How to Write a Literacy Narrative

How to Write a Literacy Narrative I first learned to read at the age of three while sitting on my grandmother’s lap in her high-rise apartment on Lake Shore Drive in Chicago, IL. While flipping casually through Time magazine, she noticed how I took a keen interest in the blur of black and white shapes on the page. Soon, I was following her wrinkled finger from one word to the next, sounding them out, until those words came into focus, and I could read. It felt as though I had unlocked time itself. What Is a â€Å"Literacy Narrative?† What are your strongest memories of reading and writing? These stories, otherwise known as â€Å"literacy narratives,† allow writers to talk through and discover their relationships with reading, writing, and speaking in all its forms. Narrowing in on specific moments reveals the significance of literacy’s impact on our lives, conjuring up buried emotions tied to the power of language, communication, and expression. To be â€Å"literate† implies the ability to decode language on its most basic terms, but literacy also expands to one’s ability to read and write the world - to find and make meaning out of our relationships with texts, ourselves, and the world around us. At any given moment, we orbit language worlds. Soccer players, for example, learn the language of the game. Doctors talk in technical medical terms. Fishermen speak the sounds of the sea. And in each of these worlds, our literacy in these specific languages allows us to navigate, participate and contribute to the depth of knowledge generated within them. Famous writers like Annie Dillard, author of The Writing Life, and Anne Lammot, Bird by Bird, have penned literacy narratives to reveal the highs and lows of language learning, literacies, and the written word. But you don’t have to be famous to tell your own literacy narrative - everyone has their own story to tell about their relationships with reading and writing. In fact, the Digital Archive of Literacy Narratives at the University of Illinois at Urbana-Champaign offers a publicly accessible archive of personal literacy narratives in multiple formats featuring over 6,000 entries. Each shows the range of subjects, themes, and ways into the literacy narrative process as well as variations in terms of voice, tone, and style. How to Write Your Own Literacy Narrative Ready to write your own literacy narrative but don’t know where to begin? Think of a story linked to your personal history of reading and writing. Perhaps you want to write about your favorite author or book and its impact on your life. Maybe you remember your first brush with the sublime power of poetry. Do you remember the time you first learned to read, write or speak in another language? Or maybe the story of your first big writing project comes to mind. Make sure to consider why this particular story is the most important one to tell. Usually, there are powerful lessons and revelations uncovered in the telling of a literacy narrative.Wherever you begin, picture the first scene that comes to mind in relation to this story, using descriptive details. Tell us where you were, who you were with, and what you were doing in this specific moment when your literacy narrative begins. For example, a story about your favorite book may begin with a description of where you were when the book first landed in your hands. If you’re writing about your discovery of poetry, tell us exactly where you were when you first felt that spark. Do you remember where you were when you first learned a new word in a second language? Continue from there to explore the ways in which this experience had meaning for you. What other memories are triggered in the telling of this first scene? Where did this experience lead you in your writing and reading journey? To what extent did it transform you or your ideas about the world? What challenges did you face in the process? How did this particular literacy narrative shape your life story? How do questions of  power or knowledge come into play in your literacy narrative? Writing Toward a Shared Humanity Writing literacy narratives can be a joyful process, but it can also trigger untapped feelings about the complexities of literacy. Many of us carry scars and wounds from early literacy experiences. Writing it down can help us explore and reconcile these feelings in order to strengthen our relationship with reading and writing. Writing literacy narratives can also help us learn about ourselves as consumers and producers of words, revealing the intricacies of knowledge, culture, and power bound up in language and literacies. Ultimately, telling our literacy stories brings us closer to ourselves and each other in our collective desire to express and communicate a shared humanity.​ Amanda Leigh Lichtenstein is a poet, writer, and educator from Chicago, IL (USA) who currently splits her time in East Africa. Her essays on arts, culture, and education appear in Teaching Artist Journal, Art in the Public Interest, Teachers Writers Magazine, Teaching Tolerance, The Equity Collective, AramcoWorld, Selamta, The Forward, among others.

Alcoholic Authors Essay Example for Free

Alcoholic Authors Essay Essay Topic: American literature , Alcoholism The prominence of alcoholism in American literature, at least in the first half of the twentieth century, and the relationship between great authors and alcoholism has become somewhat of a literary cliche. Icons such as Ernest Hemingway, William Faulkner, Tennessee Williams, and Jack Kerouac are as famous for their work as they are infamous for their drinking habits. These authors have created a legend out of themselves just from their notorious habits of drinking. Of the seven native-born Americans awarded the Nobel Prize in literature, five were alcoholics. The list of other twentieth-century American writers also affected with alcoholism is very long. I researched these authors’ lives to find out how they all were infected with the same disease, alcoholism. Some said that drinking boosted their creative abilities, while others thought of it more of an escape from the confines of their own imagination, to which they were bound for all hours of the day. Drinking does fit the loner lifestyle that many of these authors had. It was viewed as a cure for writers block, an escape from their own minds, and most importantly, as a tool to cure the emotional hardships that they endured. It is not a coincidence that the greatest writers and artists also had very troubled childhoods and adult lives. Look at Edgar Allan Poe and Vincent Van Gogh; both were both severely troubled emotionally and depressed, and yet they still produced artistic and literary genius. So what is this connection between alcoholism and the great authors of the early 19th century? I will take an in-depth look at a few of the most influential alcoholic authors, such as Ernest Hemingway, William Faulkner, Edgar Allan Poe, and Tennessee Williams. I will look at factors that may have led them to their alcoholic habits, such as their childhood, troubled lives, or depression. From there, I will then look at how alcohol affected their works, positively or negatively. And as we all know, alcoholism was also double-edged sword that led to the destruction of their careers, and ultimately to their deaths. â€Å"I have absolutely no pleasure in the stimulants in which I sometimes so madly indulge. It has not been in the pursuit of pleasure that I have periled life and reputation and reason. It has been the desperate attempt to escape from torturing memories, from a sense of insupportable loneliness and a dread of some strange impending doom. † This quote by Edgar Allan Poe perfectly depicts why many of these great authors fell back into the grasp of alcoholism. Many were troubled spirits who had tough lives, and used alcohol as an escape from their woes. Poe’s depression was caused by his alcoholic father, the death of both of his mothers, the death of his loving wife, the separations of his siblings, and an abusive foster father. No doubt, these losses and hardships sculpted Poe into who he was as a person and author. He relied heavily on alcohol to ease his pain. Another notable case of hardships and emotional struggle that led to alcoholism was Tennessee Williams. As a child he was exposed to a very problematic family. His hard-drinking father favored his brother, as Williams was sensitive and seemed to be homosexual at a very young age. He was closest to his sister Rose, who was diagnosed with schizophrenia and institutionalized. Later on, he had troubles dealing with his sexuality, which led to heavy drug and alcohol abuse. He married Frank Merlo, whom provided balance to his bouts of rage and alcoholic abuse. Williams sunk into even deeper depression after Merlo left him, because of his alcoholism. Williams won the Pullitzer Prize for Drama after writing, A Streetcar Named Desire in 1948. He wrote this largely based off of events from his own life, most vividly portraying his alcoholic habits through Stanley. Another example of a great author whose troubled life had led him to become an alcoholic is Ernest Hemingway. Like Williams, he was also an award-winning author who won the Nobel Prize for Literature in 1954. During his final years, Hemingway’s behavior was similar to his father’s before he himself committed suicide. Hemingway was diagnosed with the genetic disease Hemochromatosis, which causes mental and physical deterioration. His brother and sister also committed suicide as well. In addition to Hemingway’s mental illnesses, he was an alcoholic for most of his life. After his death, in the writing, â€Å"Ernest Hemingway: A Psychological Autopsy of a Suicide†, Christopher Martin talks about the possible causes of Hemingway’s suicide. He discovers after careful reading of Hemingway’s works, that they reveal the possibility of conditions such as, bipolar disorder, alcoholic dependence, traumatic brain injury, and narcissistic personality traits. Hemingway was obviously troubled mentally and emotionally, and relied heavily on alcohol. Hemingway is one of the most well known alcoholic authors to this day. It was a common trait amongst many of the alcoholic authors to have emotional hardships and struggles. There is no doubt that these authors’ works were affected strongly by their addiction to drinking. As discussed previously, some stated that it boosted creativity, immediately cured writer’s block, and even relaxed them from the pressure of writing. Dr. Donald Goodwin, the author of â€Å"Alcohol and the Writer,† performed research on the correlation between authors and alcoholism. He concluded that writing in itself does not encourage alcoholism. Instead, he suggests that creativity is inspired by insanity because, â€Å"creative writing requires a rich fantasy life. † Alcohol promotes this same fantasy life as it skews one’s perceptions. Goodwin concludes that writing and alcoholism are products of the same lifestyle, rather than writing as a profession encouraging alcoholism. â€Å"Writing involves fantasy; alcohol promotes fantasy. Writing requires self-confidence; alcohol bolsters confidence. Writing is lonely work; alcohol assuages loneliness. Writing demands intense concentration; alcohol relaxes. † For example, William Faulkner, from the very beginning of his career, drank while he wrote. He claimed, â€Å"I usually write at night. I always keep my whiskey within reach. † Faulkner was also a Nobel Prize winner for his novels and short stories. Hemingway found whiskey as a sort of relief from his day to day routines, almost medicinal. Hemingway once stated, â€Å"When you work hard all day with your head and know you must work again the next day what else can change your ideas and make them run on a different plane like whisky? † This sort of mindset was one similar amongst many other great authors alike. In Goodwins book, he has a chapter titled, â€Å"The Loner Theory. † Alcoholism is basically a disease of individualism. People who are affected are those who, from early childhood, have a strong sense of being psychologically alone and on their own in the world. These people feel that they can get emotional release from drinking. We can see this individualistic character in many great authors. Goodwin goes on to compare writing and being drunk. He claims, â€Å"Writing and alcohol both produce trancelike states. A gift for creative writing may involve an innate ability to enter trancelike states. Being a loner, may facilitate trancelike states when it is time to write, and encourage drinking to overcome the shyness and ? isolation when it is time to relax. † This reasoning and logic is clearly evident in many of the author’s lifestyles. As much as these tendencies helped many of them produce creative work, it also led to many of their careers’ demise and eventually, death. The infamous drinking habits of Hemingway, Poe, Faulkner, and the like, all eventually led to their death or career demise. Many of these alcoholic authors were on a slow decline creatively. Many thought that their alcoholism deadened their creative thought process and rather turned them into more drab and emotional writers. Faulkner’s prose was slowed down by his sclerosis, while Hemingway’s style was drowned in emotions. Hemingway ridiculed his friend Fitzgerald when he went public in Esquire, talking about his downfall publicly. Hemingway was disgusted, and invited him to cast his, â€Å"balls into the sea—if you have any balls left†. Many authors attempted to get sober but found they could not write without alcohol. Many would just have one big hit and then decline from there, fighting sobriety and the ability to write without alcohol. Hemingway struggled to find happiness later on in life and eventually committed suicide. Faulkner died of a heart attack that was attributed to his heavy alcohol abuse. Edgar Allan Poe’s death was largely due to alcoholism. It is still a bit of a mystery as to how he died, but according to newspaper articles at the time it was due to cerebral inflammation, which is commonly linked with alcoholism. Many of these great authors were known for their great works as well as their drinking habits. Sadly, alcoholism led to many of their declining health in later ages. Their creative spark was slowly dulled over time by drinking, and many lived unhappy lives. There is an irrefutable link between many authors and alcoholism. Many of them happened to live in the same time frame, and were legends amongst the population largely in part to their drinking habits. Their alcoholic tendencies are all largely due to their loner lifestyles that they all shared. No doubt, they had great artistic minds. Many of them were award-winning authors who are icons American literature. However, their drinking habits are just as famous as was their work. Unfortunately, these habits eventually led many of them to their downfall. Many took their own lives, drank until they passed, or died because of other health complications due to alcoholism. Drinking was a cure for writers block, an escape from their own minds, and also a tool to cure their emotional downfalls that their troubled lives had brought upon them. It is not a coincidence that the greatest writers and artists also had very troubled childhoods and even adult lives. There is a direct connection between the tendencies of â€Å"loners† to be dependant on alcohol, and the tendencies of many authors to be loners. In conclusion, many authors had troubled lives and childhoods that led them to become emotionally scarred. This led to alcoholic habits. Next, many of them enjoyed working and writing while intoxicated. It suited their personalities. Alcoholism is an individualistic disease, and writing is typically an individual art form. Just as these authors found comfort in drinking, many of them drank their lives into the gutter; quite literally in Poe’s case. The same thing that they found comfort in, used as a tool for their writing, led them to demise. Their mental and physical health deteriorated, and ultimately many of them died unhappy. However, these authors were legends in literature. Hemingway, Faulkner, Poe, Fitzgerald, and Williams to name a few, all of these authors graced us with their genius, although some of them paid the price of their genius with mental and physical deterioration due to a life-long love affair with alcohol. Works Cited Dardis, Tom. (1989). The Thirsty Muse: Alcohol and the American Writer. Fields. Goodwin, Donald W. (1988). Alcohol and the Writer. Andrews McMeel Publishing Padgett, John B. (2006, August 17). William Faulkner: Frequently Asked Questions.

Final paper Essay Example | Topics and Well Written Essays - 1500 words - 6

Final paper - Essay Example It is time the government legalized the sale of organs. Legalization of organ sales will lower vital organs-related deaths boosting the supply of such organs, eliminating illicit organ markets, allowing access to cheaper organ transplant, and compensate donors. The demand for organs is overwhelming, and yet the supply is far too low. Right now, over 85,000 people in U.S. alone are on the list of those waiting for organs (Calandrillo 72). Out of these, a majority (about 60,000) requires a kidney, 17,000 are in desperate need of a liver, 4,000 are hoping for a lung, while 3,500 are desperate for a heart. The organs are the most important for the survival of any human being. Any defect in them can shorten a person’s life within a short period. The patients on the waitlist thus urgently need them as they are living on borrowed time. However, the supply of these organs is shockingly far much less. Calandrillo says that the year 2003 saw organs harvest from only 13,000 individuals to facilitate the mere 25,000 transplants in the U.S. (72). It means that the many patients who were not successful to get a required organ sadly died. Ironically, the painful shortage is because a majority of the organs go to the grave when the owners die. A lack of donation-appropriate organs is not a primary cause. A bumper sticker once read, â€Å"Please do not take your organs with you to heaven. Heaven understands that we are desperate for them here on the earth† (The Economist). Each year witnesses many Americans die in ways that would make it possible for an organ harvest. For example, some die in road accidents, others due to heart attacks and strokes but organs come from only a few of the possible donors. In fact, about 75% of the Americans are not ready to donate organ upon their death. Hence, the remaining percentage that have opted to offer an organ cannot sufficiently meet the national needs. The situation

Dieting makes people fat Essay Example | Topics and Well Written Essays - 2500 words

Dieting makes people fat - Essay Example Regulations create and establish rules that should be observed and respected by individuals, organisations or firms that operate within a particular industry or business. In a pro-regulation scenario, anyone or any entity that does not act in accordance to the preset rules is in direct contravention of the law and is thus subject to punishment by law. The punishment to be handed down can either be in terms of fines, imprisonment or repossession of the respective business. However, in the free market, the allocation of market resources is solely on the foundation of supply and demand forces, this happens in the absolute absence of any form of government intervention. The question now becomes whether free market approach or pro-regulation approach is the best avenue to take in the Australian economy. When it is all said and done, regulation is the appropriate approach to take. This paper will endeavour to illustrate, with logical backing, why this approach is the most suitable one in t he Australian perspective. This paper will evaluate twelve articles, which are either for or against, the introduction of legislation to the Australian environment. ... The work by MJR Gaffikin (2005) strongly illuminates on this situation. Gaffikin notes that change in legislation might result in either an increase or decrease in the total expenses, to be incurred by the affected firms. He additionally cites the example of waste management. He explores this issue and ends up asserting that if firms are made to account for their waste management systems, many firms will have to invest more in their waste disposal mechanisms. This leads to a substantial increase in their overall operations cost. Thus, judging on this fact, then the free market approach is favoured. However, Michael gives a biased assertion that regulation aids in the creation of wealth, this is the view adopted by economists. This literal work is prejudiced in a manner that it does not back its assertions with hard facts. Nonetheless, the author has targeted the whole subject of regulation. In a situation whereby this article is the only information available on the projected impact of legislation, then the measure to be adopted would be to campaign for free market approach. However, this article does not take into consideration the general environmental effect of careless disposing of waste. Such events would and are characteristic in a free market approach. Once legislation has been passed, the parties affected must institute modifications in order to be in, a situation to comply with the new law. In most cases, this entails the whole or partial restructuring of business operations, which is sometimes an expensive feat. Thus, it is expected that a number of parties will not comply with the new legislation. According to Jason Mitchell and Majella Percy,

Life, Liberty, And The Pursuit To Change Something Essay -- essays res

Americans are well renown for their utter dissatisfaction for the current social, political, and economic status of their nation. Of course, it comes as now surprise that Americans are so driven to produce changes. The feisty, perseverance has been with the American people since the Revolutionary War, even before then. However, no matter how much a certain aspect of life is altered, not everyone will be pleased. Even though reform was a trend all throughout America's history, the 1830's and 1840's seem to be a time where reform was a popular fad. The women's right movement was a very predominant reform during this time. After years of servitude, many women were not longer going to be idle and quiet as their rights continually were denied to them. Many women felt as if they were being held captive or held prisoner by invisible bonds. For those women who did work out of the home, they finally were struck with a hard blow. Pay for a woman was the half the pay of a man. The Seneca Falls Manifesto was a revolutionary document for the women's document. Modeled after the Declaration of Independence, the authors proclaimed the atrocities committed by the men around them. "He has withheld from her rights which are given to the most ignorant and degraded men-both natives and foreigners....He has taken from her all right in property, even to the wages she earns." Despite their intelligence, perseverance, and peaceful way by which women conducted their movement, they still endured much criticism and mockery, but not only the press, but by Congress also. Feminists made an appearance around this time, the most famous being Lucy Stone. Stone and other feminists were particularly against the "traditional marriage." Some feminists were lucky to attain support from men in their crusade for rights. However, the majority of the male population felt women were to be docile, that "Her proper sphere is home, and her proper function is the care of the household, to manage a family, to take care of children, and attend to their early training." Religion, always a popular item chosen to be changed. People can never make up their minds. They choose one faith, and realize it is not for them, so they switch to another. Attitudes similar to these were the cause of the Second Great Awakening. One major religion, the Mormon belief, made a spectacular debut... ...n with rods, and lashed into obedience!" The Humanitarian Reform was begun by Dorthea Dix, however, many people, often relating religion to their actions, keep this movement going. For once in their lifetimes, the Indians were finally being seen as human beings, not barbarous creatures. Alexis de Tocqueville was a major campaigner in the better treatment of Indians. Tocqueville and another reformer, George Caitlin felt some land should be given back to the Native Americans, so their customs and ways of life might not fade away. "These are great evils, and it must be added that they appear to me to be irremediable. I believe that the Indian nations of North America are doomed to perish.....The Indians had only the alternative of war or civilization...the must either destroy the Europeans or become their equals..." A pattern seemed to have formed within the reforming of the 1830's and 1840's. All of a sudden, Americans wanted better treatment for everyone, well almost all Americans. Finally injustices were being recognized. They oppressed would endure bondage no longer. Revolutions started all over America, revolutions which paved the way for the present day America.

My ans to bullying

Primary and secondary schools children have been or are being bullied in one way or the order, by the time they reach their teens, fewer than half will tell a parent and at the very most, only a third will tell a teacher. Some children may get over an episode of bullying quickly but for others, the damage can go on for years. Children who have been bullied may suffer personality changes, can do poorly at school, may get ill, depressed or sometimes, even kill themselves. Bullying interferes with children's learning, concentration, and desire to go to school.† Bullying can be defined as the ongoing abuse of another person through physical or mental torture. To make matters worse this torture is conducted in the presence of others. The humiliation felt by the victim is hard to understand if you have never been bullied. If it happens over a long period of time it can have devastating effects on a young person’s mental health. There are a whole lot of myths about bullying such as: â€Å"It’s a fact of life†¦ everyone is bullied at some stage† of which to me is false. Bullying, is â€Å"physical or psychological intimidation (that) occurs repeatedly over time to create an ongoing pattern of harassment and abuse,† appears to cut across all the demographics of school size, place, and wealth. Bullies exist in schools big and small, urban and rural, rich and poor. â€Å"Their targets tend to have lasting emotional scars and low self-esteem,† Education Daily reported in October 1998. â€Å"Ten percent of eighth-grade students stay home at least one day a month for fear of another student.† Not only does bullying harm both its intended victims and the perpetrators,† say Limber and Nation, â€Å"it also may affect the climate of schools and, indirectly, the ability of all students to learn to the best of their abilities. Bullying deprives children of their rightful entitlement to go to school in a safe, just, and caring environment. There are many definitions of bullying, but most consider it to be, deliberately hurtful including aggression repeated often over a period of time difficult for victims to defend themselves against.   Bullying can take many forms, but three main types are: physical – hitting, kicking, taking belongings, there are verbal bullying which includes name calling, insulting, making offensive remarks, and Indirect bullying which includes   spreading nasty stories about someone, exclusion from social groups, being made the subject of malicious rumours, sending malicious e mails or text messages on mobile phones. Name calling is the most common direct form. This may be because of individual characteristics, but pupils can be called nasty names because of their ethnic origin, nationality or colour; sexual orientation; or some form of disability. Extent of the Problem: Various reports and studies have established that approximately 15% of students are   either bullied regularly or are initiators of bullying behavior (Olweus, 1993). Direct bullying seems to increase through the elementary years, peak in the middle school/junior high school years, and decline during the high school years. However, while direct physical assault seems to decrease with age, verbal abuse appears to remain constant. School size, racial composition, and school setting (rural, suburban, or urban) do not seem to be distinguishing factors in predicting the occurrence of bullying. Finally, boys engage in bullying behavior and are victims of bullies more frequently than girls. There was bullying in all schools, although a comparison with earlier work indicates a reduction during the 1990s. Although bullying can occur during the journey to or from school, eg extortion or theft of possessions such as mobile phones, most typically it takes place in school. It is more likely where adult surveillance is intermittent. In primary schools, up to three-quarters of bullying takes place in the playground. In secondary schools, it is also most likely outdoors, but classrooms, corridors and toilets are common sites. Both boys and girls bully others. Usually, boys are bullied by boys, but girls are bullied by girls and boys. The most common perpetrators are individual boys or groups of several boys. Children who bully others can come from any kind of family, regardless of social class or cultural background. Usually one pupil starts bullying a victim. There are often other pupils present. These may: help the bully by joining in help the bully by watching, laughing and shouting encouragement remain resolutely uninvolved help the victim directly, tell the bullies to stop, or fetch an adult. Any child can be bullied, and although none of these characteristics can excuse it, certain factors can make bullying more likely: lacking close friends in school being shy an over-protective family environment being from a different racial or ethnic group to the majority being different in some obvious respect – such as stammering having Special Educational Needs or a disability behaving inappropriately, intruding or being a ‘nuisance’ possessing expensive accessories such as mobile phones or computer games . Some victims may behave passively or submissively, signaling to others that they would not retaliate if attacked or insulted. They may benefit from assertiveness training. Others may behave aggressively, sometimes provoking others to retaliate. Some pupils are both bullies and victims; approximately 20% of victims also act as bullies although tending not to direct their aggression towards their own aggressors. They may come from disturbed family backgrounds and are likely to need special help in changing their behavior. Verbal bullying is common amongst boys and girls. Boys experience more physical violence and threats than girls, although physical attacks on girls by other girls are becoming more frequent. Girls tend to use indirect methods which can be more difficult to detect. Being bullied tends to decrease with age probably because older pupils are developing coping skills. In addition, older pupils meet fewer people who are physically stronger than them. However, attitudes to victims tend to become less sympathetic over the age range 8 to 15 years, especially in older boys. Physical bullying declines with age, but indirect bullying increases. The risks of bullying to the victims Victims may be reluctant to attend school and are often absent. They may be more anxious and insecure than others, having fewer friends and often feeling unhappy and lonely. Victims can suffer from low self-esteem and negative self-image, looking upon themselves as failures – feeling stupid, ashamed and unattractive.   Victims may present a variety of symptoms to health professionals, including fits, faints, vomiting, limb pains, paralysis, hyperventilation, visual symptoms, headaches, stomach aches, bed wetting, sleeping difficulties and sadness. Being bullied may lead to depression or, in the most serious cases, attempted suicide. It may lead to anxiety, depression, loneliness and lack of trust in adult life. Pupils’ attitudes to bullying Pupils’ understanding varies with age. Infants may confuse bullying with fighting and nasty experiences generally; juniors develop a more mature understanding. But difficulties in identifying bullying in 4 to 7 year olds should not prevent schools taking action. About 75-80% of pupils in surveys say they would not join in, or would like to help a bullied child. Fewer say they would actually help. About one fifth of pupils are less sympathetic. Girls seem more supportive of victims than boys, but not necessarily more likely to intervene.   Families are told about bullying more often than teachers; older pupils are less likely to tell at all. A ‘culture of silence’ persists; many victims – a majority of secondary-aged pupils –have not told anyone in authority of the bullying. The 1997 survey found that 30% of victims had not told anyone. Often teachers and parents need to take steps to uncover bullying. Most victims who do tell teachers or parents describe the outcome as positive. Victims need help and support. However, a small minority of victims reported bullying getting worse, especially when teachers were told. It is important that claims of bullying are taken seriously; a half-hearted response might make the problem worse. Sexual bullying is impacted on both genders. Boys are also victims – of girls and other boys. A case of proven sexual assault is likely to lead to the exclusion of the perpetrator. In general, sexual bullying is characterized by: abusive name calling looks and comments about appearance, attractiveness, emerging puberty inappropriate and uninvited touching sexual innuendoes and propositions pornographic material, graffiti with sexual content in its most extreme form, sexual assault or rape.   Sexual bullying can also be related to sexual orientation. Pupils do not necessarily have to be lesbian, gay or bi-sexual to experience such bullying. Just being different can be enough. A survey of 300 secondary schools in England and Wales found 82% of teachers aware of verbal incidents, and 26% aware of physical incidents. Almost all schools had anti-bullying policies, but only 6% referred to this type. Factors hindering schools in challenging homophobic bullying include staff inexperience and parental disapproval. Eradicating Bullying In Schools: Bullying is a problem that occurs in the social environment as a whole. The bullies' aggression occurs in social contexts in which teachers and parents are generally unaware of the extent of the problem and other children are either reluctant to get involved or imply do not know how to help. Given this situation, effective interventions must involve the entire school community rather than focus on the perpetrators and victims alone. Olweus (1993) emphasize the need to develop whole-school bullying policies, implement curricular measures, improve the school ground environment, and empower students through conflict resolution, peer counseling, and assertiveness training. Olweus (1993) details an approach that involves interventions at the school, class, and individual levels. Bullying should be discussed as part of the curriculum, but teachers also need general strategies to deal with the problem. Whilst they should try strategies such as those described below, schools may find that stronger measures are needed in the more serious and persistent cases.   Where other strategies do not resolve the problem, permanent exclusion may be justified in the most serious and persistent cases, particularly where violence is involved. The Department’s updated guidance for local education authority exclusion appeal panels makes clear that pupils responsible for violence or threatened violence should not normally be re-instated. One of the strategies is including it in the school’s anti-bullying policy – so pupils know discrimination is wrong and the school will act covering it in inset days on bullying in general guaranteeing confidentiality and appropriate advice to lesbian and gay pupils challenging homophobic language exploring issues of diversity and difference – discussing what schools and society can do to end discrimination exploring pupils’ understanding of their use of homophobic language – they may not understand the impact. Parents can also help to stop children from bullying others in schools. For instance parents should talk to your child, explaining that bullying is unacceptable and makes others unhappy discourage other members of your family from bullying behaviour or from using aggression or force to get what they want. show your child how to join in with other children without bullying make an appointment to see your child's class teacher or form tutor; explain to the teacher the problems your child is experiencing; discuss with the teacher how you and the school can stop them bullying others regularly check with your child how things are going at school give your child lots of praise and encouragement when they are co-operative or kind to other people. Conclusion: Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.   There are key points to consider when dealing with bullying as a teacher, Never ignore suspected bullying ,don’t make premature assumptions listen carefully to all accounts, several pupils saying the same does not necessarily mean they are telling the truth adopt a problem-solving approach which moves pupils on from justifying themselves follow-up repeatedly, checking bullying has not resumed. The curriculum can be used to raise awareness about bullying and the anti-bullying policy increase understanding for victims, and help build an anti-bullying to teach pupils how constructively to manage their relationships with others. Through the curriculum it is possible to explore such issues as: why do people bully each other? what are the effects of bullying on the bullied, on bullies, and on bystanders? what can we do to stop bullying? There are now many videos that illustrate bullying, for example Sticks and Stones (secondary) and The Trouble with Tom (primary). Pupils can explore different characters’ perspectives and suggest anti-bullying strategies. REFERENCES Nan Stein in Bully proof: (1996) A Teacher's Guide on Teasing and Bullying published jointly by the Wellesley College Center for Research on Women and the National Education Association Professional Library. Olweus, D (1993). Bullying at School: What we know and what we can do. Cambridge, MA Blackwell.   

Decision-Making Model Analysis 7-Step Decision-Making...

Decision-Making Model Analysis: 7-Step Decision-Making Process Decision making is defined as the cognitive process leading to the selection of a course of action among alternatives (Decision Making, 2006, para. 1). Decisions are made continually throughout our day. For the most part, our decision-making processes are either sub-conscious or made fairly quickly due to the nature of the decision before us. Most of us dont spend much time deciding what to have for lunch, what to wear, or what to watch on television. For other, more complex decisions, we need to spend more time and analyze the elements of the decision and potential consequences. To assist with this, many people employ the use of a decision-making model. Utilizing a†¦show more content†¦To be named the executive director of an organization as a 31 year old female would truly be an achievement. Another part of me greatly values the work arrangement that I have because of the flexibility to spend time with my family, still be fulfilled by a career, and not have guilt about either. The new position requires more hours and responsibility, but it also provides more pay, which would make my family more comfortable financially. Ultimately, I have to use my critical thinking ski lls to examine this conflict in my values and decide for myself what I value most, extreme career achievement, money and prestige, or the ability to be available for my family. Step Three: Identify Your Options In my case, there seems to be only two options, take the new position, or stay with Junior Achievement. One could argue that there are limitless other options such as quitting my job to stay home with my children full time, but I chose to use my critical thinking skills to narrow the available options to the two listed above. Step Four: Gather Information and Data This is an important step, and critical thinking comes into play in a large way when gathering information. In my case, I used several sources to gather the data to help me make the decision. I spoke with my current supervisor, I asked questions of the new organization regarding their expectations, the hours required, travel, and benefits. I spoke to my husband to hear his opinion and information regardingShow MoreRelatedDecision Making An Effective Decision1094 Words   |  5 PagesDecision-making is an important process. It can be a task, which needs a simple decision to be made or a difficult situation involving several issues. In difficult situations, there may be uncertainty and complexities, wherein there may be interrelated factors that could lead to high-risk consequences, the impact of the decision made could be very important. Every situation will have its own set of uncertainties and consequences. 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