of other countries. This paper is an attempt at studying the lobbying process that exists in Turkey with regard to the European Union. Turkey, has been trying to get full membership in the Union for a long time. In fact, the process started way back in September1959 when Turkey applied for an associate membersh ip in what was the European Economic Council (EEC). (EU Turkey Relations 2004). The timeline for the accession process is given here. After four years, in September 1963, the Ankara Agreement came into force where Turkey is to be taken into the Customs Union and also for full membership in the EEC. A financial protocol is also signed during this period. In 1970 an Additional Protocol and a second financial protocol is made and signed. This was in September of that year in Brussels. Both these were regarding the setting up of the Customs Union. Before accession could take place, Turkey invaded Cyprus in 1974 and this created problems for accession since Cyprus was also a part of Europe. A military coup in the country on September 12, 1980 worsened the relationship between the Community and Turkey still further. Even so, the Community agreed to decrease customs duties gradually until it was to be removed totally, on Turkish agricultural products by the year 1987. The membership proces s came to a standstill until it was revived by the Turkish EEC Association Council in 1986. On April 14th 1987, turkey applies for full membership in the council instead of an Associate member. It took two years, until December 1989 for the

The Binding and Control of the Female Form within the Masculine Gaze Essay

The Binding and Control of the Female Form within the Masculine Gaze - Essay Example Through Georgia O’Keefe, however, the association of the female form at its most intimate when it is revealed through the aspects of nature allows for a sense of desire to be viewed without overtones of violence or degradation. As the discussion turns to the public sphere, the idea of the female in the work place, the concept of domination becomes more acutely visible, the vulnerability of the nude replaced by the idea of male domination over female office workers whose existence is dependent upon their beauty and sexual appeal. Within the span between the mid 19th century to the mid 20th century, the vulnerability of the female form turned from the willingness to accept those chains to the tension of patriarchal subjugation in the public sphere. The female nude has been a subject for art for centuries. The nude form reveals human beings at their most vulnerable. One of the best examples of this type of vulnerability can be seen in the sculpture titled The Dying Gaul (Figure 1 ). In order to understand the human belief in the idea of the nude it is interesting to examine this expressive piece of sculpture from the Hellenistic period. While the original does not exist, antiquity has saved the Roman copy of this piece in order to give to posterity an example of the human view of nudity as it relates to vulnerability. The warrior is nude in order to humiliate him and his homeland, unclothed to denote his weakness without weapons or armor on the field of battle (Perry, 1882). His death is not complete; he lives in the state between life and death as he leans against his hand contemplating the wound that will take his life. He is vulnerable to all things at this point, his strength waning as his body is without protection. In looking at this nude, the viewer can begin to see how the female nude can be understood in relationship to her environment. Figure 1 They Dying Gaul (Ancient Encyclopedia History, 2012) The female nude, on the other hand, is in a conflict ed state for the viewer. The female nude has the power of her sexuality to move those who view her. Being nude leaves the female in a state of vulnerability, an essential violence on the fringes of how she is viewed. The nude and the romanticized idea of rape are never far from one another as she is represented in a form that evokes fear and sometimes anger. Anger can be found through the fear that her sexuality can motivate, manipulate, and make men violate their own principles in order to get near her in that state. It was, after all, the desire for a woman that launched a thousand ships against the city of Troy. The female nude is in a state of vulnerability, but she also has power and creates a conflict upon the viewer. This element of vulnerability and the conflict of sexual power that is held by women has been a resource for artistic creation throughout history. In the history of American art, however, the female nude has been a resource from which to identify the changing rol es of the female gender as it has been reflected through

Do you think that theories of authorship are incompatible with the Essay

Do you think that theories of authorship are incompatible with the industrial context of film production - Essay Example The auteur theory is one of the most important theories of authorship. The term, politque des auteurs was coined by Francois Truffaut, who realized that American Directors often worked within strictly circumscribed parameters in reference to the kinds of films and the scripts they could direct, since these were often predetermined and allowed the directors little room to experiment with their own ideas (Keller 1930). The notion of the Director being the true author of a film first emerged through the views of Andrew Sarris on the distinctive nature of a particular director’s work. According to Sarris, Hitchcock was â€Å"great† and Welles was classed as â€Å"brilliant†, based on the view that over the course of preparation of several films, a director may reveal certain recurring characteristics of styles or themes, which are like his or her personal signature or stamp upon the film, identifying it unmistakably as their product (Sarris, 1979:650-665), irrespective of the collective nature of film production. It may be argued that American cinema in earlier decades was circumscribed by the industrial context of production and the concentration of power in the hands of studio top executives. The power wielded by the writers and directors of the film was considerably less than that wielded by studio heads and their creative control over the film much lower. Yet, despite these restrictions, some directors such as Hitchcock were able to achieve a personal style that was uniquely their own. In particular, where some directors such as Orson Welles and Jean Luc Godard are concerned, some recurring themes may occur in all their works, or their work may demonstrate a particular worldview or personal vision that becomes evident through their work. They bear the unmistakable personal imprint of the author, despite the plethora of external market and commodity pressures that may fashion the final products. For example, in the works of Godard, the

Critical Commentary on a video clip-400-500 word Essay

Critical Commentary on a video clip-400-500 word - Essay Example Global media includes the following channels to provide information to the world. The channels are; through television, cinema, music industry, newspapers, magazines, the internet, books, advertising, video games and even through the use of mobile phones. Let’s pick up the industry of music as a means of global media. The most basic quality or characteristic of music is that, whatever your location, whatever your mood, whatever the work your doing, as soon as you hear any kind of music it catches your attention. When a product uses a song as a form of advertisement to the masses it actually creates an audio form of recognition for that particular product because when you hear that product’s specific music you instantly realize what product it is being talked about. (Music: Its roles, qualities and influence) Another quality of using music is that one song is used for one region or maybe even more thus bringing the concept of globalization into the world. When the same thing or the same music is being used throughout the world it brings a sense of harmony through that product and brings the realization that where ever you are in the world that product that you have in your homeland is also over there. When China conducted its first Olympics in Beijing 2008, it used a theme song called â€Å"You and Me†. China used this song to create a sense of harmony through the athletes of the world regardless of color, religion, creed, sex, and culture. The song has in itself a sense of bringing the world together on one common ground for a common goal. The words â€Å"You and Me† as the title states gives the listener a sense of friendship where ever or who they might be. When a person listens to this song he or she will feel that all the feelings regarding hatred for each other will disappear and in return it will leave behind a sense of beauty, peace, harmony and being one. This song also emphasizes on one world and one dream, which means that

Story Response #3 Assignment Example | Topics and Well Written Essays - 250 words

Story Response #3 - Assignment Example He fell in love with her reasons beyond her schoolwork and the fact that he thought she knew much despite her tender age of thirteen. At first, the story seemed confusing. Why was it that Hannah chose on this boy and not any other in the class? It is not clear that they are close friends in as much as he was willing to bend down rules so as to please Hannah who had caught his attention. It would be best preferred if the central character explain to him what the makeup kit entailed and to whom he was to take to. It was shocking when he later came to realize the Mick guy in the B-building was Hannah’s boyfriend. He realized he is an innocent culprit whom the teachers would not suspect quickly. Next time, if the boy would fall in love with a woman, I find it useful to lay down the intentions first and let the lady decide. These could best come out if only he told Hannah the real feelings, she would not have taken him for a friend been used to do dirty business in the name of a boyfriend who got arrested

Home Depot Essay Example | Topics and Well Written Essays - 250 words

Home Depot - Essay Example ided in the case study, both the stores have developed their own unique selling propositions and the degree of differentiation between the two largely depends upon the non-pricing factors. Lowe’s cater more to the women and those who are involved in providing finishing decorative touch to their homes. Home Depot however aims to capture the market of men and contractors and serious DIY individuals. It is also important to note that the number of stores and wider product choices are also the important factors which have resulted into the differentiation between the two stores. Lowe’s has better competitive image because of the better customer services and the product choice which it offers to its customers. Though most of the factors on which competition can be done are similar however, what distinguish Lowe from Home Depot is its ability to offer superior customer services which is making it one of the distinctive stores in the market thus holding better competitive image in the eyes of its

Use of cell phones in a workplace Essay Example for Free

Use of cell phones in a workplace Essay The use of mobile phones has become pervasive not only for social interaction but also in the day to day transactions. Tyrone Garage is a business where they are four (4) mechanics that travel around the country to repair customer vehicles 24 hours a day and also travel overseas to buy different car parts. Among the types of repair that Tyrone and his employees perform are tyre change or repair, tyre rotation, brake jobs, oil change , belt change etc . The use of nokia phones allow the mechanics to ommunicate with the garage, so they aware of where they are and can provide them with new customer information. The phones also allow the mechanics to communicate with customers such as getting the customer directions to their location. Although the garage and mechanics will call each other on the same network, the calls to customers will be on different networks. Tyrone Garage has a monthly plan with Digicel which includes 1500 minutes a month to be split between all the mechanics phones and this is used for communication between both the arage and the customers. Tyrone Garage employees use the nokia cell phones to set reminders of appointments that customer would have made. The nokia phones allows you to instantly check appointments you can also install an instant messaging chat whatsapp so you can communicate with an employee, or with the person you intend to meet at any time to confirm, clarify, or alter meeting details (e. g. location, time). This means that if meeting needs to be changed at the last minute, all parties involved can be informed quickly, even if on their way there. Three security features of Nokia phones that are useful to employees of Tyrone Garage are: Remote locking using SMS messages or security code Remote locking allows the device lock to be activated remotely where they will be a timing set on it where it can lock on it own. The end user themselves can do this by sending an sms from another user or sms emulator as long as a remote locking code is predefined in the terminal. Remote locking code can be from 5 to 20 characters or digits. If the device is lost the person who finds the phone still cannot activate any nformation on the phone even if they change the sim card because when they insert the new sim card and turn on the phone that person has to enter a security code before the phone is actually boot up. This feature reduces the risk of the device being stolen and increases the possibility of having the phone returned if misplaced or lost since it has the company label at the back of the phone. Call Barring This feature allows the employer to restrict all international outgoing calls from employees phone

Organizational Behavior Critical Thinking Essay Example for Free

Organizational Behavior Critical Thinking Essay I have chosen three theories to address the problem. The first theory is Schwartz’s Value Theory. According to the theory, everyone has each own set of personal values and the attainment of these personal values is crucial. Conflict of values or failure in attaining them might lead to employees’ turnover. From the article, the senior staffs claimed that the bonuses they received were below average. I infer that some of the staffs’ personal values were not attained, which in this case possibly power and achievement. Their personal values might also have conflicted with the company’s values, which lead to their departure. Herzberg’s Motivator-Hygiene Theory is also applicable in addressing this issue. According to the theory, there are some factors those lead to both work â€Å"satisfaction† (motivators) and â€Å"dissatisfaction† (hygiene). The absence of recognition which is one of the motivators leads to no satisfaction and the presence of hygiene factors such as poor salary and violation of company’s policies such as not paying bonuses that the executives deserved might lead to â€Å"dissatisfaction†. This  presence of â€Å"dissatisfaction† might be the major reason for the staffs to quit. Lastly, according to The Three-Component Model of Organizational Commitment there are three types of commitment that create a binding force, those may reduce the high turnover. They are namely Normative, Continuance and Affective commitment. Affective commitment is mainly influenced by personal characteristics and values and is closely related to the Schwartz’s Value Theory. This commitment also takes into consideration work experience, which might support the executives’ decision to quit. Violation of psychological contract is a factor that may cause Normative commitment to be ruptured. UBS has failed to meet the expectation of some of their executive and this can be seen as hygiene factors according to Herzberg’s Motivator-Hygiene Theory which leads to â€Å"dissatisfaction†. The model, so far, has covered the other two theories. Adding on to that, this model also includes the possibility of external factors that might lead someone to leave a company. In this case, availability of job alternatives in other companies, which compromise their Continuance commitments, might be another force that encouraged executives to leave their positions in the company. Therefore, I conclude that this model, in comparison with the others, is the most appropriate model to address the problem of high turnover in UBS as it covers more possibilities and gives us a more complete view of why the senior staffs may have left the company. UBS is very sensitive to the performance of the world’s economy as it runs in the area of financial service. Poor global economic performance or recession is a major factor that influences the problem of high turnover faced by UBS. Most of the decisions must be made carefully by the company as it involves very high risk level. Through these decisions, UBS has to maintain or even improve the job satisfaction level of its employee and at the same time, continue to give excellent performance. Wrong decisions might cause UBS to lose its employees even its key executives. In the time of financial crisis, it is more difficult for UBS to maintain both its employees’ job satisfaction and also its performance. This depends largely on the company’s policy and also the decisions made by the company. For instance, in Wall Street Meltdown in 2008 UBS made a US$32 billion loss and its stock value plunged by almost 70% (Gross, 2008). One of the decisions that the company made was to fire 8900 employees worldwide (Ubs lay off, 2008). The increased in the regulation  of financial industry such as tax on financial may also affect the performance of UBS negatively. Financial Analysts predicted that this increase in regulation will reduce the size of the industry (Adams, 2011) and this leaves UBS with no other option than cutting off the number of its employees. This decision made might negatively impact the rest of the employees as they would feel insecure in their positions. This factor can also be seen as one of the hygiene factors which lead to â€Å"dissatisfaction† and this result in the high turnover. Apart from that, the competitive nature of the industry itself intensifies the challenge faced by UBS. Due to lower bonuses that it paid to its executive in comparison to the rival companies might encourage the executives to switch company. For example, Edward Cook who has worked for UBS for 28 years decided to join Morgan Stanley very recently (Philbin, 2011) and Suneel Kamlani, who has worked for 21 years in UBS, decided to join RBS just last year (Muà ±oz, 2010). This shows that it is definitely a challenge for UBS to elicit higher levels of commitment of its employees and executives. Availability of position and better payment offered by rival companies will test the loyalty of the UBS’s employees. Hence, the high competition among banks also induces the high turnover in UBS. To reduce turnover, managers should cultivate the company’s value in the employees. This will reduce Individual-Organizational value conflict and it can be done through training sharing of the company’s vision. Managers also have to respect the psychological contract and should propose more-defined policies to company as it may reduce job dissatisfaction. In time of crisis, company may also maintain the Continuance Commitment of the employees by paying the bonuses by using the company’s share. However, all of the solutions I proposed may not be successful as they do not take into account the other external factors and the success also depends on the personal characteristics of the employees. References Shehan, Tom, S. ,. T. (n.d.). How to retain employees: a high turnover rate is costly in both direct and indirect costs. . Retrieved from http://www.allbusiness.com/management/447495-1.html Gross, D. (2008, July 07). Phil gramms ubs problem. http://www.slate.com/id/2194933/ Ubs lay off job cut: may fire 1900 employees. (2008, October 01). Retrieved from http://www.finance-trading-times.com/2008/10/ubs-lay-off-job-cut-may-fire-1900.html Adams, B. (2011, August 30). The big layoff: struggling financial giant fires thousands of employees. Retrieved from http://www.theblaze.com/stories/the-big-layoff-struggling-financial-giant-fires-thousands-of-employees/ Philbin, B. (2011, September 14). Street moves: morgan stanley hires rbc, ubs financial advisers. Retrieved from http://online.wsj.com/article/BT-CO-20110914-711796.html Muà ±oz, S. S. (2010, April 12). Rbs hires key executive from ubs. Retrieved from http://www.efinancialnews.com/story/2010-04-12/rbs-hires-kamlani-executive-ubs

Similarities and differences of a leader and a manager

Similarities and differences of a leader and a manager The terms leadership and management are seen very differently by diverse people. Some individuals see these terms as synonyms and frequently use them interchangeably throughout phrases and sentences. Others approach them as extreme opposites; so extreme, in fact, they would argue that you cannot be a good manager and a good leader at the same time. Still other people reside somewhere in the middle and realize that while there is a difference between leadership and management, with the right knowledge an individual can successfully navigate both from the same position. The field of leadership has been a fast-growing part of management knowledge since the beginning of the 20th century. in most conceptions of management and organization, leadership has given a central place in enforcing principles, motivating employees and communicating future goals and visions to strive for. . Management and leadership have been partners in the successes and failures of countries and companies before the start of recorded history. The basic concept of both are well understood but despite a large amount of information available, there is still confusion and disagreement on the implementation of management skills vs. leadership principles. Successful creation of professional development program is dependent on the recognition that technical/management skills are learned abilities .they are the backbone of the companies core capabilities. These capabilities must b augmented with leadership attributes that allow the team to move forward in implementation of the core business (Ukko, J. Tenhunen, J . Rantanen, H., 2007). (Ballinger,G Schoorman, F Lehman, D, 2006) The terms management and leadership are often interchanged. In fact, many people view them as basically the same thing. Yet management is as distinct from leadership as day is from night. Both are necessary, however, for a high-performance organization. By contrasting them and understanding their differences, we can better balance and improve these essential roles. Therefore, both are two distinctive and complementary systems of action and necessary for success in an increasingly complex and volatile business environment. Each has its own function and characteristic activitiesstrong leadership with weak management are no better, and are sometimes actually worse, than the reverse. the real challenge is to combine strong leadership and strong management and use each to balance the other. One key distinction between management and leadership is that we manage things and lead people. Things include physical assets, processes, and systems. People include customers, external partners, and people throughout our team or organization (or internal partners).when dealing with things, we talk about a way of doing. In the people realm, we are talking about a way of being. (Jovanovic, Z Sajfert ,D, 2009) There are differences between leadership and management. Leadership is influence and challenging future actions enterprises and it deals with effectiveness and manager efficiency. Managerial skills are prerequisite for leadership. it is possible to be an excellent manager, and to never become a leader. Good managerial skills not only provide the basis for good leadership, but also enough time to conduct, because it is not possible to become a good leader and the management of the operations do not happen successfully. Often indicates the following differences between the management and leadership. The leadership based on the relative impact and management in relation authority. The secondly, leadership and leaders engage followers, and the management of managers and perpetrators They are both complete action systems neither is simply one aspect of the other. Each has its own distinctive purpose and characteristic activities. People who think of management as being only the implementation part of leadership ignore the fact that leadership has its own implementation processes. Literature Review: 2.1 Concept of management (Haslam, 2004) Management is basically the process of getting activities completed efficiently and effectively with and through other people and it tends to involve direction of day-to-day operational tasks, management and maintenance of budgets and deadline oriented, directing teams to achieve goals by establishing objectives. (Ukko, J. Tenhunen, J . Rantanen, H., 2007) management the term which can be defined functionally as the action in measuring a quantity on a regular basis and adjusting an initial plan and the actions taken to reach ones intended goal . 2.2 Concept of leadership (Haslam, 2004) Leadership is quite possibly the most-researched aspect of social and organizational psychology. As a result, a lot has been written on the topic. have a look at the business section of your local bookshop and see just how many books are devoted to an attempt to explain leadership. It is fascinating to both academics and practitioners. (Ukko, J. Tenhunen, J . Rantanen, H., 2007) The term leadership as a process or action that affects the actions of an organized group when it is heading for goal setting and goals. The main qualities of leadership are abilities for long-term strategic thinking, communication skills, integrity and ambition. in popular language, leadership usually refers to motivating and committing people- in short, leading people. leadership comes from personality. Companies spend a lot of time, money, and effort on the selection of their high-level leaders. Yet consistent leadership traits have been very difficult to identify. Two things that are clear are: (1) Leadership is a relationship between people. (2) An effective leader is different in different situations. Based on (Jovanovic, Z Sajfert ,D, 2009) leadership can be defined as the process by which members of a group activity directed toward the achievement of objectives. Here it can have several meanings:  · Leadership involves other people-the employees or followers that means not equal distribution of power between leaders and group members .  · Leadership is the ability to be in different ways using various forms of power to impact on the behavior of followers. 2.3 What is a manager? (Haslam, 2004)in many organizations, Manager is a formally conferred title. you can even go to college and learn to be a manager. Managers are possibly part of but often separate to the group they manage. Offices rarely have more than one office Manager. Being a good manager is about using the authority attached to your role well and appropriately. Managers focus on day to day tasks to make sure work is completed. They use rules and processes, tactical direction and control, to manage others activities. 2.4 What is a leader? (Kent, 2005) Leaders achieve change. They use ideas and dialogue to influence, inspire, help, and encourage change in peoples attitudes leading to changes in behavior. it is often said: management is doing things right, leadership is doing the right things. leadership involves the risk of following new ideas to create opportunities, while management diligence produces tangible results. Being a good leader is very much about developing relationships. Sometimes they are personal, other times they are idealogical. Either way followers connect with the leader on a personal level. 2.5 Leading and managing (Haslam, 2004) Perhaps it is true that we must be able to see things separately before we can understand how they can  ¬Ã‚ t together. while it is recognized that the two processes, managing and leading, must work together and reside within the same individual, it is useful in order to understand each process more completely to comprehend them separately. It is argued then that the two processes, while distinct, cannot effectively work without each other working in tandem. From the standpoint of the purposes of the two processes, how effective is it for a leader to develop a vision for the organization and to muster support and motivation to pursue it if the manager in him/her does not procure and efficiently allocate the resources to accomplish the vision? Or, the manager can effectively select and allocate resources, but if he/she has no vision or sense of direction what is that allocation based on, and where is it taking the organization. Leading Managing purpose: To create direction will to pursue it through the development of peoples thinking and valuing. Products: The establishment of thrust toward a purpose or end the creation of social orderliness to carry out that thrust higher states of behavior and thinking in terms of principles, values, morality, and ethics. Processes : Creating vision, aligning people within a team, managing their Self, recognizing and rewarding, communicating meaning and importance of the vision. Purpose: To determine and compare alternative uses and allocations of resources and to select that alternative which is most energy effective toward accomplishing or producing a product, end or goal. Products : Resources, organized effort, and awareness of performance and progress toward goals the creation of a desired mode of working among people and other resources The creation of the most energy effective way of dealing with the causes of events and situations in accomplishing a purpose tied to a particular situation Processes : Planning, organizing, controlling, and coordinating. There must be a constant hand off, or changing of hats, within a single leader/manager to be effective. The leader part of the leader/manager develops the vision and sense of direction and the manager  ¬Ã‚ gures out how to get there in terms of the right alternative path, acquiring and allocating the resources that are needed. Wearing his/her leader hat he/she works the people issues and engenders commitment, and motivation while advancing the organizations ethics and values. Handing off to the manager in him/herself she insures that goals are set and helps determines the most effective way of accomplishing those goals. The mission is carried out through this constant handing off (within the same person) from leader to manager and back to leader. 2.6 Leading or managing (Kent, 2005) The leader/manager must act in the manner appropriate to the given context. If the vision is clear and well communicated, it is probably time to get working on its execution. That would include establishing goals, making assignments, following up and other managing functions. It is probably safe to say that most would agree that there are (at least) two signi ¬Ã‚ cant functions that are important to the success of any organization leading and managing. The two functions are, practically speaking, inseparable. Theoretically and conceptually, they can be differentiated. They can be studied, to some extent, separately. But in reality, they reside within, and are practiced by single individuals. Organizations need both functions in order to thrive. It is probably an acceptable proposition that most positions in modern day organizations that require some degree of leadership also require some degree of managing (using those words as de ¬Ã‚ ned above). but one might ask what is the degree of leadership and of managing that is required by a given position? Would it not be possible, given the argument to this point, that we could calibrate the leadership requirements of any position and the managing requirements of that position as well? We can imagine jobs that require a high degree of managing and a low degree of leading perhaps a manufacturing engineer who is responsible for installing a new section in a manufacturing line. this does not suggest that the job does not require any leadership. We might see that the engineer must gain the commitment of the line workers, enlist their cooperation, recognize their assistance and contributions, etc. but for the most part, the job requires managing many details and resources. yet a different job, say a team leader for a self-directed work team might be described as demanding a great deal of leadership and only some managing. again, the team leader must manage some things it is not that they have nothing to manage; but the greatest demand of the team leader is on her leadership. a third job, such as a project manager for a new product introduction, may require a great deal of both managing and leading. a fourth job, perhaps a receptionist in a law  ¬Ã‚ rm, requires little managing or leading.  ¬Ã‚ nally, some supervisory positions require the incumbent to perform the hands-on work itself, coordinate and problem solve the work, and to lead a number of others who are also performing the work. 2.7 How management and leadership can work together (Haslam, 2004) the difference between a manager and a leader is that a manager says, Go, while a leader says, Lets go. Management researchers concede that leadership is an integral part of a managers job, but how much depends on the circumstances. although some companies use job titles like team leader, a leader fulfils a role rather than a position. anyone in an organization could be a leader, given the right situation. This principle is sometimes used politically, where each person takes on the role as leader at different times. one well-known example is the rotating Presidency of the European Union, where each EU country gets a six-month turn at being the leader. The Presidential country is not the manager of the European Union. management tasks are dealt with in Brussels. during its term, the EU President takes care of diplomacy, both within and outside of the EU: a relationship issue. 2.8 Can a Manager be a Leader and a Leader be a Manager? (Ukko, J. Tenhunen, J . Rantanen, H., 2007) the answer to the question is yes. The skills to be a leader or a manager are not exclusive in nature. A leader who only displays leadership skills will be ineffective when it comes to checking time cards, completing employee reviews, and scheduling employee vacation time; things that employers require their managers to do on timely bases. Similarly, a manager who spends all his/her time completing paperwork and reading reports; only creates more problems for him or her because they lack a developing relationship with their employees. If you are a manager who has spent too much time managing and not leading his/her employees, start spending 10% of your time each week leading until you can establish 25% of your time in leadership practices. If you are a leader who only likes to lead, either become a politician, hire an assistant to be the manager, or start spending 50% of your time getting the paperwork done. 2.9 Differences between leadership and management (Lightfoot, W Kehal ,M, 2005) management and leadership are often considered interchangeable. Yet relatively recent evidence argues in favor of the two becoming separate disciplines related, but clearly different. Regarding leadership, there are set of fundamental truths about all leaders as follow : 1. Leaders always create (and need) change 2. Leaders always create (and need) followers 3. Leaders have a rock-solid value system, which is congruent with their followers. (Gill, 2005) the differences between management and leadership simply.Managers plan, allocate resources, administer and control, whereas leaders innovate, communicate and motivate. vision is one of the key differences between a manager and a leader. Other differences can be illustrated as follow: à ¢Ã¢â€š ¬Ã‚ ¢ Management is about path following; leadership is path finding. à ¢Ã¢â€š ¬Ã‚ ¢ Management is about doing things right; leadership is about doing the right things. à ¢Ã¢â€š ¬Ã‚ ¢ Management is about planning and budgeting; leadership is about establishing direction. à ¢Ã¢â€š ¬Ã‚ ¢ Management is about controlling and problem solving; leadership is about motivating and inspiring In addition , leadership represents one of the oldest, most natural and most effective of all human relationships. Management is a later product, with neither so romantic nor so inspiring a history. leadership is of the spirit, compounded of personality and vision; its practice is an art. Management is of the mind, more a matter of accurate calculation of statistics, of methods, timetables, and routine; its practice is a science. managers are necessary; leaders are essential. (Crevani,L. Lindgren, M. Packendorff, J., 2010) the biggest difference between managers and leaders is the way they motivate the people who work or follow them, and this sets the tone for most other aspects of what they do. Many people, by the way, are both. They have management jobs, but they realize that you Cannot buy hearts, especially to follow them down a difficult path, and so act as leaders too. leaders manage and managers lead but the two activities are not synonymous. management functions can potentially provide leadership; leadership activities can contribute to managing. Nevertheless, some managers do not lead, and some leaders do not manage. There is a profound difference between management and leadership, and both are important. to manage means to bring about, to accomplish, to have charge of or responsibility for, to conduct. leading is influencing, guiding in a direction, course, action, opinion. (Kent, 2005) one way to understand something is to identify how it is different from something else. Since the 1980s most scholars trying to understand transformational leadership have attempted to differentiate between leading and managing and to understand leading as something distinct and separate from managing. Some characterizations of these differences include the ideas of: managers do things right; leaders do the right things; managing is an authority relationship; leading is an in ¬Ã¢â‚¬Å¡uence relationship; and managing creates stability; leading creates change. While these ideas are provocative and stimulating, they do not provide a basis for study and deep understanding of the dynamics behind the two processes of leading and managing. We can de ¬Ã‚ ne both the leading function and the managing function in three terms. Each term or perspective is distinctly different from the other two. the  ¬Ã‚ rst term provides the perspective of the purpose of each function. this answers the question why does each function exist? the second term describes the products or outcomes or results of each function. this answer the question what does each function result in or create? the third term has to do with the processes involved in each respective function and it answers the question how does each function come about, or how is each manifested? 3- Discussion Leaders have followers. Managers have subordinates. The biggest difference between managers and leaders is the way they inspire the people who work with. There are some key differences. Managers usually have people whose output they are responsible for. They have a positional authority over their follower and their output. Alternately, following a leader is always a voluntary activity. Leadership is often situational rather than positional the right person in the right place at the right time to lead the troops forward. It is clear that manager and leader both may know the business well. But the leader must know it better and in a different way. He must grasp the essential facts and the underlying forces that determine the past and present trends in the business, so that he can generate a vision and a strategy to bring about its future. One telling sign of a good leader is an honest attitude towards the facts, towards objective truth. Subjective leader obscures the facts for the sake of narrow self-interest, partisan interest or prejudice. Effective leaders continually ask questions, probing all levels of the organization for information, testing their own perceptions, and rechecking the facts. They talk to their constituents. They want to know what is working and what is not. They keep an open mind for serendipity to bring them the knowledge they need to know what is true. An important source of information for this sort of leader is knowledge of the failures and mistakes that are being made in their organization. Leaders investigate reality, taking in the pertinent factors and analyzing them carefully. On this basis they produce visions, concepts, plans, and programs. Managers adopt the truth from others and implement it without probing for the facts that reveal reality. . Leaders base their vision, their appeal to others, and their integrity on reality, on the facts, on a careful estimate of the forces at play, and on the trends and contradictions. They develop the means for changing the original balance of forces so that their vision can be realized.. The most dramatic differences between leaders and managers are found at the extremes: poor leaders are despots, while poor managers are bureaucrats in the worst sense of the word. Whilst leadership is a human process and management is a process of resource allocation, both have their place and managers must also perform as leaders. All first-class managers turn out to have quite a lot of leadership ability. We can sum up the key differences between manager and leader as follow: The manager administers; the leader innovates. The manager is a copy; the leader is an original. The manager maintains; the leader develops. The manager focuses on systems and structure; the leader focuses on people. The manager relies on control; the leader inspires trust. The manager accepts reality; the leader investigates it. The manager has a short-range view; the leader has a long-range perspective. The manager asks how and when; the leader asks what and why. The manager imitates; the leader originates. The manager accepts the status quo; the leader challenges it. The manager is the classic good soldier; the leader is his or her own person. To summarize, leadership and management are certainly different but are essentially complementary to each other. Manager uses a formal, rational method whilst the leader uses passion and stirs emotions If you want to lead employees to very high performance, treat them with great respect and not like robots, thus leading them to treat their work, their customers, each other and their bosses with great respect. Its vital for senior individuals in positions of great responsibility to be able to play both roles: the boss who cannot manage will kill an organization just as fast as one who cannot lead. But the person who can do both, they are on the path to success. 4- Conclusion Although there are clear differences between management and leadership or manager and leader, there is also a considerable amount of overlap . when managers are involved in planning, organizing , staffing and controlling , they are involved in management . Both processes involve influencing a group of individuals toward goal attainment.

development psychology Essay -- essays research papers

Development psychology is concerned with the different stages that an individual must go through throughout their lifetime. During these life stages, individuals are forced to face issues, make decisions, and psychosocially develop. Thomas and Laura are two individuals in different life stages that are facing important issues. There are forced to use their fluid intelligence, go through transitions, and cope with gender schema. As these individuals progression through these various stages they are grow mature and gaining real life experience that will help them through out their life. Thomas is a 23-year-old Puerto Rican male. His parents were both born in their native country of Puerto Rican. Thomas, however, was the first in his family to be born and brought up in the states. Thomas is the oldest in his family with two younger sisters. He graduated from High School, and instead of going to college he started working for Metro-North train station. He has been working for Metro-North for approximately three years, and has recently been promoted to a cable-splicer. With this promotion he makes roughly $40,000 a year and lives comfortable in his own apartment. Thomas in not married, but he has been in a serious relationship with the same female for four years. Thomas’ major current issues in life revolve around his work and relationship. Even with his promotion, Thomas feels that he is not making enough money and thinks about going back to school and becoming a physician assist. Many people have made comments about Thomas’ consideration of becoming a n urse. They sometimes joke about it and saying that nursing is strictly a female’s job. However, Thomas is not bothered about what other people are thinking or saying. He is concerned about if he will be able to work and go to school consecutively. Working and going to school part time might be too much for him to manage, so for now he has put off all considerations of going back to school. Another major issue in Thomas’s life comes from his relationship. After being with his partner for four years he is being pressured to move into the next level of their relationship. His partner feels that they should prepare themselves for marriage and having children in the near future. Thomas, on the other hand, does not feel he is ready for neither marriage nor children. Even though he loves his partner, he has told her t... ...bsp;  Ã‚  Ã‚  Ã‚  There were also major differences between Thomas and Laura’s decision-making. They were both faced with gender crisis that were limiting their choices due to their sex. Unlike Laura, Thomas did not let these gender restrictions effect his decision. He was told that being a nurse was a feminine occupational, but this was not the reason that he did not pursue this career. On the other hand, Laura was mocked for consider playing a sport in college by her sisters. This mockery effected Laura and made her decide not to play basketball in college or take it up as a profession.   Ã‚  Ã‚  Ã‚  Ã‚  Psychosocial development progresses with time and experience. Before people can consider themselves as mature and mental developed they must live through different stages of life. These stages force them to cope with issues and difficult circumstances. However, every time an individual is able to successful cope with stages and make the appropriate decision they gain the necessary experience. This knowledge is the ultimate power in helping us gain wisdom and guide us as we move forward in time.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

The Epilogue of Haydn Middletons The Lie of The Land :: Haydn Middleton The Lie of The Land

The Epilogue of Haydn Middleton's The Lie of The Land A few days had passed since Art had reentered David's life. While David, Quinn and Art spent the morning eating breakfast and discussing which is the best fruit jelly, Rachel was sulking in a pit of angst. Matthew hadn't spoken very much the past few days, still trying to come to terms with what she had done and why. And Rachel was trying to decide if she was on the road to healing a guilt which has haunted her for months, or could she still not forgive herself? Inspired by David Nennius' memoirs, she decided to do the same. She couldnUt bring herself to say to Matthew what she wanted to say, but perhaps she could write it then. Oh sure, she had told him the entire tale of her adventures with David, but she hadn't told him why she had been so obsessed with his troubles. Why she had to save him. Rachel picked her hands up from the keyboard. Rubbing her wrists she contemplated her future. Then, like many times, she began thinking of the past and details she had never told anyone. Rachel's Story "I haven't been able to bring myself to tell anyone what happened all those months ago," began the journal entry. I can still remember the day the man with no name came into the center, the day I committed my crime. That day I let a man walk out the door without getting his name. He wore a tattered overcoat and a sheep-like smile. Later, much too late, I learned the truth. No, that is not true. I knew the truth and did nothing. I knew he was a child molester - he told me. The worst part of it is that he came in twice. Twice I did the wrong thing. "I regret what I did," the man said through globs of tears. "I just wish these rages, these infatuations would vanish." I thought he was sincere, so when he would not give me his name I didnUt push him to do so. He pleaded with me not to tell the authorities. He said he could heal himself better in the real world. I thought he had a point. But then that fateful day came. I can still see Matthew's face as I read the story of a Chester Rogers being picked up for child molestation.

Favoritism in Washington Irvings The Legend of Sleepy Hollow :: Legend Sleepy Hollow

Favoritism in The Legend of Sleepy Hollow In Washington Irving's short story "The Legend of Sleepy Hollow" he has two main characters, Ichabod Crane and Bram Bones. These two heroic characters both desire the same woman, Katrina Van Tassel, the daughter of a substantial Dutch farmer. Apart from the fact that they both yearn for the same woman these two men are completely different creatures. In "The Legend of Sleepy Hollow", Washington Irving does not hide the fact that he clearly favors Ichabod Crane over Brom Bones. Ichabod Crane is a somewhat geeky tall lanky man. He is a highly educated schoolmaster who travels from home to home teaching young children. "Ichabod Crane had a soft and foolish heart towards the sex". He clearly doubts himself with the ladies and appears to be a rather insecure character throughout the narrative. On the other hand, Ichabod Crane's adversary Bram Bones is quite the opposite. Bram Bones is a rather large robust burly and somewhat arrogant man. He is well known for his "feats of strength and hardihood. He is a confident man who expects his advances on a lady to be reciprocated. Bram Bones traveled with his gang of friends whereas Ichabod Crane seemed to be a loner who traveled by himself. Interestingly, both men were well known for there knowledge and skill in their own trades. Nevertheless, even their choice of vocation couldn't be more contrary. Bram Bones was known for his great knowledge and skill in horsemanship. His profession was a hands on job requiring great physical strength. Later in the story we learn that Ichabod lacks the necessary skills to ride a horse very well. Conversely, Ichabod Crane was clearly known for his knowledge and great wisdom. He was respected for his informative accounts of witch craft and the legendary superstitions such as the headless horseman. In terms of the author's favorite character, Washington is not shy about letting the reader know favoritism is undoubtedly towards Ichabod Crane. At one point in the story Washington states, "I should in the true spirit of romantic story, give some account of the looks and equipments of my hero and his steed".

Can Sea Water Generate Usable Energy Environmental Sciences Essay

AbstractionAlternatively of following the conventional fuel oriented power coevals methods and dispersing its heat into environment, we evaporate saline H2O into steam and utilize its energy to bring forth power. Using this strategy would do sea H2O useable in power coevals which at the minute is merely being used for chilling intents in the power workss. The steam used for bring forthing electricity is finally collected, condensed and used for drinkable intents. The proposed strategy may be seen as Steam Power Generation with extra characteristic of desalinization. We set up an experimental trial bed in order to cipher the electric power available utilizing this strategy. To guarantee safety for human ingestion, we besides perform chemical trials on the desalinated H2O to see whether it is fit to be used for imbibing and agricultural intents. Our decisions are based on existent experiments and research lab trials ; processs outlined here may be used at larger graduated table for mor e in-depth analyses. We besides highlight future extensions and alterations in this work. Keywords: DC Shunt Generator, Desalination, Measurement, Power Generation, Thermal PlantsIntroductionMost of the Earth ‘s H2O is either belowground or in ocean. In both instances the high composing of different salts and minerals present in the H2O makes it useless for human public-service corporations. Merely 1 % of the Earth ‘s H2O exists in lakes, pools, or in any other soft H2O beginning, which is non sufficient for 1000000s of human existences. Human presently use 18 % of the accessible H2O every twelvemonth [ 1 ] . This calls for doing usage of other beginnings of H2O, for case sea H2O, which is available in copiousness. Before utilizing sea H2O, nevertheless, its salt content needs to be removed. The remotion of salt from sea H2O, called Desalination, occurs of course at ocean ‘s surface. The Sun evaporates saline H2O from the huge seas and oceans therefore giving rise to â€Å" Natural Desalination † [ 2 ] . These bluess occupy a cloudy construction w hich consequences in the purest signifier of H2O – â€Å" rain H2O † . Apart from natural desalinization, there are two thermic desalinization procedures used worldwide viz. â€Å" Multi Effect Desalination † ( MED ) and â€Å" Multi Stage Flash Distillation † ( MSF ) [ 3 ] . In both of the mentioned engineerings, saltwater is evaporated and so condensed to get fresh H2O, though the procedures involved are rather different in each of them. Pakistan is blessed with more than 1000km long seashore line [ 4 ] . Rational use of this H2O resource is polar for the upheaval of an agricultural state like Pakistan. Sea H2O, nevertheless, has built-in job of holding salts and other minerals which need to be removed before doing it useable for drinkable and agricultural intents. Not merely in agribusiness, H2O play an of import function in carry throughing the power demands of the state. Country relies significantly on Thermal Power Generation, which burns fuel to heat H2O in the boilers for bring forthing electricity. Karachi Electric Supply Corporation ( KESC ) has 1756MW installed capacity for Thermal Power Generation [ 5 ] . Despite holding a big reservoir of sea H2O, its application in both agribusiness and power sectors of the state is impossible without taking its inherently dissolved salts and minerals. Desalination, although can give important benefits, brings considerable environmental harm because of its terminal merchandises. Some conservationists have claimed that the residuary by-product after desalinization with high salt concentration is a large Marine pollutant when thrown back into the sea at high temperatures [ 6 ] . On the other manus, desalinization has obvious cost benefits. Desalination might go even more economically feasible if renewable energy is used to heat the sea H2O alternatively of firing coal, oil or other fuels. The thought of utilizing renewable energy for desalinization is already in pattern at Perth Desalination Plant, which is partly powered by air current energy [ 7 ] . In an effort to foreground the possibility of utilizing desalinated H2O for power coevals before condensation, in this paper introduces a strategy to desalt sea H2O by heating it in boilers and to utilize the kinetic energy of steam to bring forth electricity. The proposed thought will non merely do sea H2O useable for agricultural activities but will besides bring forth considerable sums of electric power, which we need most desperately during the on-going power crisis [ 8 ] . In this paper, we are peculiarly interested in measuring the sum of electricity which can be generated utilizing the proposed set up and its impact on the chemical belongingss of H2O. It is deserving adverting that we are interested in the alterations in H2O belongingss caused by heating the sea H2O ; we ignore the alterations brought approximately due to the hit of H2O with the turbine blades. Rest of the paper is organized as follows. Proposed conventional and experimental set up is detailed in subdivision 2. Power generated following the proposed strategy is evaluated in subdivision 3. Consequences from chemical trials done on the condensed H2O are given in subdivision 4 and decisions are drawn in subdivision 5. Mentions are given at the terminal of the paper followed by the appendix incorporating the chemical trial study on the condensed H2O.PROPOSED SCHEMATIC AND EXPERIMENTAL SET UPAs mentioned earlier, the thought being evaluated in this paper is to boil sea H2O to acquire rid of its salt contents and utilize the kinetic energy of the ensuing steam to bring forth electric power. It can be seen from the proposed set up shown in Figure 1 that salt H2O is heated in a boiler under decreased force per unit area. The salt contents are retained into the boiler and the generated dry steam is sent out to the reaction-type steam turbine. The steam loses its kinetic energy again st the turbine blades in the turbine doing the traveling blades to revolve. This turbine coupled with the generator acts as its premier mover and hence electricity becomes available at the generator terminuss. Upon hit with the turbine blades, dry steam becomes wet and is subsequently condensed in the capacitor. Our experimental set up has used low capacity boilers, turbines and capacitor in order to enforce that the power we generate would be the minimal available from the set up. Bigger devices can of class output better power end products when used commercially. The shaft diameter of the turbine was 2.6cm, while that of turbine was 16cm. The blade tallness was 3.8cm and the nozzle angle was 20o. These specifications are given in Table I. The electromotive force construct up equation for a DC Generator is given in equation ( 1 ) [ 9 ] , where, P is the figure of poles, Z is the figure of music directors, I ¦ is the flux per pole, N is the figure of rotary motions per minute and a is the figure of parallel waies and Vg is the mean electromotive force built in the generator. Table 1: Specifications of equipment used in the proposed apparatus Volume of boiler 5lit Turbine type Chemical reaction Turbine Turbine diameter 16cm Turbine shaft diameter 2.6cm Turbine blade tallness 3.8cm Nozzle angle 20o Generator DC Shunt Generator Picture1 Figures: Proposed apparatus for desalinization and power coevals aˆÂ ¦ ( 1 )AVAILABLE TERMINAL VOLTAGE FROM THE PROPOSED SET UPIn this subdivision, we report our observations recorded from the set up discussed in subdivision 2. As has been mentioned antecedently, our primary involvement is in measuring the power generated from this set up, which basically depends on the rotary motions per minute of the turbine caused by the steam. Our observations suggest that the extremum revolutions per minute reached utilizing this set up is around 700rpm while mean value remained to be about 450rpm. Following, we evaluate the electromotive force generated by 450rpm in a typical DC Generator. Note that similar computations can be made for a synchronal generator. These observations are recorded in Table 2. Table 2: Observations on revolutions per minute and end product terminal electromotive force from the proposed apparatus Peak revolutions per minute 700 Average revolutions per minute 450 Terminal Voltage ( peak revolutions per minute ) 441V Terminal Voltage ( avg revolutions per minute ) 283.5V Mechanical Power ( peak revolutions per minute ) 24W Mechanical Power ( avg revolutions per minute ) 6.5W Therefore, for a lap lesion ( a=p ) , 6 pole, 1260 music directors, DC generator holding flux per pole of 0.03web used in our set up will bring forth about 283.5V mean electromotive force ( at 450rpm ) and 441V ( at 700 revolutions per minute ) . It must be noted that the dimensions of setup used in our set up is significantly little and greater electromotive forces may be achieved utilizing larger fringe.WATER TestingIn this subdivision we conduct intense chemical trials on the H2O recovered from the capacitor which had been used to revolve the turbine blades. We conduct these trials to guarantee that condensed H2O is suited to be used for imbibing and agricultural intents. In peculiar, we are interested in observing whether boiling sea H2O in a individual phase boiler has removed all unsought dissolvers. We have performed laboratory trials at Postgraduate Environmental Lab at NED University of Engineering and Technology on H2O collected in the capacitor obtained from 3 separate exp eriments. We present some of the interesting findings in the undermentioned. We attach one of the studies ( as sample ) in the appendix at the terminal of the paper. We discuss the consequences of chemical trial done on the condensed H2O in the followers. Our parametric quantities of involvement are pH value, Total Dissolved Salt ( TDS ) , Electrical Conductivity and Entire Coli-form. Obtained consequences are tabulated in Table 3. Table 3: Chemical belongingss of H2O recovered from the proposed strategy pH 7.8 Entire Dissolved Salt 5870mg/L Electrical Conduction 10.72mS/cm Entire Coli-form 0 Harmonizing to our trials, the pH value of the condensed H2O increased from 7.6 to 7.8. Condensed H2O, hence, is more basic in nature and helps forestalling wellness jeopardies due to sourness within the human organic structure. It must be noted that the pH values within the scope specified by World Health Organization [ 10 ] . This H2O will act as ordinary pat H2O when used in agricultural activities in footings of pH and will non turn out effectual in killing sources [ 11 ] . Heating the sea H2O at high temperature in our strategy is shown to significantly cut down the TDS value. The condensed H2O has merely 33 % TDS [ 12 ] compared with the original sea H2O. To be precise, TDS was found to be 5870mg/L which is classified â€Å" brackish H2O † in literature [ 13 ] . Although the salt content has non been removed wholly but writers believe carry oning similar experiments on larger graduated table can give better benefits. The electrical conduction of the condensed H2O, as given in Table 3 is found to be 10.72 mS/cm. The existent trial study ( besides given in the appendix ) suggests that electrical conduction can be well decreased by following the strategy outlined here. The ascertained value of conduction is similar to that of Divide Lake in Minnesota, United States [ 14 ] . It is interesting to observe that the H2O collected from capacitor has zero entire coli-form, which makes it ideal for drinkable intents in footings of hygiene [ 15 ] .DecisionThis paper investigates the thought of heating sea H2O at high temperatures for desalting its unsought contents and bring forthing electricity before distilling the same. Detailed proposed set up for the said thought has been given and by experimentation evaluated. It was found that around 24W of mechanical power is available across turbine blades utilizing really little graduated table research lab equipment. In order to measure the chemical alterations on sea H2O due to inordinate warming and hit with turbine blades, research lab trials were conducted on the condensed H2O. Although the condensed H2O did non turn out to be useable straight for drinkable intents, larger scale versions of similar trials might turn out utile. Still, sufficient betterment in chemical belongingss of sea H2O was observed in the trials. The chief motive for this research comes from the fact that Pakistan is blessed with a big coastal belt, which can be put to utilize in legion ways. This paper highlights one of those utilizations.

Defining Bullying Analysing Essay

Bullying in schools continues to be a problem faced by educational institutions today. It corresponds to the ability of both students and educators to use their power and capacity to intimidate and coerce others to follow their desires. Such realities then present negative consequences not only to the student but also to the overall capacity of the institution to facilitate opportunities for learning and growth. By seeking to identify the corresponding impact and risks associated with bullying, stakeholders in the realm of education can provide inputs and new strategies that can help promote change and pursue effective classroom management. Defining Bullying Analysing the definition of bullying, it is then crucial to determine its main scope and purpose. Here, it can be seen that using aggression, coercion, and violence are oftentimes the themes used by individuals to create situations of intimidation or torment. Under these specific circumstances, various reasons can be attributed to why people engage in bullying behaviour. Some scholars argue on the grounds of satisfying the need for control or power while some are just responding to the environment they see (Banks, 1997). Due to this, it is then crucial to understand these reasons more effectively to better identify policies and elements related towards change. Similarly, the idea of bullying also emanates from how one exercises influence and power over the other. Given that students who engage in such actions arguably have equal power than any other student in campus, the issue then here is their ability to abuse it due to specific circumstances. To elaborate further, â€Å"individuals differ in the power they can exercise over others and children need to learn not to abuse that power† (Rigby, 2003, p. 6). However, one must not try to align bullying with conflict between parties. This is because the idea here is that in bullying one exercises/has power over the other while in conflict both parties equally share an issue to argue about. It is through such interaction process that the playing field is levelled and therefore should not be mistaken for bullying. In essence, bullying does happen when students resort to misuse of their power, control, and influence towards others. Individuals commit to such actions because they believe they can while victims continue to be subjected to bullying because they continue to succumb to it (Findely, 2006). After looking at the definition of bullying, it is now crucial to identify specific ways on how such behaviour is carried out. Specifically, the main objective of any bullying behaviour is to have a specific target where individuals can utilize power and control over others. These actions can revolve from verbal abuse towards physical violence in small and frequent doses (Smith, 1999). Given the multiple ways that people can engage using verbal and physical bullying, it becomes rather difficult for educators and school administrators to point these issues accordingly unless students report such situations. What Australian Statistics Say Applying the elements of bullying in the educational system of Australia, it can be seen that considerable attention must be made to bridge gaps and develop strategies for change. In particular, several studies have noted the prevalence of the behaviour as early as preschool and continue to grow as the student progresses in his/her academic life. In particular, Rigby (2003) asserts that â€Å"assessing how often it happens is not easy, but research in Australia based on children’s reports suggests that about one child is bullied in one way or at least weekly† (p. 6). Similarly, statistics have also shown that both boys and girls do engage in bullying but illustrated using different means. For boys, they are most likely to commit physical actions and verbal abuse. On the other hand, girls tend to be more indirect and focus on ostracizing or excluding the individual from the rest of the group (Smith, 1999). This incidence greatly shows how each student is vulnerable to such threats and what different school administrators in Australia should focus on. By trying to point out and define the standards for appropriate behaviour, then the problem of bullying might be lessened. Identifying Reasons Looking closely at specific at the reasons why people engage into bullying behaviour, it can be seen that there are specific trends that illustrate behavioural and psychological conditions which hamper their ability to effectively respond according to school standards. On the behavioural perspective, different studies have argued that the main catalyst for students to practice bullying is their early exposure towards violence. They see their homes and environment they live as the norm and standard on how they should act and respond to others (Findley, 2006). Related to this process is the manner that educators showcase the bullying action themselves. Here, the practice of teacher violence emanates, either directly or indirectly, creates a mindset for students that the actions committed are valid (Riley, Lewis, and Brew, 2009). Through this, educators also serve as catalyst in expanding bullying due to their ability to influence and showcase a reality where one get what he/she wants provided that they coerce or overpower others to follow. On the other hand, there are also studies that tend to establish a psychological analysis of how bullying behaviour occurs. Specifically, it tries to argue how some children may have been suffering from conditions such as depression, ADD, or ADHD and brings about violent conduct towards other people (Ribgy, 2003). These dynamics in turn hinder the ability of a student to fully utilize their abilities and find it fearful to engage in classroom activities. Impact among bullied students Assessing the impact of bullying among students who have been subjected to it, it can be seen that these actions impede their ability to grow. In particular, students who have been subjected to such continuous behaviour often lose the ability and interest to study in schools (Banks, 1997). They see the location as threat and limit their ability to establish better means to coexist with their peers. In essence, this is one form of harassment that degrades the value of the individual and alienates them from participating in the educational endeavour and socialization (Findley, 2006). Looking closely at the specific effects of bullying, it can be seen that they revolve around the emotional as well as social levels. Particularly, students who been subjected to such harassment often lose their self-esteem and ability to isolate themselves from people at school (Smith, 1999). Since bullying may in turn correspond to a domino effect, the loss of self-esteem can lead towards the student feeling depressed and lonely. This in turn can result towards having limited motivation to go to school or engage in frequent absences (Findley, 2006). These elements are just examples of the short term effects of bullying. On the other hand, bullying can also induce negative effects in the long run. Here, an individual’s feeling of self-worth would be low and would result to accepting inadequacy as answer to this problem. Likewise, one would continue to isolate and feel powerless as they continue to tread their professional life. In addition, depression and psychological problems may also be present among students who have been bullied. More often than not, students who have been subjected to bullying behaviour have problems handling issues as they move towards their adult life (Rigby, 2003). Impact among those who Bully Analysing the impact of those who bully others, it can be seen that their actions correspond to the creation of uncertainty and insecurity within the school grounds. This especially applies for students who have not been subjected to such acts. Here, they feel that they can become victimized and create fear in the process (Rigby, 2003). These directions in turn serve to establish a bully’s ability to control the environment he/she is in. Another impact relevant effect of bullying revolves around creating opportunities for more bullies and continued disruptive behaviour. Given the idea that students do not tell teachers and administrators of what is going on in school, students feel they are powerful and can control the people around them. This then gives them the luxury to persist in abusing their power and likewise create opportunities to also influence others as well. With this environment, bullies are given the leverage to exercise what they want with limited possibility of being penalized or subjected to disciplinary measures. In the long run, bullies also are a problem for society if not addressed appropriately. Here, they can commit crime and limit their ability to engage in long term positive relationships towards other people. The threat then of criminal conviction alongside the development of specific problems on handling conflict issues with others are just some of the problems that bullies can experience in the future. Identifying Potential Risks of Bullying Student/Individual In determining the risks of bullying among students, it is important to note that since they are the ones who either engage in such behaviour or recipients of it, students are the most prone to experience the hurdle of responding and aligning their behaviour to survive such. That is why different effects, both emotionally and socially, can be seen among students and generates problems as it then relates with other potential risks such as academic achievement, teachers, and parents. Given the dynamics related to this approach, it is then essential to redefine programs that are focused on both victims of bullying and those who commit such acts. Academic Achievement Bullying also poses a risk in a student’s academic achievement. This remains to be seen especially among students who have been subject to continuous bullying and resulted to lack of motivation to go to school or partake in activities. Since some of these areas are important variables to get a good mark, academic achievement is comprised and sacrificed (Rigby, 2003). In particular, the ability to meet these standards becomes burdensome for students because they had to set the balance of adapting to bullies and the stress related to fulfilling the requirements of their subjects. Likewise, academic achievement is also at risk for bullies also because it gives them the leverage to abuse their power and gain opportunities to coerce people to follow their lead. Given that bullies have this ability, they can then ask others to do their assignment and submit specific projects or otherwise be beaten up. This then defeats the purpose of the educational process as bullies don’t learn anything and the bulk of the workload is provided to bullied students. Overall, bullying becomes a risk for academic achievement because it hinders students the ability to concentrate on their studies. Though the socialization process also is a significant precept in one’s academic life, the instance of bullying complicates the problem and leaves students the capacity to balance each of these tasks according to how they see it fit. Such reactions in turn limit students to reach their full potential and hamper their abilities to utilize their skills in academic activities (Smith, 1999). Parents and Intervention Parental intervention is also another risk that bullying creates. Under this process, parents are often clueless of what is happening to their children. Expecting that they do well in school, it can tarnish a child’s relationship with their parents especially if a student tells their parent’s they don’t want to go to school anymore or learns from their teachers that their child often absents. The basic assumption here is that since parents can exercise control, bullying hampers effective communication among parents because students feel that this can only worsen the issue they’re facing. Here, Banks (1997) point out, â€Å"students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring more harassment from bullies† (p. 1). Likewise, if bullying transpires within a student-teacher relationship, then it is also another difficult aspect for students to balance. Allowing their parents to intervene would only result towards educators putting the blame on students or become intimidated further in class. The aspect then of defining misbehavior and what is the boundary between the process of ‘disciplining’ and bullying becomes an issue to consider (Lewis, Romi, Katz, and Qui, 2008). Similarly, since students find it difficult to establish and determine these boundaries accordingly, they are often left succumbing to intimidation, coercion or at times reprimand that crosses the line of how discipline should be provided. Indeed, it has always been the interests of parents to see to it that their child gets the most out of school. However, bullying impedes these expectations and at the same time serves as a barrier for students to communicate to their parents effectively. By understanding the dynamics related to the role of the parents in this issue, better means for intervention can be made available for students to use (Lewis, 2001). Teachers and Administrators Lastly, the prevalence of bullying within schools also becomes a risk among educators and administrators because it illustrates their inability to control the issue. Since both actors are valuable stakeholders in the maintenance of an effective learning environment among students, the increased incidence of bullying in schools makes them accountable to these children’s parents. Likewise, both educators and administrators need to realize that their role encompasses the insides of the classroom. They must see to it that the school environment is responsive to students need and assesses potential risks and providing solutions to these issues (Lewis and McCann, 2009). Applying this precept in the realm of student-teacher relationship, bullying also poses a risk among teachers and administrators because the incidence of such behaviour violates their roles and responsibilities within the classroom. Given that there are certain parameters that educators can use to discipline students, it must not cross the line and induce traces of intimidation, coercive action, or physical violence among students (Lewis, Romi, Qui, Katz, 2005). Seeing this, bullying makes a difficult process to develop since establishing a proper means to discipline and sanction students for misbehaviour would appear to be compromised or construed in a different way. Opening up Opportunities for Change Given the potential risks and effects that bullying does, it is then crucial to devise specific measures that can infuse changes and increase responsibility among actors involved. Here, it takes into account the role of each stakeholder in the educational process and finds means to integrate ideas and inputs to generate a facilitative response to the issue. That is why change must not come from the educational sector alone, rather it must try to reach out and allow parents, students, and the community to get involved. The purpose of this not mainly revolves around limiting the occurrence of bullying in classrooms but also generate an appropriate response on how to prepare students to effectively respond to democratic ideals and values (Lewis, 1999). Evaluation, Experience, and Education The first step in establishing providing change revolves around evaluating the current school environment. Here, educators and administrators may need to ask whether or not bullying is rampant on campus or not. Here, it is important to note that the ability to apply real change in the process involves not disregarding the realities that are happening and simply seek out to know the truth (Smith, 1999). Through such mindset, administrators can have a clear picture of what is happening in the school environment and understand the dynamics related to how students interact and respond to the issue of bullying. The next stage involves gathering experiences from students and observing what really happened. Through this, administrators can then realize how rampant the situation is and what possible strategies can be used to alleviate the issue. Seeing this, experiences matter in resolving the issue because it helps observers learn from it and gain specific insights on how to respond accordingly (Findley, 2006). Likewise, experiences also highlight the shortcomings and mistakes of the school in how they had addressed the bullying issue before. In essence, these facets can serve as useful tenets that administrators can use to define and plan out the next strategies to be used (Banks, 1997). The last part revolves around education. Under this process, administrators now provides specific inputs on what needs to be done and lays it out for educators to apply and use. Here, specific importance is given towards communicating to stakeholders about the issue that is happening, its gravity, and how it is affecting students from academics to their personal life. This remains to be important because this serves as the crucial precept in determining what actions need to be made and how different actors would respond in accordance to the issue of bullying. Likewise, education seeks to bridge inputs and policies together. This stage serves as the application phase where behaviour is patterned according to the observations and inputs gained from experience. By synchronising these inputs altogether, it helps create a dynamic process and further the ability of promoting sustainable and long term growth (Rigby, 2003). Diversifying the Anti-Bullying Campaign Given the inputs gained from experience and observation, the next step to address bullying would be to create an Ant-Bullying campaign in schools. Here, it must entail a collaboration of actors involved in the educational process and establish specific norms and responses in addressing specific cases. If an educational institution already has particular rules concerning bullying, it would be best to diversify options available. To diversify means that the scope, application, and analysis of cases must come from different actors. The purpose of this is to enrich communication patterns among stakeholders and generate new inputs on how bullying can be addressed within and outside the classroom (Rigby, 2003). The attempt to diversify must also seek to promote the aspect of inclusion. This means that decision making processes must not come from the school administration alone. Rather, it must try to include and introduce this principle to the community and parents. This is particularly relevant because it can showcase transcendence and capacity to align specific policies and behavioural changes according to the values and principles provided by the school (Banks, 1997). This then can become a good strategy for success because it merges common interests altogether and justifies what inputs need to be considered and applied. In essence, diversification entails creating a shared responsibility among actors involved in the educational process. The ability to include parents and the community within the dynamics of change, it can create better responses among students. This process can also serve to complement an educator and administrator’s increasing tasks by providing an assistive strategy related to implementation of educational goals and objectives (Findley, 2006). Opening Patterns for Communication Another crucial step to address bullying revolves around the process of infusing communication among students. The idea here is to develop the ability to track down cases of bullying and providing appropriate disciplinary measures to culprits and protection amongst victims. Here, educators, parents, and the community must work hand-in-hand to ensure that appropriate means are created to open lines of communication among students regardless of the possibility of threats from bullies (Smith, 1999). The value of communication then is to help ascertain the degree of bullying happening in school and determine what actions need to be made in order to accomplish these directives. Strengthening Disciplinary and Protection Measures Alongside the development of openness in communication patterns, educators and administrators should also contribute their part in providing concrete and available means to exercise disciplinary and assistive measures for bullying. The main reason why many students don’t complain about this issue is the fear of retaliation and the ability to distrust how the overall process works (Banks, 1997). Due to this, the capacity to strengthen strategies and instruments related to the process discipline can then motivate students to take part in the initiative to stand up against bullying. At the same time, inducing means for protection and counselling would also complement the ability to limit the occurrence of bullying. By providing specific and goal-oriented strategies, educators and administrators can align behaviour according to the needs of a student. Allowing students to take part in this endeavour also justifies that the school administration is committed in putting an end to bullying rather than just trying to control. Thus, redefining the rules and regulations to meet these requirements can induce positive outcomes and carry out means to shape students for the better (Lewis, 1999). Reinforcing Accountability and Responsibility among Educators Given the idea that bullying can also transpire in a student-teacher relationship, it also crucial to reinforce accountability and responsibility among educators. Here, it revolves around facilitating the value of openness and professionalism of practice. Under this process, specific rules can be modified and changed to adapt to the trends of 21st century education. By doing this process, it can allow educators to become more responsive and address the increasing needs of students in the classroom. Arguing further on the need to redefine rules, it is also crucial for administrators to take into consideration defining the boundaries of what the aspect of ‘discipline’ and bullying diverge. Since educators can also be subjected to stress, pressure, and emotional conditions that distracts them from achieving their purpose, it is then essential to outline specific strategies that can help handle misbehaviour and occurrences of bullying inside the classroom. By redefining and aligning these principles with respect to educational norms and the needs of educators, the idea of reinforcing discipline and sanctions would become constructive and induce better means for addressing student behaviour (Lewis, Romi, Qui, and Katz, 2005). In essence, the increasing roles and responsibilities sometimes limit the educator to function to his/her optimum capacity. By trying to align and create changes in the way educators operate, it can help induce greater means for educators to effectively facilitate classroom management and diversify opportunities to address bullying. Conclusion To conclude, bullying is a huge issue in classroom management that educators and other relevant stakeholders need to consider. This is because it takes into account the ability of both educator and student to use their power and position to promote intimidation and coercion to other people. Similarly, it creates negative consequences on the bully and those bullied in terms of their ability to respond to the environment, motivation, to study, and other behavioural long term effects. Bullying also creates risks on different facets shaping learning and professional development among educators. Given these challenges, it is then crucial to outline policies for change. It is important to note that the ability to transcend in this type of environment inside and outside the classroom corresponds to the recognition and redefinition of student behaviour. At the same time, it must also try to incorporate openness in communication and value inputs gained from experiences in the past. Fundamentally, the basis for managing and preventing bullying from happening circumvents from the recognition of each member’s role and aligning these ideas within policies and rules. In the end, as the current educational system continues to undergo changes that affects the role of students, educators, administrators, and other stakeholders, classroom management issues such as bullying would always be existent. The challenge then is to ensure that appropriate mechanisms are in place to address the situation and effectively carry out patterns to make appropriate changes and models suitable to meet the demands of today’s 21st century educational environment. List of References Banks, R (1997), ‘Bullying in Schools’, ERIC Digest, viewed 29 Jul. 2010, http://www. ericdigests. org/1997-4/bullying. htm Findley, I (2006) Shared Responsibility: Beating Bullying in Australian Schools, Australian Council for Educational Research, Australia. Lewis, P (1999), ‘Preparing students for democratic citizenship: Codes of conduct in Victoria’s ‘Schools of the Future’’, Educational Research and Evaluation, vol. 5 no. 1, pp. 41-61 Lewis, R (2001), ‘Student Responsibility and Classroom Discipline: The Students View’, Teaching and Teacher Education, vol. 17 no. 1, pp 307-319 Lewis, R and McCann, Tricia (2009), ‘Teaching â€Å"At Risk† Students: Meeting Their Needs’, International Handbook of Research on Teachers and Teaching. LJ Saha and AG Dworkin (eds), Springer Science + Business Media LLC, US Lewis, R, Romi, S, Katz, Y, and Qui, X (2008) ‘Student’ reaction to classroom discipline in Australia, Israel, and China, Teaching and Teacher Education, vol. 24 no. 1, pp. 715-724 Lewis, R, Romi, S, Qui, X, and Katz, YJ (2005), ‘Teachers’ classroom discipline and student misbehavior in Australia, China and Israel’ Teaching and Teacher Education, vol. 21 no. 1, pp. 729-741 Rigby, K (2003), Bullying among young children: a guide for teachers and careers, Commonwealth of Australia, viewed 29 Jul 2010, http://www. ag. gov. au/agd/WWW/rwpattach. nsf/VAP/(1E76C1D5D1A37992F0B0C1C4DB87942E)~Bullying+Teachers. pdf/$file/Bullying+Teachers. pdf Riley, P, Lewis, R, and Brew, C (2009), ‘Why did you do that ? Teachers explain the use of illegal aggression in the classroom, Teaching and Teacher Education, pp. 1-8 Smith, PK (1999) The nature of school bullying: a cross-national perspective, Routledege, US