Outgoing and Incoming Tour Operators

How to Cancel ACT Test Registration

How to Cancel ACT Test Registration SAT / ACT Prep Online Guides and Tips Have an ACT date coming up that you can’t make or think you’re not going to do well on? Learn here how to cancel ACT tests or change your ACT test date. Additionally, we'llalso cover some reasons why you might cancel your ACT registration – and help you decide if canceling is truly the best move. How to Cancel Your ACT Registration Completely Unfortunately, there is not really any way to flat-out cancel your ACT registration. According to the ACT's website, "If you decide you do not want to test,your basic registration fee and any additional service fees (e.g., late registration, test center change) are nonrefundable." Optional services (like additional score reports), however, are refundable. That means your options are to change your test date (we have a how-to below), or, if you’ve decided not to take the ACT again or at all, to simply not show up and accept the fact you’ve lost money. If you do not test, your test won’t be scored and no score report will be created for that test date. This means if you haven’t registered for the ACT yet, only register if you are 100% certain you will be taking the ACT at some point! How to Change Your ACT Test Date This is the best option if you still want to take (or re-take) the ACT, but you can’t make it on the date you signed up for. (You can also do this if an emergency comes up on test day and you have to no-show.) Log into your ACT account and select â€Å"make changes to your registration." You can do this at any point before the next ACT test you want to take. However, note that if you are doing this before the last test of the academic year (June) you won’t be able to make changes until July when the tests for the next academic year open for registration. (If this is the case for you, simply don't show up for the June test, and you will be able to transfer that registration to a later test once the new dates open up.) To change your test date, click the "change" button next to "Test Date and Test Option." You will be able to sign up for a future test date, though you will have to pay the $25 test date change fee. Make sure to do this no later than the registration deadline for your new test date or else you'll also have to pay the $27.50 late registration fee. If there is space available for your test option (either ACT or ACT Plus Writing) at your preferred test center on your new test date, you will be assigned there. You will be charged up front when you register for your new test for the cost of taking the ACT. However, the fee for your original test will be refunded – meaning the only additional charge is the test change fee. Can You Get a Refund? You won’t be able to get a refund for your basic registration fee or fees for late registration or test date change. Basically, once you’ve paid for the ACT, you’re never going to see that money again, whether you end up testing or not. Another reason you should really think carefully before signing up for the ACT. However, you can get some money back for optional services if you signed up for them: score reports for 5th and 6th colleges ($12 each), test information release ($20), or ACT With Writing ($16.50). To request a refund, write "REFUND" on your unusedticket and mail it to ACT, or write a letter including your identifying information and the test date and test option for which you registered. Label your envelope "REFUND." Refunds will be issued about eight weeks after the test date. Send your refund request here: ACT 301 ACT DriveP.O. Box 414Iowa City, IA 52243-0414U.S.A. Also note that ACT doesn't issue refunds after July 31st for the previous academic year of testing. Are You Sure You Want to Cancel Your ACT? Your choices for â€Å"canceling† your ACT date are either to no-show (and not register for a future ACT) or simply to change your test date. Given that you’ve already paid money that can’t be refunded for the ACT, make sure you think carefully before no-showing. In the vast majority of cases it makes sense to either take the test or move to a later test date rather than no-show completely. You can make a lot of progress in a short amount of time studying for the ACT, so if you're nervous about not doing well, consider an intense study regimen in the weeks before the test. And if you're certain you don't have enough time, you might as well push your registration later, rather than just skipping the ACT completely. (Even if this sign-up is for a retake, you can always improve your score, unless you are one of the rare few who got a 36.) Possibly Acceptable Reasons to No Show on ACT Test Day There are two cases in which it might make sense to go ahead and skip the ACT. Scenario 1 You've already taken the ACT, created a list of schools to apply to, and done some research on their ACT statistics. Turns out your first ACT score is well within range for admission even for your top choice schools, so there is no reason to retake the ACT. Odds are, this is not going to be the case for the majority of students. Even if your original ACT score is in range for admission at your target schools, getting a higher score can always improve your scholarship options. Scenario 2 You've taken both an SAT and ACT practice testand determined you would do better on the SAT, so you are going to focus on preparing for the SAT instead. This is only a good idea if you see a drastic difference between your potential SAT and ACT performance. Since you’ve already signed up for the ACT, unless you think you are headed for a disastrous score, it makes sense to take it anyway. If you do terribly, you can always delete your score. Furthermore, you should have made the SAT vs ACT decision before signing up for either test. Reasons You Should Bite the Bullet and Take the ACT Anyway Since the ACT is essentially non-refundable, you should either try to make your original date or move to a later ACT. If not, you’re throwing money and the chance for a higher score away. Below is a list of scenarios where it makes more sense to take the ACT (possibly at a later date) instead of straight-out cancelling. If you’re worried you won’t have enough time to study before your original test date, consider embarking on an intense, short-term study regimen, like our 10-day study plan. You can make huge strides in a few days. And for some students, pushing your test date later could encourage procrastination. If you have an unmovable conflict on your original ACT test day – like a family event or important sports tournament – simply move your test date instead of canceling. If you really think you will not have time to adequately study before the test date, move to a later ACT test date and commit to a study plan and start as soon as possible so you’re not tempted to procrastinate. This is especially true if you haven’t taken the ACT yet. If you’re feeling unprepared, you can move your test date forward. Even if you’ve already taken the ACT, unless you got a 33 or higher, odds are you could improve your score on a retake, opening more college and scholarship doors for yourself. Most schools don't require you to send the scores of every ACT you take, so if you take the test and aren't happy with your score, these schools never have to know! We have a list of the schools that require all ACT scores be sent to them. If you signed up for a retake and are frustrated with your studying progress, don’t give up before you’ve exhausted your options. Check out some of our links below. What’s Next? Need ACT studying resources? We’ve got ‘em! Check out our guide to ACT vocabulary, writing the ACT essay, and specific guides for what to expect on each section – English, Math, Reading, and Science. Not sure you can go it alone? Consider our PrepScholar ACT prep program – the only program in the business with a 4-point improvement guarantee. Need to improve ASAP before your test date? Check out our guide for going from a 25 to a 32 in just 10 days. Not sure if the ACT is right for you? Learn how to find out for sure whether you will be better at the ACT or the SAT. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Contemporary Development in Business Management Essay

Contemporary Development in Business Management - Essay Example It does not function as a separate entity in the business, nor is it more important than any other primary activity, yet through actual and potential sales it does establish constraints within which the other activities must be performed, Marketing endeavors to fuse consumer wants and needs with the operations of a business organization, which to survive and grow in a keenly competitive, ever changing environment, concerns itself with the mechanisms of corporate adjustment. Nordex was founded in 1985 and since that time it achieved competitive position on the global market. Nordex brand is one of the most popular around the globe based on unique quality and exceptional product offering. Nordex operates on the slowly growing market, but the company obtains a strong market position and became one of the most popular brands in alternative power solutions. It will be the base for further expansion and market growth on the global scale. â€Å"Under the brand name Nordex we offer powerful wind turbines for almost all geographic regions across the globe† (Nordex Home Page 2008). Nordex’s target market involves all market segments from populated and low populated regions. Nordex relies on an efficient market system and product improvement, innovative technological solutions and unique brand image. Marketing communication plays a crucial role in successful market performance as it influences brand image and product recognition. ‘Today more than 3,300 Nordex wind turbines with a total rated output of more than 4,000 megawatts are already rotating in 34 countries of the world. We are represented with offices and subsidiaries in 18 countries. In this way we are consistently seizing development opportunities in a market which will continue grow in the course of the next few years? â€Å" (Nordex Home Page 2008). Political /Legal factors: in Germany, political situation is marked by stability and democratization of government institutions. It is a federal

HUMANITIES Essay Example | Topics and Well Written Essays - 2500 words

HUMANITIES - Essay Example the optimistic aspect of those issue schemes is applied while concluding any specific event, we come out with a positive approach towards conclusion of that event, and if pessimistic aspect of those issue schemes are applied, then appropriate conclusion towards any specific event can not be drawn. It is really essential to apply such issue scheme to any specific issue which should enable us in drawing a better conclusion. Before going into discussing impact of a historic issue on a selected event, let’s first get to know which historic issue and event are chosen for this purpose. The historic issue which has been selected is violence versus peace and the event on which its implication will be discussed is 9/11, a violent attack on the world trade center. The selected issue is a real ongoing issue in the present era and almost every country in the world is facing the dilemma of violence these days. And in opposition to that, peace is the phenomenon which has a lot of influence in settling up disputes and conflicts either among the individuals or among the nations. The event which is selected is also related to the historic issue of violence versus peace and in this assignment, we will show how much significance violence and peace has on the event of 9/11. While discussing a historic issue, let’s first get to know what violence is. To start with violence, it is those sadistic and aggressive acts done by a group or an individual whose purpose is to create fear and terror among some people or societies. We can also say that any act which creates fear and affects psychological stability of a person or society is called an act of violence. Whenever a violent act occurs, the people living in that specific area get mentally distressed and their routine life also get disturbed because of the fear that is generated due to the violent act. People, who perform violent acts, always have a motive of creating fear and distress among people. â€Å"Violent groups have an

Critically analyse the impacts that mega events have on a tourism Essay

Critically analyse the impacts that mega events have on a tourism destination - Essay Example It shall also discuss the strategies that the Chinese government used in order to enhance positive impacts and reduce the negative impacts of these mega events on Beijing, China, and on the Chinese people. The 2008 Summer Olympics held in Beijing, China is the most recent Olympics conducted. China won the bid in 2001 to hold the 2008 Olympics after two rounds of voting by the International Olympic Committee (IOC). It was China’s second bid to host the international games after it failed in its first bid 8 years before to Sydney, Australia (Longman, 2001). The games were declared a success by the IOC during the 13th Olympic Congress last October. The Olympic Games featured participants from 204 IOC member countries with about 80 heads of state attending (Xinhua News Agency, 2008). The city welcomed thousands of tourists who participated, watched the games, and took in the many sites around the country. It was the biggest influx of tourists the country has ever seen; and considering its closed-door policy for so many years, the Beijing Olympics opened China, on so many levels, to the rest of the world. Mega events have the potential of bringing various economic benefits to the place where the event is to be held. Economic analysts claim that they bring macroeconomic benefits which ultimately mean higher economic growth to the country due to increased spending in relation to the mega event. Economics Help.org (2008) also points out that the extra spending seen in mega events helps fuel inflation and boosts the economy of the country in general. With the increased influx of tourists into China, the exchange rate was also expected to increase. CNN’s Nick Hopkins (2001) also points out how the Beijing Olympics would potentially trigger the entry of major international investments into China. The entry of multinational corporations like McDonald’s, Coca-Cola, and Eastman Kodak into China is already a given because these

The Contemporary Issue Of Bullying Education Essay

The Contemporary Issue Of Bullying Education Essay The contemporary issue I have focused upon in this assignment is Bullying. This is a prevalent issue in todays society. I feel this is of great importance especially with the concerns arising from recent research into the effects of bullying. This research indicates that bullying can have social, physical and psychological effects on students as well as on their academic success. What is bullying Bullying is a social phenomenon that is not easy to define. It is a behaviour that can be either be physical/verbal or direct/indirect. A bully is defined in the dictionary as a person, who hurts, intimidates or persecutes someone who is perceived to be different or weaker. The Government defines bullying as Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. Dan Olweus a leading expert in this field has a similar definition to the governments and he asserts that A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative action on the part of one or more other student (Olweus, 1993 p.9) The most widely used definition however is one that is developed by Olweus ( 993) and extended by Whitney and Smith (1993, p.7):We say a child or young person is being bullied, or picked on when another child or young person, or a group of children or young people, say nasty and unpleasant things to him or her. It is also bullying when a child or a young person is hit, kicked, threatened, locked inside a room, sent nasty notes, when no- one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself or herself. It is also bullying when a child or young person is teased repeatedly in a nasty way. But it is not bullying when two children or young people of about the same strength have the odd fight or quarrel. Different type of bullying The word bullying is used to describe many diffident types of violent or intimidating behaviour. Bullying is certainly not easy to classify but here are the main types that have been identified. The first is verbal bullying which is the most common bullying according to research. Childline reported that 56 percent of children that rang about bullying called about verbal bullying. This type of bullying includes name calling and gossiping. Name calling is the most prevalent form of bullying according to most studies. One child in the Childline research for 2007/08 stated I am being bullied at school and feel no one likes me. I am always running to hide or cry on my own because Im called names and am pulled at. I feel suicidal but I wont do it. The second is physical bullying which involves the use of physical force such as hitting and pushing. This type of bullying is considered to be direct because it is intentionally focussed at the victim. In 2007/08 Childline reported that 53 percent of children and young people that called about bullying reported physical bullying. It can be identified through physical signs such as bodily harm although physical bullying does not always mean injury. Physical bullying can be a way of trying to humiliate the victim and show power over them. The third is indirect verbal bullying and this kind of bullying involves hurtful and untruthful comments behind the victims back. It can include spreading of rumours, letters or notes or even graffiti. The last is Cyber-bullying which is the newest form of bullying identified and has become a concern in recent years. This is a technology-enabled bullying and involves bullying by means of chat rooms, instant messing, mobile phones or even emails. Research initiated as a part of the DCSF cyber-bullying campaign highlighted that thirty four percent of 12-15 year olds reported being subject to cyber-bullying. Similarly research carried out by Goldsmiths College for the Anti-bullying Alliance found that twenty two percent of 11-16 year olds had fallen victims to cyber-bullying. Prevalence Various studies have been undertaken on this subject but because of the subjects sensitive nature it is hard to determine solid, valid and reliable statistics. The research being completed however does highlight the true extent of the bullying problem in the classroom setting. Bullying is a contemporary issue with the first national survey on this subject being conducted relatively recently. Kidscapes conducted the national survey between the years of 1984 and 1986 using a sample of 4000 children ages 5 to 12. The survey revealed the extent of the problem. The survey showed that 68% of the children had been bullied at least once, 39 percent had been bullied at least twice and 0.5% of those children felt it had affected their lives that substantially that they tried to commit suicide. Recent research also suggests that the problem is still prominent in the school setting. According to one recent study, one-fifth of primary school pupils and a quarter of pupils in Year 8 perceived bull ying as a big problem in their school. A later report by ChildLine showed that 15 per cent of primary school children and 12 per cent of secondary school children said they had bullied in the last year (ChildLine2004). In another study, 50 per cent of severely bullied boys said that they bully others, as did 33 per cent of severely bullied girls. Childline the national helpline for children received between the months of April 2000 to march 2001 almost 20,300 calls from children and young people concerned about bullying. Kidscape another helpline believes it receives more that 16,000 calls from parents each year concerned about their children getting bullied. Research has also suggested that Cyber-bullying which is the newest identified form of bullying is becoming a major problem. The number of Cyber-bullying cases is on the rise (Noret and Rivers, 2006). A study by National Centre for Social Research released to coincide with November 2009 Anti-bullying week revealed that Cyber-bullying is now one of the commonest forms of bullying in school. The Longitudinal study tracked 15,000 pupils who had their 14th birthday in 2004. The research also pointed out that 47% of 14-year-olds, 41% of 15-year-olds and 29% of 16-year-olds reported being bullied. Disabled children and children with special educational needs were also found to be more likely targets. This coincides with other such research that shows SEN children or children with disabilities are 2 to 3 times more likely to be bullied (Smith, 2007) The Longitudinal study also showed that children who reported being bullied went on to achieve on average 2 GCSE grades lower then children who were not bullied and were more likely to drop out of education at 16. This research is worrying and provides evidence of the detrimental effects bullying can have. Effects of Bullying Bullying can have all sorts of effects on children so it is important that bullying is tackled head on. The DfEE states that The emotional distress caused by bullying in whatever form be it racial, or as a result of a childs appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide.'(DfEE, 1999: 24-25). Vernon Coaker the schools minister also asserted at the event for Anti-Bullying Week that Bullying, in any form, should not be tolerated. It can destroy lives and have a lasting impact on young peoples confidence, self-esteem and emotional development. Research has indicated that bullying can not only effect academic achievement, it has also been linked with low self-esteem, anxiety, impaired concentration, truancy, depression and suicidal thoughts. Kidscape performed the first ever survey of adults with the aim of finding out if bullying had any lasting effects. The survey which was funded by the national lottery and proved that being badly bullied as a child had knock on affects. 46% nearly half of the survey population contemplated suicide compared with 7% of those who were not bullied. Most of the adults surveyed had little or no help at the time of the incidents. Tackling school bullying The Government in recent years has emphasised that tackling the problem of bullying is a main priority of theirs. The Government in 1999 said it was a legal obligation for all schools to have an anti bullying policy in place. Legislation places a duty on the head teacher to enforce an anti bullying policy and states that schools must encourage respect for others and prevent all forms of bullying among pupils.  Government guidance additionally states that the policy should be reviewed annually and that every member of the school community (including children, young people, carers and parents) should be involved in this review. Each school is in charge of designing their own policy with the help from Department for Children, Schools and Families (DCSF). The DCSF help schools to design strategies and effective anti -bullying policy to tackle bullying head on. They do this by providing very comprehensive guidance documents and have regional advisers on hand who have expertise in this area to help implement their guidance. Schools have a legal obligation to ensure measures are in place to address bullying: Head teachers must enforce a policy as a preventative measure against bullying in accordance with the Human Rights Act 1998. The Standards Frameworks Acts (1998) states that all schools are required by law to have an anti-bullying policy. Schools have statutory liability regarding behaviour of pupils under the School Standards and Framework Act 1998 : the head teacher shall determine measures to be taken with a view to à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ be encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils. Article 28 of the United Nations Convention on the Rights of the Child states that bullying policy should be in place in each school and every child should know what to do if they find them self in the situation where they are being bullied. Section 175 of the Education Act 2002 states what is required of the governing bodies in relation to the wellbeing of the pupils in their school: The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school. The Education Act 2002 lays down out two aims for the national curriculum, whereby schools must make sure that it provides opportunities for all pupils to learn and achieve and promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The DfES circular, Social Inclusion: Pupil Support Circular outlines government expectations and the legal duty of head teachers with regard to bullying The National Health School Guidance asserts that it is necessary that schools have a policy and code of practice for tackling bullying, which is owned, understood and implemented by all members of the school community and includes contact with external support agencies. Under the Race Relations (Amendment) Act 2000 schools are required to promote race equality. Childrens Act (2004) sets out five outcomes that professionals should work towards. These are to; Be Healthy; Stay Safe; Enjoy and achieve; Make a positive contribution and Achieve economic well-being. Safe to Learn: embedding anti-bullying work in schools is the new overarching anti-bullying guidance for schools which was introduced in September 2007. The safe to learn guidance includes advice on bullying. In addition to this Ofsteds framework for inspecting schools states that inspectors must assess and give an account on the magnitude and degree of bullying, racism and other forms of harassment. They must also report on the schools successfulness at dealing with bullying incidents and look at the schools relations with parents. Schools are not immediately responsible for bullying that takes place outside of the educational setting but their anti-bullying policy should make it known that steps are in effect to respond to such incidents. The Government publicised two anti-bullying guidance documents on 15 April 2009. These documents gave advice on how to tackle bullying outside of the classroom setting. Versions of the guidance documents were also for local authorities, youth workers, college staff, play workers, transport providers and childrens homes. Despite all of this there is no law which states that Scottish schools must have a specific anti-bullying policy. However there have been documents such as Action Against Bullying distributed to Scottish schools in 1992 that recommend that they should implement a policy. Scottish local authorities have approved of this recommendation but it isnt really enough. Other available help As well as the legislation and guidance documents there are other avenues of support and guidance. Schools for one can pledge their allegiance to tackling bullying by signing up to the Anti-bullying charter whereby there can self-assess their bullying policy. An anti-bullying week is also held every year by the Anti-bullying Alliance The anti bullying Alliance was established in July 2002 by NSPCC and NCB, it has combined 68 organisations into one association. Their aim is to reduce bullying and create a safe environment for which children can study. Anti bullying weeks aim is to raise awareness of bullying and the issues that surround it. This years Anti-Bullying Week was focused on tackling cyber-bullying. Sue Steel, National Manager of the Anti-Bullying Alliance , said on the 2009 anti-bullying week that: It is very encouraging that the Government is doing so much to make Anti-Bullying Week a real success. We all need to work in partnership to ensure children, young people and their parents are aware of the risks of cyber bullying and know how to prevent it There are also various websites to help both parents and adults such as the DirectGov  website which has plenty of advice for young people concerned about bullying. Parentline Plus has a helpline for parents, provides support through the Be Someone to Tell webpage and a website for parental advice on dealing with bullying of their child. A comprehensive list of organisations that provide both help and support concerning bullying is available in Annex  I of the overarching Safe to learn guidance. Developing a whole-school approach The whole school approach is recommended by the DfES and works by engaging involving the whole school community from pupils and teachers to staff, carers and parents. This approach works by involving everyone and creating a framework that endorses shared beliefs and values that help to counteract and reduce bullying effectively. The framework sets out steps to advise and manage incidents of bullying. The DfES recommends launching this whole-school policy in four phases: awareness and consultation, implementation, monitoring and evaluation. The policy should aim to: Ensure that the whole school community understands bullying and what is meant by bullying. Make it understandable that bullying will not be accepted inside or outside of the school setting. Create an effective system to deal with bullying incidents that enables children to easily report bullying occurrences. Ensure that all incidents reported are investigated seriously and the measures in place are acted upon in response. That clearly defined procedures are in place. Provide a systematic method of recording incidents that take place this in turn can help in evaluating and reviewing policy. Have a peer support programme in place. Continually review procedures and policy and keep the whole school community informed of any changes or revamps. Anti-bullying Policy Case Study In my small case study I looked at 3 anti-bullying policys for schools in the Surrey area. I would first like to note that out of the 5 websites I viewed, two did not have any anti-bullying policy online. Anti- bullying policy should be readily available for the school community and should be online for easy access for the whole school community. I will address the schools as A, B and C. School A had a very comprehensive Anti-bullying strategy in place using the whole school approach. It clearly defined anti-bullying procedure in place for children staff and parents using headings such as guidance for children. The Policy included an effectives system clearly stating each stage of procedure and using the no blame approach. School A also asserted that all incidents would be recorded and used in further cases if needed. The use of a peer support strategy was also in place which seems to add to the policies effectiveness as these systems have been found to be effective in reducing the negative effects of bullying for victims. This policy was said to have been reviewed in 2009 and was to be reviewed on a regular basis which again seemed excellent practice. School As policy was seemed precise and effective using the whole school community and in doing so promoting a shared set of values and beliefs. The fact it is reviewed on a regular basis makes sure the policy is fresh and effective. This school also had regular newsletters with any new updates on anti-bullying strategies or changes in policy these were in turn clearly published online. School Bs policy had a clear precise definition of bullying but however it was not as comprehensive as School A. The policy did show the procedure in place and stated the support in place for children; it however was aimed at staff and parents only and did not involve the whole school community. The policy had clearly not been reviewed in some time as it was dated May 2005 which is nearly 5 years ago and seemed outdated and forgotten. School Cs policy was just appalling; it consisted of a paragraph about the definition of bullying and a list of behaviour codes. It did promote a shared value on the expected codes of behaviour but no set clear process in place for dealing of bullying for staff, children or parents. Is the governments strategy working? There is not much in the way of research into this field and whether anti- bullying policy is effective or not. Bullying has decreased slightly since the previous year which could be a reflection of the change in government policy and promotion of peer support but really it is not a decrease in incidents. I conducted a small scale survey of 8 teaching assistants and teachers in schools around the UK to find out whether they felt the government were doing enough in relation to bullying. U.K  government is doing enough for schools in  relation to bullying  How do you feel about this statement?   Strongly Agree     0     0%     Agree     1     8%     Neutral     2   17%     Disagree     5   42%     Strongly Disagree     0     0%   The results show that 42% disagreed with the statement that the government was doing enough in relation to bullying, 17% were neutral and 8% agreed. This survey just indicates that people within the school context feel more can be done to stop bullying. One participant even stated There are anti bullying programs in place at schools but the children often do not come forward. The Government could work with the schools to make it easier for children to come forward. Bullying UKS CEO, John Carnell was reported saying These figures are disgraceful and show that the government and schools are just not getting to grips with this problem. Bullying UK was founded 10 years ago and the problems we are seeing now are the same ones we saw 10 years ago. Day in, day out, year in, year out, we are receiving exactly the same complaints from desperate parents and children and its a scandal that there is no government funding for the vital work we do which we know saves suicidal childrens lives. In the Childline case notes one counsellor asserts I dont think things have changed, and when you ask the children whether there are anti-bullying policies the children say yes, but it still makes you powerless. The frustrating thing is that we still receive so many calls about bullying What can schools do to tackle bullying? Research has proven that the whole school approach is the most effective strategy and recommended by the DfES. The whole school community should be involved in devising and implementing an anti-bullying policy. It requires everyone to maintain and advocate the standards in the policy and act promptly when incidents occur. This approach promotes shared values and beliefs and enables a clear understanding of the acceptable standards of behaviour. In Wales, Lambert, Scourfield, Smalley and Jones (in press) found a significant association between lower levels of bullying, and pupils reporting that the school had clear rules on bullying. The law does state that behaviour policy should be publicised to the school community once a year although really it should be communicated a lot more then this to refresh minds. Research has indicated that just having an anti-bullying policy alone is not enough. In order for a policy to be effective it needs to be efficiently implemented, reviewed and evaluated constantly. As for instance one study found that school-wide policies decline in effectiveness over a 2-3 year period, after which time bullying increases (Sharp et al, 2002). Smith states Bullying is an ongoing problem, so a one-off effort over a term or a year without continuation will have little or no lasting impact (Smith, 2004, p101). Bullying policy should be reviewed regularly and the whole school community should be involved in and notified of changes. Children should have a say in the policy as suggested by the DCSF. There are guidance documents such as the Anti-Bullying Alliance resource Are you talking to me?: Young Peoples Participation in Anti-Bullying. It is important to engage children and incorporate their ideas in the anti-bullying policy allowing them to be an active part of school life. There are a range of suggested classroom activities to encourage pupils to discuss anti-bullying policy. The Government has recently made PSHE lessons compulsory and these are a perfect platform for discussing bullying and anti-bullying policy. The need is to have a comprehensive anti-bullying policy and strategies in place. Not every school has a policy that is comprehensive and covers the extensive bullying types. For example, Adams, Cox Dunstan (2004) reported that out of 19 schools surveyed in the UK none of them specifically mentioned sexual orientation in the anti-bullying policies. What can the government do to tackle bullying? There are a range of things the government can still do to tackle bullying. A statuary duty should be made on schools and education authorities in Scotland to have anti-bullying policy in place. Scottish Schools are not legally obliged to have any policy or strategy in place to counteract bullying. Wales should also have regional advisors like England to advise schools about the effective strategies against bullying including best practice and how to create all an effective anti-bullying policy. The government should also find a way of assessing anti-bullying policy in each school as having this policy in place does not mean it is being implemented properly or carried out in the School context. Finally awareness should be raised on the newest forms of bullying such as cyber-bullying this should also be reflected in relevant policy. PSHE lessons can help raise this awareness and I feel bullying should become a compulsory topic allowing the school to discuss not only bullying in general but their own anti-bullying policy and practice. Conclusion After examining the research, articles, statistics and other information it does become apparent bullying has ever so slightly demised in the last few years but not really enough. This tells me that the government initiatives and policies have had a small effect in reducing bullying. The big problem with the anti-bullying policy is that each school has to devise the policy and implement it, which means the policys effectiveness can range dramatically between each school. If the government is to succeed at cracking down on bullying significantly I feel it is necessary to do the research and implement the same effective policy in each school. It may be useful for the Government to examine leading countries in the fight against bullying. The government also needs to listen to the people that this problem effects and find out their views on the policy that stands.

Ecstasy: Greater Affects on Women? :: science

Ecstasy: Greater Affects on Women? Ecstasy: Are Women More Susceptible To Brain Damage? The rave scene. It’s becoming a popular way to ‘kick-back’ for high school and college kids. â€Å"Everyone† is doing it at parties. Unfortunately, this party isn’t all fun and games. Drugs are prevalent at raves. Ecstasy, one of the most popular drugs abused there is like the tiny insects that aren‘t widely feared, but can be deadly. It looks small and innocent, but its more harmful than you may think. Ecstasy is actually C11H15NO2, which means. New studies show women may be at an even greater risk to prolonged effects of the drug ecstasy- 3,4-methylenedioxymethamphetamine. It is commonly known that ecstasy produces great levels of serotonin. These chemicals are released in the brain, generating a false sense of happiness, self-esteem, and increase sexual drive. Prolonged exposure to the drug can result in a lack of serotonin altogether, leading to depression and many other mental illnesses. Ecstasy is commonly classified as a stimulant. Ecstasy is most often found in pill form, although it is also sold as a powder. Imprints on the pill classify them into ‘brand names’. Frequent users are known to buy from the same ‘brand’ just like most all consumers prefer one brand of milk or orange juice. The drug is easy to find and can range in prices from $20 - $50 per tablet. Since demand at the club scene is so high, buyers are sometimes sold imitation ‘X’, a drug that could contain any number of substances. Any other variant of Ecstasy could also be found with a mixture of drugs. Ecstasy is called: MAMA, X, XTC, Adam, The love drug, and many other names still being created. (www.ecstasy.org) Dutch studies grouped participants into three categories of users: moderate, heavy, and ex-users. Moderate use is classified as less than 50 tablets; heavy is more than 50 tablets; and ex-users were reportedly off ecstasy for at least one-year before the study. Users had to abstain from all drug use for 3 weeks before the study was conducted. The three groups were also categorized by gender and age. The study revealed that MAMA use might result in lowered levels in the density of serotonin transporters in the brain. It also suggests that the degree of those levels was partially dependent on sex. Moderate users of both male and female participants did not seem to lead to a large reduction in the production of serotonin.

Domestic Politics and International Relations Essay

I. International relations as venerable subject. A. People were studying international relations before there were nations. B. Kautilya, Sun Tzu, Thucydides, and Herodotus were the first philosophers and scientists to write about international relations more than 2,500 years ago. C. The key fundamental law of international relations states that politics is rooted in domestic affairs. D. The moral law causes people to remain subjected to their ruler and moral law restrains the use of force. II. Methods to investigate the history of international relations are combining logic and evidence, mathematical method and statistical analysis. A. The method of combining logic and evidence or case studies. 1. Knowledge of international relations will be improved. 2. The path to insight is to analyze individual events or, in other words, to develop a case study. 3. Case studies are effective in evaluating the verisimilitude between the theory and practice (action). B. Statistical analysis suggests aims at investigating general patterns among the cases and examines large numbers of events. 1. Predicted patterns should include the probability distribution across the outcomes, not across deterministic results. 2. The method uncovers ideas and key points about the general orderliness of the origin of international relations. 3. In contrast to case study approach, statistical method probes the generality of the hypothesis under investigation, as well as its extreme validity. C. Mathematical analysis ensures internal consistency in arguments about complex relations about variables. 1. Mathematics is claimed to be the best tool for pursuing logical analysis of the complex problems as the alternative contains greater ambiguity and imprecision in meaning. 2. Still many scientists denounce the importance of mathematical method in learning international relations as they argue that ‘the interesting problems of politics are too complex to be reduced to mathematical equations’, but mathematics is exact when dealing with complex problems. 3. Mathematical approach is necessary for linking case study and archival techniques. III. Fundamental insight in the nature of international affairs through effectiveness and combination of key methods. A. Case studies should be facilitated because of their nature unique and not indicative of general laws. B. Productive collaboration with colleagues should be encouraged by combing mathematical, statistical and formal methods. C. The benefits of case studies are well-known, whereas the benefits of logical and mathematical methods are still under debate. D. Nowadays, all three methodologies are used for evaluation how international relations are shaped to domestic politics.

american black essays

american black essays Midterm Essay #2: Topic #2 Irish and African Americans In the period of vast immigration into the United States and within it, the Irish and African Americans are very closely related in their experiences as immigrants and their experiences during and after their immigration. Their origins, flows, economic incorporation in the United States, settlement and socio-political adaptation was a little different but it had some similarities. Both groups were pushed and pulled out of their native lands by the same type of factors, and the problems that they faced were similar. The Push Pull theory and the Network Theory can explain their experiences as immigrants. The Irish migration to the United States was caused by many factors, but there were a few major ones that caused most Irish citizens to consider the migration to the new world. The Irish came from Ireland to escape many hardships that plagued them. First and foremost was the potato famine that was wide spread throughout Ireland. A fungus ate away most of the potato crop (I, 146) and since most of the economy was based on agriculture and the potato crop was a key product, the economy took a tremendous hit. Widespread unemployment, food shortages ran rampant throughout the country. Also the colonization of Ireland by the English government did not help the situation at all. The government was oppressive and did very little to ease the problems of Ireland during this harsh time. But also outside factors pulled the Irish to come to America. Labor recruiters from the United States ran ad campaigns and sent recruiters to Ireland to get the citizens to pack up and leave for Americ a. They promised steady jobs, high wages and a quality of life that was far superior to that of Irelands (I, 146). So not only were the Irish being pushed out of the country by hardships, but also they were being pulled into America by th...

The Goddess Athena

The Goddess Athena Free Online Research Papers Back in time when Greece was making its mark in history as one of the great civilizations of the Ancient World, there was a great deal of emphasis on the Gods and Goddesses. To the Greeks the world was governed by the Gods and they were the reason many things happened in the world, mostly thing that where unexplainable. The goddess Athena was one of the many gods or goddesses that played a large role in Greek mythology. Even though Athena was the patron saint of Athens she supported other Greeks outside of Athens, such as, Achilles, Orestes, and especially Odysseus (â€Å"Athena†-1). Athena is known to be the goddess of war, guardian of cities, patroness of arts and crafts, and promoter of wisdom. Athena’s name actually came from the Cretan and Mycenean name Athene which predates the Greeks by about 1,500 years (Daly-20). The ending ‘-ene,’ was set aside for royalty and goddesses, like Helene. She was also called by some Greeks as Pallas Athena. Not many people know where the name Pallas came from. Some legends say she obtained it from the giant Pallas that she killed in the war of the gods and giants. Another legend says that Athena accidentally killed her childhood playmate Pallas. By taking Pallas’ in front of her own, Athena shows the grief that she endured for the loss of her friend (Daly-20). Athena had such an impact on the Greeks that the Romans adopted her and called her Minerva. The origins of Athena’s name are not the only discrepancy that historians have had. The origin of where Athena came from is also a discrepancy. Zeus feared that he would be overcome by a son greater than he born from the intelligent Metis. To prevent this Ze us ate Metis. There for, Athena, in the most common legend, was born fully grown out of Zeus’s head after Hephaestus split it open with an ax. Another legend, this one form Crete, says Athena was hidden in a cloud. Zeus hit his head on the cloud and caused Athena to appear (Daly-20). Out of all the cities that Athena helped and protected Athens claimed her as their own. The Atheans believed that the first king of Athens, Erichthonius, was a descendant of Athena (Daly-20). Even though Poseidon was greedy of earthy kingdoms, he challenged Athena for the city. The both of them appeared before the court of gods and goddess to make a judgment. Poseidon presented water to be of use to the Atheans. But the water was salty. Athena presented the olive tree which gave fruit, oil and wood. The court judged that this was a more beneficial gift and let Athena have the city (Daly-100). To show their homage, the Atheans, built the Parthenon. The word Parthenon means virgin’s place, f or Athena was a virgin goddess (â€Å"Parthenon†-1). The east side of the building showed the birth of Athena and the west side showed the contest with Poseidon (â€Å"Athena†-1). Atheans, on the other hand, were not the only people Athena favored. According to Homer the Greeks were greatly benefited when Athena came down from the heavens and stopped Achilles of Phthia from killing Agamemnon. Achilles protested but Athena replied: Down from the skies I come to check your rage if only you would yieldStop this fighting, nowDon’t lay hand to swordI know it is the truth-one day glittering gifts will lie before you, three times over to pay for all his outrage. Hold pack now. Obey Even though Athena was the patroness of war she also had compassion for the Greeks. Athena knew if Achilles had killed Agamemnon that would certainly mean defeat for the Greeks. Athena was ruthless, manipulative, savage, and found delight in Trojan blood (â€Å"Athena, daughter of Zuesâ₠¬ -1). Athena also is credited with helping a young man that was on trial in Athens for killing his mother. This young man was Orestes and his mother Clytemnestra, both form Argos. Athena having no mother had more compassion for the male figure than female. She considered the crimes of Clytemnestra (killing her husband, Agamemnon) more punishable than Orestes crime. Aeschylus seems to sum it up in Athena’s speech to the court in The Oresteia. â€Å"The Eumenides.† No mother gave me birth. I honor the male, in all things but marriage. Yes, with all my heart I am my Father’s child. I cannot set more store by the women’s death-she killed her husband, guardian of their house(644) With this trial Athena presented a new form of justice, trial by jury. The jury had voted equally but Athena broke the deadlock with an innocent vote setting Orestes free. But of all the people Athena helped, Odysseus was the Greek that she liked the most. According to Kathleen Daly , author of Greek and Roman Mythology A-Z, Athena displays her â€Å"unique intellectual qualities† the best in Homer’s Odyssey. If it was not for her help and guidance Odysseus would have never reached his beloved Ithaka. With all the phenomenon’s that were unexplainable in the ancient world; mythology was able to shed some light on the subject. By today’s standards these mythological explanations seem a little farfetched. But for the time, accomplishments and triumphs that many Greeks made where do to the help of the gods like the wise Athena. She saved Greece from being defeated by holding back the anger of Achilles. A new form of government was established thanks to Athena’s idea of trial by jury which allowed Orestes to go free. She also helped the mighty Odysseus find his path home. In respect, Athena was a goddess that was for all of Greece not just a single city. This made her one of the more favorable goddess and for this she was paid much homage. Aeschylus. The Eumendies. Vol I of The Norton Anthology of World Masterpieces. Ed. Maynard Mack, et al. 6th Ed. 2 vols. New York: Norton, 1985: 1991. Athena, daughter of Zeus 10 Aug. 2010. . Daly, Kathleen N. Greek and Roman Mythology A-Z. New York, NY. Facts on File, Inc., 1992. Athena. Greek Mythology 05 Aug. 2010: . Parthenon. HistoryChannel.com. 10 Aug. 2010 . Research Papers on The Goddess AthenaCanaanite Influence on the Early Israelite ReligionComparison: Letter from Birmingham and CritoPersonal Experience with Teen PregnancyThe Hockey GameHip-Hop is Art19 Century Society: A Deeply Divided EraBringing Democracy to AfricaCapital PunishmentAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 Europe

W1D Tacoma Narrows Bridge Essay Example | Topics and Well Written Essays - 250 words

W1D Tacoma Narrows Bridge - Essay Example As emphasized, if a different kind of design was used, specifically that of â€Å"Clark Eldridges original design for the 1940 Tacoma Narrows Bridge† (Washington State Department of Transportation: What if†¦?, 2005, par. 2), the bridge was perceived to have been able to stand the natural forces and wind speeds that it encountered. The fact was corroborated as a comprehensive evaluation of the cause of the failure finally attested that â€Å"aerodynamic forces never have been taken into consideration in the design of any bridge. Heretofore bridges have been designed to withstand static stresses only† (American Association of Physics Teachers, 2000, p. 14). Thus, the project’s failure was identified to have been sourced in the planning and design stage where information was noted to be crucial and paramount prior to implementation of the structural phase. Washington State Department of Transportation. (2005). Lessons From the Failure of a Great Machine. Retrieved February 24, 2015, from wsdot.wa.gov:

Better understanding of quality costing or cost of quality can lead to Essay

Better understanding of quality costing or cost of quality can lead to process improvement, improved financial performance, and enhanced customer satisfaction - Essay Example The concept of Total Quality management as defined in the paper illustrates how theoretical understanding of quality costing may help explain the actions of industries in practice. The fast growing economy of nations in different parts of the world has reached a point where quality becomes just as significant as quantity. Pike and Barnes (1996) argue that the low wages of the employees are shooting and at one particular point in time they will no longer be able to captivate foreign direct investments. To be well prepared, many companies from different nations should aim at the quality already prepared today. However, the quality knowhow is still somewhat not understood by many people and by many industries (Crosby 1990). One way to ensure that it’s more concrete is by calculating quality cost. Lighter and Fair (2004) define Quality cost as a measure of how expensive it is for the organization to lack in quality in any possible way. This however, contradicts the Crosby’s (1990) statement of free quality. This shows clearly that quality is never free but may be cheaper in the long run. The concept of free quality makes it possible to understand quality costing and to put into considerations which areas should be prioritized in the quality development work (Horch 2003). This research paper makes an attempt to bring out vividly the quality of cost of different companies. Based on the argument of the calculated quality costs areas of improvement are suggested to the management. This case study brings out clearly that the company’s improvement efforts can be channeled to where they make the best use. Experienced significance and obstacles when using quality cost calculations to define a quality development work in industries are then outlined (Thorpe 2005). Dale and Plunkett (1999) confirm that the company’s quality maturity is always relatively low. For this reason the development suggestion