Hedonics Presentation: Disgust

Disgust is an intriguing emotion. Psychologists have long been puzzled by its nature: how it develops in an individual and how it affects the society. According to Rozin et al (Rozin, Haidt, McCauley, 2000), there are nine domains of disgust elicitors in North Americans, namely: food, animals, body products, sexual behaviors, violations of the dermal layer, poor hygiene, physical contact with dead or corpses, interpersonal contamination and certain moral offenses. These elicitors are the key to the development as well as maintenance of disgust in humans.Food is considered the most fundamental factor in the development of such emotion. Disgust serves as a mechanism that helps protect the body from ingesting harmful objects or poisonous foods. It is a response towards bad tastes which are acquired through the mouth. As an emotion, disgust is manifested through behavioral, physiological, expressive, and qualia components. Thus, it can be analyzed by examining these components. Understan ding how disgust affects moral judgment, conflict and ethno-political violence lies in these categories.The purpose of this paper is to explain what disgust is, identify the different factors associated with its development, understand how it is expressed by an individual, and finally, explain how it affects the society. Expression of Disgust: How Disgust is expressed Personally and Culturally and the Role of Sympathetic Magic Disgust is a basic emotion that is listed in almost all lists of emotions with at least four types in it. It satisfies any criterion in characterizing emotions, may it be facial, semantic, or eclectic (Rozin et al, 2000).Expression of disgust in individuals as well as cultural entities is subdivided into four components: behavioral, physiological, expressive, and qualia (Rozin et al, 2000). Laws of sympathetic magic also affect the display of disgust in an individual and how disgust is expressed in every cultural entity. Individual Expression Manifestation of disgust as an emotion in humans is subdivided into four components: behavioral, physiological, expressive, and qualia (Rozin et al, 2000). In behavioral component, disgust is being expressed as keeping away from objects, events, or situations which are also characteristics of rejection.In the physiological component, disgust is manifested by two types of physiological changes: one is nausea and the other is salivation. Nausea is correlated with disgust, though it is not a requirement for someone to experience it. Salivation was introduced by Angyal as being correlated with the expression of disgust. It is also associated with nausea, though it can occur without resulting to or beginning from nausea. In the expressive component, disgust is manifested through facial expressions (Rozin, Lowery, & Ebert, 1994).A â€Å"disgust face† is an expression which is analogous to every human being. Such facial expressions include raised cheeks, narrowed eyebrows, curled upper lips, protrud ed tongue and wrinkled nose. Motions of the heads, such as jerking backwards and shaking from side-to-side, are also correlated with disgust. Sometimes, the person may utter sounds like â€Å"ach† or â€Å"ugh†. These expressions depend upon the nature of elicitors which are commonly used to discourage entry of something, most probably food, or as a response to something that causes the disgust, such as rotten flesh.The qualia component of disgust is the mental or feeling component which is considered to be the most difficult to study. As compared with other emotions, disgust is usually experienced in shorter time durations and some disgust-eliciting situations might invoke humor. Laws of Sympathetic Magic Two laws of sympathetic magic, contagion and similarity, which were vital in the formation of belief systems of ancient and traditional cultures, were found to have had great application in the study of various human behaviors (Rozin, Millman, & Nemeroff, 1986).Rozin et al (1986) were able to establish direct link between these laws and disgust. Contagion. The first law of sympathetic magic states that â€Å"once in contact, always in contact†. Contagion, as it is more popularly known, invokes varied response from people. One of which is disgust. As its definition suggests, contagion is the transfer of properties through physical contact of one object into another. Rozin et al (1986) studied how drinks became undesirable after a sterilized, dead cockroach was dipped into it.Cockroaches are usually associated with dirt and diseases and any contact with it invokes disgust. The role of contagion is to transfer these properties into other objects, in this case, the drinks. As a result, a person who sees the cockroach in the drink will experience revulsion of it. Similarities. The second law, commonly called similarities, states that â€Å"the image equals the object† (Rozin et al, 1986). Under this law, objects, especially food, repre sent other undesirable objects.An acceptable food, for example, fudge shaped into dog feces, might invoke revulsion from people because of its looks or what it represents. The role of the second law of sympathetic magic in the acquisition of disgust in an individual is the representation of disgust elicitors by acceptable objects, such as food. Development and Maintenance of Disgust Disgust is often viewed as a food-related emotion. Most studies in the evolution of disgust pointed it as a response of distaste. Bad tastes elicit disgust in varying degrees or relevance.For example, bitter foods are less accepted by people’s mouth, whereas poisonous foods are totally avoided. Disgust serves as a protective mechanism of people against any harm, especially ingestion of foods. However, disgust can also be elicited by other factors. According to Rozin et al (2000), there are nine elicitors of disgust in the Americans, namely: food, animals, body products, sexual behaviors, violation s of the dermal layer, poor hygiene, physical contact with dead or corpses, interpersonal contamination and certain moral offenses. Food RejectionThe most basic elicitor of disgust in humans is food. This arises from the fundamental fact that living organisms, especially humans, need to eat. The need for food is more frequent than any other things. Food shaped cultures more than anything because people are more inclined to eat together. Anything that seems delicious for us today is the result of the thousands of years of cultural transformations. On the other hand, anything disgusting today is also the result of these transformations. Using food as the variable in experimental studies, disgust can be classified under food rejection.The laws of sympathetic magic are concerned on the differentiation between acceptable foods or foods that are thought to be offensive and contaminating (Rozin & Fallon, 94) in different cultures. The mouth plays a very important role since it is the main entry point into the human body. It is therefore important to determine which food must be eaten. Offensive and contaminating foods are rendered inedible thus preserving the health of populations or religious entities. Food rejection is the avoidance of offensive and contaminating foods.Several factors affect people’s perception of likes and dislikes. Rozin (1986) noted that many people dislike certain foods and render it contaminating and inedible. Distaste is the most frequent elicitor of disgust which is also characterized as food rejection. Issues Related with One-Trial Learning Studies on one-trial learning of disgust have been used in exploring the nature of disgust. In this context, a number of individuals are being asked to fill-up questionnaires or survey forms which ask for event(s) that changed their perception of likes to dislikes or dislikes to likes.Initial results showed that it is harder for people to provide preferences rather than creating aversions. This is supported by data gathered from the one-trial learning study done by Rozin (1986). Table 1 shows the number of incidence of reported one-trial learning. However, there are certain issues on the accuracy of the results of one-trial learning. These issues are subjects of debates on the reliability of one-trial learning in the study of disgust. Issues include errors in the statistical method used, bias as results of world events, and biases about learning of new negative events (Rozin, 1986).Relationship of Hedonic Processes to other Cognitive Processes Hedonic shifts in relation to disgust are more on aversions rather than preferences. This was proved using the one-trial learning study on human perceptions of likes and dislikes. The results of the one-trial learning studies showed that there is greater tendency for people to shift from like to dislike and lesser tendency to do otherwise. Thus, negative hedonic shift is more common in disgust. Conclusion Psychologists and socio-analys ts have long been fascinated with the study of disgust as an emotion.A number of articles have been produced in attempts of explaining the emotion. The expression of disgust is divided into four components: behavioral, physiological, expressive, and qualia components. Among these components, the most easily identified is the expressive component which is seen through facial expressions. The facial expressions include crossed eyebrows, raised or curled lips, and wrinkled nose. The two laws of sympathetic magic played important roles in the development and maintenance of disgust.Studies showed that people tend to dislike someone or something that is related to an object (animate or not) in either contagion or similarities. These two laws are vital to the development of cultural entities. Finally, the use of one-trial learning in exploring the hedonic shifts of people in relation to disgust raised many issues that are subjects of debates. The issues include errors in the statistical me thod used, bias as results of world events, and biases about learning of new negative events. References: Baeyens, F., G. Crombez, Van den Bergh & Eelen, P. (1988). Once in contact always in contact: Evaluative conditioning is resistant to extinction. Advances in Behavioral Research and Therapy 10: 179-199. Rozin, P. (1986). One-trial acquired likes and dislikes in humans: Disgust as a US, food predominance, and negative learning predominance. Learning and Motivation 17: 180-189. [2532] (1999). Food is fundamental, fun, frightening, and far-reaching. Social Research, 66(1), 9. Rozin, P. and Fallon, A. E. (1987). A perspective on disgust. Psychol. Rev. 94: 23-41. [660] Rozin, P., Haidt, J., & McCauley, C.R. (2000). Disgust. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of Emotions, 2nd Edition (pp. 637-653). New York: Guilford Press. Rozin, P., Millman, L., & Nemeroff, C (1986). Operation of the Laws of Sympathetic Magic in Disgust and Other Domains. Journal of Personality and Social Psychology, 50(4), 793-712. Rozin, P., L. Lowery, & Ebert, R. (1994). Varieties of disgust faces and the structure of disgust. J. Pers. Soc. Psychol. 66(5): 870-881. [1312] Rozin, P. and C. Nemeroff (1990). The laws of sympathetic magic. A psychological analysis of similarity and contagion. Cultural Psychology. Essays on Comparative Human Development. J. Stigler, R. A. Shweder and G. Herdt. Cambridge, Cambridge University Press: 205-232. [705] Rozin, P. and D. Zellner (1985). The role of Pavlovian conditioning in the acquisition of food likes and dislikes. Annals of the New York Academy of Sciences 443: 189-202. [496] Siegal, M. (1996). Becoming mindful of food and conversation. Current Directions in Psychological Science. 4(6), 177-181. [1339]   

The Movie Crash And The Streets Of Los Angeles

The movie Crash is in the streets of Los Angeles. If you notice all of the characters seem to play the role as a target and accuser in different racial situations. There is a story behind each character over a two day period. There is the detective who is prejudice against his own race whose younger brother is a criminal. There is Jean, who is prejudice against black people after getting robbed. John is the cop who is racist against all black people and sexually assaults Christine in front of her husband. This movies show’s so many of the social, psychological principles through the story of each individual. This movie portrays so many of the social-psychological principles. One that is really noticeable is the person perception principle. In the scene where Jean and Rick are shown leaving dinner and walking to their car, Jean sees two African American men (Anthony and Peter) who are walking in the opposite direction of her and her husband. The first thing Jean does as she see s the two men is grab hold of her husband’s arm tight. Anthony notices what she does and is confused. Anthony tells Peter she is nervous to see two black men. They have a swagger so she assumes they are a danger. Anthony and Peter then hold the couple at gunpoint and steal their vehicle. In this scene you can see person perception. Person perception is making assumptions about people based off of what you think instead of how they really are (Forgas, 1987). There are personal perception principleShow MoreRelatedEssay on Police Corruption: Crooked Cops1499 Words   |  6 Pagesinstances of devious police officers in Los Angeles, New York and other major cities in the United States have questioned their universal code, to protect and to serve.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The movie  Crash  focuses especially on the city of Los Angeles. While L.A. is nicknamed the City of Angels, after watching the film viewers are left in deep thought as to how ironic Los Angeles nickname really is. In the movie two white police officers are seen patrolling the streets of L.A and during an unwarranted pullRead MoreAnalysis Of The Movie Crash 963 Words   |  4 Pagesperceive themselves. Paul Haggis’s movie â€Å"Crash† conceptualize on this idea and interpret it in an in entirely different way; so that we can see that there are reasons and motives to why our society is separated this type of way. The movie is full of many sociological issues, such as gender, race, and social class. The movie is centralize around racism, and wants to give its own interpretation on racism, the reasons why it happens, and how it can be solved. 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These individuals take the roles of individuals living their daily lives within Los Angeles, California while facing stereotypes. The cast portrays: 2 caucasian white male police officers, an African American director and his wife, a white

The Royal Road of the Achaemenids in Darius Empire

The Royal Road of the Achaemenids was a major intercontinental thoroughfare built by the Persian Achaemenid dynasty king Darius the Great (521–485 BCE). The road network allowed Darius a way to access and maintain control over his conquered cities throughout the Persian empire. It is also, ironically enough, the same road that Alexander the Great used to conquer the Achaemenid dynasty a century and a half later. The Royal Road led from the Aegean Sea to Iran, a length of some 1,500 miles (2,400 kilometers). A major branch connected the cities of Susa, Kirkuk, Nineveh, Edessa, Hattusa, and Sardis. The journey from Susa to Sardis was reported to have taken 90 days on foot, and three more to get to the Mediterranean coast at Ephesus. The journey would have been faster on horseback, and carefully placed way stations helped speed the communication network. From Susa the road connected to Persepolis and India and intersected with other road systems leading to the ancient allied and competing kingdoms of Media, Bactria, and Sogdiana. A branch from Fars to Sardis crossed the foothills of the Zagros mountains and east of the Tigris and Euphrates rivers, through Kilikia and Cappadocia before reaching Sardis. Another branch led into Phyrgia. Not Just a Road Network The network might have been called the Royal Road, but it also included rivers, canals, and trails, as well as ports and anchorages for seaborne travel. One canal built for Darius I connected the Nile to the Red Sea. An idea of the amount of traffic that the roads saw has been gleaned by ethnographer Nancy J. Malville, who examined ethnographic records of Nepali porters. She found that human porters can move loads of 60–100 kilograms (132–220 pounds) a distance of 10–15 kilometers (6–9 miles) per day without the benefit of roads. Mules can carry loads of 150–180 kg (330–396 lbs) up to 24 km (14 mi) per day; and camels can carry much heavier loads up to 300 kg (661 lbs), some 30 km (18 mi) per day. Pirradazish: Express Postal Service According to the Greek historian Herodotus, a postal relay system called pirradazish (express runner or fast runner) in Old Iranian and angareion in Greek, served to connect up the major cities in an ancient form of high-speed communication. Herodotus is known to have been prone to exaggeration, but he was definitely impressed with what he saw and heard. There is nothing mortal that is faster than the system that the Persians have devised for sending messages. Apparently, they have horses and men posted at intervals along the route, the same number in total as the overall length in days of the journey, with a fresh horse and rider for every day of travel. Whatever the conditions—it may be snowing, raining, blazing hot, or dark—they never fail to complete their assigned journey in the fastest possible time. The first man passes his instructions on to the second, the second to the third, and so on. Herodotus, The Histories Book 8, chapter 98, cited in Colburn and translated by R. Waterfield. Historic Records of the Road As you might have guessed, there are multiple historical records of the road, including such as Herotodus who mentioned the royal waystations along one of the best-known segments. Extensive information also comes from the Persepolis Fortification Archive (PFA), tens of thousands of clay tablets and fragments incised in cuneiform writing, and excavated from the ruins of Darius capital at Persepolis. Much information about the Royal Road comes from the PFAs Q texts, tablets which record the disbursement of specific travelers rations along the way, describing their destinations and/or points of origin. Those endpoints are often far beyond the local area of Persepolis and Susa. One travel document was carried by the individual named Nehtihor, who was authorized to draw rations in a string of cities through northern Mesopotamia from Susa to Damascus. Demotic and hieroglyphic graffiti dated to Darius Is 18th regnal year (~503 BCE) has identified another important segment of the Royal Road known as Darb Rayayna, which ran in North Africa between Armant in the Qena Bend in Upper Egypt and the Kharga Oasis in the Western Desert. Architectural Features Determining Darius construction methods of the road is somewhat difficult since the Achmaenid road was built following older roadways. Probably most of the routes were unpaved but there are some exceptions. A few intact sections of the road which date to Dariuss time, such as that at Gordion and Sardis, were constructed with cobblestone pavements atop a low embankment from 5–7 meters (16–23 feet) in width and, in places, faced with a curbing of dressed stone. At Gordion, the road was 6.25 m (20.5 ft) wide, with a packed gravel surface and curbstones and a ridge down the middle dividing it into two lanes. Theres also a rock-cut road segment at Madakeh which has been associated with the Persepolis–Susa road, 5 m (16.5 ft) wide. These paved sections were likely limited to the vicinities of cities or the most important arteries. Way Stations Even ordinary travelers had to stop on such long journeys. A hundred and eleven way-posting stations were reported to have existed on the main branch between Susa and Sardis, where fresh horses were kept for travelers. They are recognized by their similarities to caravanserais, stops on the Silk Road for camel traders. These are square or rectangular stone buildings with multiple rooms around a broad market area, and an enormous gate allowing parcel- and human-laden camels to pass under it. The Greek philosopher Xenophon called them hippon, of horses in Greek, which means they probably also included stables. A handful of way stations have been tentatively identified archaeologically. One possible way station is a large (40x30 m, 131x98 ft) five-room stone building near the site of Kuh-e Qale (or Qaleh Kali), on or very close to the Persepolis–Susa road, known to have been a major artery for royal and court traffic. It is somewhat more elaborate than would have been expected for a simple travelers inn, with fancy columns and porticoes. Expensive luxury items in delicate glass and imported stone have been found at Qaleh Kali, all of which leads scholars to surmise that the site was an exclusive way station for wealthier travelers. Travelers Comfort Inns Another possible but less fancy way station has been identified at the site of JinJan (Tappeh Survan), in Iran. There are two known near Germabad and Madakeh on the Pesrpolis–Susa road, one at Tangi-Bulaghi near Pasargadae, and one at Deh Bozan between Susa and Ecbatana. Tang-i Bulaghi is a courtyard surrounded by thick walls, with several smaller ancient buildings, which fits other types of ancient buildings but also caravanserais. The one near Madakeh is of similar construction. Various historic documents suggest that there were likely maps, itineraries, and milestones to aid travelers in their journeys. According to documents in the PFA, there were also road maintenance crews. References exist of gangs of workmen known as road counters or people who count the road, who made sure that the road was in good repair. There is also a mention in the Roman writer Claudius Aelianus De natura animalium indicating that Darius asked at one point that the road from Susa to Media be cleared of scorpions. Archaeology of the Royal Road Much of what is known about the Royal Road comes not from archaeology, but from the Greek historian Herodotus, who described the Achaemenid imperial postal system. Archaeological evidence suggests that there were several precursors to the Royal Road: that portion which connects Gordion to the coast was likely used by Cyrus the Great during his conquest of Anatolia. It is possible that the first roads were established in the 10th century BCE under the Hittites. These roads would have been used as trade routes by the Assyrians and Hittites at Boghakzoy. Historian David French has argued that the much later Roman roads would have been constructed along the ancient Persian roads as well; some of the Roman roads are used today, meaning that parts of the Royal Road have been used continually for some 3,000 years. French argues that a southern route across the Euphrates at Zeugma and across Cappodocia, ending at Sardis, was the main Royal Road. This was the route taken by Cyrus the Younger in 401 BCE; and it is possible that Alexander the Great traveled this same route while conquering much of Eurasia in the 4th century BCE. The northern route proposed by other scholars as the main thoroughfare has three possible routes: through Ankara in Turkey and into Armenia, crossing the Euphrates in the hills near the Keban dam, or crossing the Euphrates at Zeugma. All of these segments were used both before and after the Achaemenids. Sources Asadu, Ali, and Barbara Kaim. The Acheamenid Building at Site 64 in Tang-E Bulaghi. Achaemenet Arta 9.3 (2009). Print. Colburn, Henry P. Connectivity and Communication in the Achaemenid Empire. Journal of the Economic and Social History of the Orient 56.1 (2013): 29–52. Print.Dusinberre, Elspeth R. M. Aspects of Empire in Achaemenid Sardis. Cambridge: Cambridge University Press, 2003. Print.French, David. Pre- and Early-Roman Roads of Asia Minor. The Persian Royal Road. Iran 36 (1998): 15–43. Print.Malville, Nancy J. Long-Distance Transport of Bulk Goods in the Pre-Hispanic American Southwest. Journal of Anthropological Archaeology 20.2 (2001): 230–43. Print.Stoneman, Richard. How Many Miles to Babylon? Maps, Guides, Roads, and Rivers in the Expeditions of Xenophon and Alexander. Greece and Rome 62.1 (2015): 60–74. Print.Sumner, W. M. Achaemenid Settlement in the Persepolis Plain. American Journal of Archaeology 90.1 (1986): 3–31. Print.Young, Rodne y S. Gordion on the Royal Road. Proceedings of the American Philosophical Society 107.4 (1963): 348–64. Print.

Henry Ford An Ethical And Visionary Leader - 2016 Words

Henry Ford an Ethical and Visionary Leader Imagine a world absent of automobiles and public transportation, no way to get from one place to another, in this day in age this would be a hard realization for most people to accept. If not for Henry Ford’s innovative approach in the advancement of the assembly line this could have been out destiny. Henry Ford revolutionize the automobile industry through his visionary and ethical leadership. I too am a visionary and ethical leader and apply many of the same principles in my leadership style. First we will discuss how as an â€Å"advancer† and visionary leader Henry Ford used â€Å"individualized consideration† and â€Å"contingent reward† to help motivate his employees by implementing positive wage and shift changes. Next we discuss how as an ethical leader, Ford utilized â€Å"open-mindedness† and the â€Å"consequence test† to help innovate the usage of the assembly line to mass produce automobiles. Finally, I will relate these sam e principles to my own leadership skills and how I used these same traits to help develop an electronic whiteboard idea of one of my Airman. Let’s initially delve into how Ford used his visionary leadership to make dramatic advances in the automobile industry by motivating his employees. Visionary Leader As a visionary leader and â€Å"advancer,† Henry Ford used â€Å"individualized consideration† and â€Å"contingent reward† in order to motivate his employees inevitably creating a transportation revolution. Henry Ford understoodShow MoreRelatedHenry Ford : Ethical And Visionary Leader1293 Words   |  6 PagesHenry Ford – Ethical and Visionary Leader Imagine if I told you that you could buy the same car you bought today for 30 percent less money you if waited until tomorrow, would you be interested? 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Examining the Consequences of School Bullying and Provocation Free Essays

string(206) " occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and school staff, and physical characteristics of the school environment\." BULLYING A Research Paper Presented To Prof. Ma. Victoria R. We will write a custom essay sample on Examining the Consequences of School Bullying and Provocation or any similar topic only for you Order Now Protacio City University of Pasay (CUP) In Partial Fulfillment Of the Requirements For English II Submitted by: Ailyn Catolico BPG 1-1 March 4, 2013 Table of Contents Pages I. Acknowledgment 1 II. Introduction 2 III. Body A. The Problem and its Background 4 * Statement of the Problem/Objectives 4 * How does it affect the teaching of the teachers in the future 6 * Why is it the topic important 6 * Implication for Future Teaching 7 * What led them to this research 7 B. Compilation of Philippine Laws on Discipline and Punishment of Children 9 * The 1987 Constitution of the Republic of the Philippines 9 * Rights of the Accused 9 * Court Order for Disciplinary Measures 9 C. Methodology 10 D. Related Literature 11 * Local Literature 11 * Foreign Literature 12 IV. Conclusion 13 V. Definition of terms 15 VI. Reference/Bibliography Acknowledgement The researcher’s wishes to express their deepest gratitude to the special people who have extended their assistance for the success of this study; The Almighty God, who is the source of life and strength of knowledge and wisdom. To the fellow classmates, for sharing their knowledge and idea in helping the researchers in the construction of the project and for their genuine apprehension, encouragement, patient and guidance and whose expertise and knowledge were generously shared. To the beloved parents and guardians for untiring love and support. The Lord and Savior Jesus Christ, this piece of work was heartily offered. Introduction The aim of this research was to determine the bullying and effects of it in classroom. Although it is not always obvious, students are bullied as early as elementary school. Instances of bullying make take place in school, during after-school programs, on the school bus, and in neighborhoods. This research focuses on the occurrence of bullying in classroom. It also focuses on ways to help students cope with the incidents of bullying. The impact of bullying and victimization is assessed by taking into account the relative buffering effect of a positive relationship with one or both parents. Internalizing symptoms such as withdrawn behaviors, somatic complaints, and anxiety and depression. Bullying others directly by hitting, threatening, or calling names is not a significant predictor the poor mental and somatic health of youngsters, whereas indirect bullying (spreading rumors or not talking to someone on purpose) does significantly predict anxiety and depression, as well as withdrawn behaviors. The negative impact of victimization and bullying is buffered by youngsters’ positive relationship with one or both parents. Recommendations are provided with regard to possible intervention strategies underlying the importance of distinguishing between different forms of bullying and victimization and providing social support in each different case. Unfortunately, bullying is an unavoidable part of life for children, but what it is the best way to deal with bullying so that both the bully and the victim can grow from the experience and become better people? Before this question can be answered, it is important to explore every aspect involved with bullying. Specifically, we need to look at everything that bullies do, the way it affects both the victim and the bully, and exactly how much bullying currently occurs in schools. Bullying is very frequent and since the beginning of time it has plagued schools all over the world. It is a major issue in today’s world and is well-worthy of discussion. Most of the time when people think of bullying going on in schools, one generic picture comes to mind; a big, scary boy coming along to a younger, punier child and saying, â€Å"Give me your lunch money dork! then the bully proceeds to turn the victim upside down to empty his pockets for lunch money. However, bullying is not always that simple, and there does not necessarily need to be physical violence involved in order for something to be considered bullying. The Problem and its Background Statement of the Problem/Objectives There are different types of bullies that are common in schools today; physical bullies, verbal bullies, and relati onal bullies. Physical bullies are just what they sound like, physical. These types of bullies tend to hit, kick, punch, shove, or use any other type of physical exertion of energy towards other. Verbal bullies are the types of bullies that use harsh words such as name-calling, insults, racial comments, or comments about another student’s physical appearance in order to degrade their victim. Verbal bullying is the most commonly reported type of bullying. Finally, relational bullies will act by singling out their victim from their peer group. This is mostly done by the bully using verbal threats or spreading undesirable rumors about their victims. While these types of bullying are not necessarily the stereotypical pictures that come to mind when thinking about bullies, they are all very serious and can possibly have some serious detrimental effects on both parties involved. This research was to investigate the impact of physical, verbal and social bullying in school, thereby improving the knowledge base and insight of counselors who work with victims of bullying. The study was feasible, as it was within the financial and practical means of the researcher. This quantitative study endeavored to answer the following research question: * What is the impact of bullying in the students? Is bullying in school a normal part of life? * Do the independent variables – perceptions of school climate variables and school membership (the school a student attends) – have a significant relationship with the students reporting being involved in bullying at all, whether as a bully or as a victim? The problem of bullying at school i s a complex problem that emerges from social, physical, institutional and community contexts, as well as the individual characteristics of the students who are bullied and victimized (Swearer Doll (2001)). A useful framework for understanding bullying is Bronfenbrenner’s ecological system theory (1979; 1993). When the ecological perspective is applied to bullying, a bullying interaction occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and school staff, and physical characteristics of the school environment. You read "Examining the Consequences of School Bullying and Provocation" in category "Papers" How students perceive all these factors will be referred to as school climate in thus study. Families, cultural factors, and even community factors also play a role in the occurrence of the bullying interaction. The ecological system theory, as conceptualized by Bronfenbrenner, has been used to study complex behaviors of children and adolescents. Bronfenbrenner’s ecological system theory is a useful framework in this study for several reasons. This ecological system theory takes into account that the student is not merely acted upon by the environment. The student is both active and reactive. Strength of framing this study using Bronfenbrenner’s ecological theory is that it takes into account not just the environment, but student’s perceptions of the environment. This is important, because it accounts for why two students in similar environments may exhibit wildly different behaviors (Thomas, 1996). In summary, bullying is best conceptualized as intrinsic factors in the student interacting with the social environment, which then serves to reinforce bullying and/or victimization behaviors. 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. How does it affect the teaching of the teachers, and how will it affect the teaching of the teachers in the future? One of core beliefs as students is that students need a safe, comfortable environment in order for learning to occur. The researcher feels that if students are being bullied in school and in school-related situations, then their attention is not focused primarily on learning; it is divided between academics and concern about negative social situations that are associated with schools. In order to create a safe environment where the students can thrive as learners, they have decided to inquire into a phenomenon that often precludes students from thriving – bullying. It is their hope and intention that by learning more about the phenomenon of school bullying, they can take measures to prevent bullying in schools. These preventative measures include fostering positive attitudes and empathy in schools to reduce the occurrence of bullying that the students face and teach those coping strategies with which they feel comfortable using when they are bullied. Why is it the topic important? In the past, bullying was considered a part of growing up; now, psychologists are warning parents and teachers that bullying is a problem that could result in serious consequences for victims and bullies alike. One reason that bullying is a problem in schools is because people have not changed their thinking from that of the past – which bullying is simply a part of growing up, and kids need to learn to deal with it. They want you to believe that if cognitions about bullying were changed, the occurrence of bullying would decrease. They would agree: â€Å"If students attend schools in which bullying behaviors are accepted by adults and peers, it is plausible that they will engage in more of these behaviors. † The opposite would likewise be true – if students attend a school where bullying is not accepted, then it is possible that there will be fewer occurrence of bullying in that school over time. Implication for Future Teaching From this research, they want you to learned several things about the practice as students. They want you have a good communication between home and school so that parents and teachers understand your beliefs as students and that they feel the schools should be a safe environment in which you can learn. This way, you will feel comfortable sharing your feelings with us and to your parents and teachers, and you will model giving compliments and have your practice giving compliments to your parents in order to help facilitate more frequent use of the compliment and proposal study. You can also try using other activities in the meetings to help the students understand the different aspects of the bullying problem. You can use role play scenarios to give the students the opportunity to practice their responses to bullying situations and to help them understand how it feels to be â€Å"in the shoes† of everyone involved in a bullying situation. They also want you to realize that no matter what school levels we are, it will be important to address these issues as well as other issues such as general community-building and character education in order to guide the students to appropriate social behaviors. What led them to this research? They have been interested in bullying since they heard it in news. They were originally interested in how teachers and school staff helped children to cope with and understand the effects of bullying in schools. In their research for this, they found that many teachers were using similar strategies for coping with bullying. Their interest narrowed down to bullying in schools. The more they earned about bullying, the more interested in it they became because bullying is so embedded in our society that many adults and children do not recognize its many forms. Manifestations of bullying are overt as well as covert. The physical bullying and verbal harassment are considered overt forms of bullying, but bullying also includes covert behaviors such as spreading rumors and social exclusion. At the end of their secondary school, they submitted an honors thesis proposal indicating research topic for senior honors thesis for the High School. They continued to do more research and read books and articles about the topic of bullying. The literature suggests that bullying is a salient problem in the country, ven in elementary school, and it can have negative effects later in life. According to the article â€Å"Bullying: Facts for schools and parents,† â€Å"bullying is the most common form of violence in our society† (Cohn Canter, 2003, p. 1). Although bullying has negative consequences for everyone involved in a bullying situation, Banks’ article â€Å"Bullying in schools† states that there is a strong correlation betw een bullying during school years and having criminal or legal problems in adulthood (1997). As a people who were educated in the Philippines, they can attest to having different types of bullying experiences throughout school, and they believe that most people would admit to experiencing a bullying situation at some point in their life. Considering their position as a secondary high school for the entire year, they realized that not only did they need to think of ways to help children cope with bullying situations in their own lives; they needed to also consider ways to prevent it from occurring. After some thinking, they decided that if they could find a way to foster empathy in schools, then the students would feel compassionate toward victims of bullying and come to their aid, as well as not want to bully someone because they can imagine what it must be like to â€Å"be in that person’s shoes†. Compilation of Philippine Laws on Discipline and Punishment of Children THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILLIPINES The 1987 Constitution of the Philippines (Constitution) is the supreme written law in the country and it serves as the basic framework for any act or rule of any branch or agency of the government. All laws must comply with its provisions, otherwise it will be declared as void. Hence, it is necessary to refer to the Constitution and examine how it views the development of children in the context of the family and educational institutions. Rights of the Accused The Bill of Rights (Article III, Constitution) enshrines the rights of any person, including children in conflict with the law, under investigation for the commission of an offense. Article III, Section 12 specifically prohibits the following: 2. No torture, force, violence, threat, intimidations, or any other means hich vitiate the free will shall be used against [any person under investigation for the commission of an offense]. Secret detention places, solitary, incommunicado, or other similar forms of detention are prohibited. Court Order for Disciplinary Measures As a means of assisting parents in imposing discipline on a child, Article 223 provides that parents or, in their absence or incapacity, the individual, enti ty or institution exercising parental authority, may file a petition before the proper court of the place where the child resides, for an order providing for disciplinary measures over the child. The article also provides that the â€Å"child shall be entitled to the assistance of counsel, either of his choice or appointed by the court, and a summary hearing shall be conducted wherein the petitioner and the child shall be heard. † The court is authorized to adopt such other measures as it may deem just and proper, including the â€Å"commitment of the child children’s homes duly accredited by the proper government agency. † Related Literature Upon researching the bullying and how it has become a common issue in schools today, the following literature was found through the search. To address the issue of bullying, the interventions and roles of school counselors need to be considered. In order for this to be done, a clear understanding of how prevalent bullying is, the intervention strategies used, and the roles that school counselors play in this terrifying act needs to be addressed. Local Literature In 2001, the United Nations General Assembly, upon the request of the Committee on the Rights of the Child, called for the conduct of an in-depth study on violence against children through a resolution. The study seeks to provide an in-depth global picture of violence against children as well as propose clear recommendations for the improvement of legislation, policy, and programmed relating to the prevention of and responses to violence against children. Save the Children UK in the Philippines was greatly involved in the research initiatives of the Alliance on the physical and emotional punishment of children through its Research on the Physical and Emotional Punishment of Filipino Children, which was conducted in Cebu City in the Visayas and in Caloocan City in Metro Manila. The research provides information on: (1) What children think about physical punishment; (2) The types of punishment inflicted on children; (3) The context of punishment (settings such as homes, schools, streets, institutions, and juvenile justice); (4) Who punishes children and why; (5) What adults think about physical punishment and discipline; and (6) Local means of non-violent conflict resolution, which can be used in programme interventions and advocacy (Save the Children UK, 2006). According to the National Parent Teacher Association (2000) research has shown that effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of educational reform. Foreign Literature In October 2004, according to Helen Phillips, San Diego, the age at which kids first fall victim to bullying could influence how strongly they are affected, suggests a new study. And, surprisingly, it is not the youngest kids who are hurt the most in the long term. Bullying can have long-lasting effects, but particularly when it begins in adolescence, the researchers say. People subjected to either verbal or physical bullying are known to be at greater risk for developing depression, anxiety disorders or to behave violently. But not everyone reacts in this way. Children bullied for the first time before they hit puberty seem to get over it, but those are victimized for the first time late on in puberty seem to become more aggressive or are more likely to turn to drink as a means of coping. Much research has been devoted to the subject of parental involvement and how it affects the lives of children. Major legislation such as the Goals 2000, the Educate American Act and the reauthorization of the Elementary and Secondary Act (ESEA) have made parental involvement a national priority (Kyle, McIntyre, Miller, Moore 2002). Methodology This research will address a problem that facing children of all ages; this serious issue is bullying. The problem of bullying in schools is an important issue that needs to be further addressed. The specific aspects of bullying that need to be further studied are what causes bullies to bully peers and how victims cope with the way they are being treated by classmates at school. When teens bully, it is likely they are experiencing some sort of personal problem that needs treatment, and those who are victims develop problems that need to be treated. All students who are involved with bullying, regardless of whether they are bullies or victims, need interventions before more serious issues develop. The problems both victims and bullies face can affect society as a whole since they can lead to more violent acts, suicides, and an increase in substance abuse. The more that is known about the issues associated with bullying, the more social workers can do to prevent it and develop better understandings of how to treat bullies and victims. This research will further explore causes of bullying behaviors and the coping mechanisms victims’ issue. The information gathered can potentially be useful in raising awareness on this topic and for creating new policies on bullying. Conclusion Based on the findings, the following conclusions are given concluded: Bullies react aggressively in response to provocation or perceived insults or slights. It is unclear whether their acts of bullying give them pleasure or are just the most effective way they have learned to get what they want from other. Bullying negatively affects both the child being victimized and the child who is the bully. There are always short-term affects and if the bullying is severe enough there can also be long term effects. Children who are bullied can suffer from low self esteem and other emotional problems and children who do the bullying are much more likely to have problems with drugs and alcohol later in life. The victims of bullies often loose self esteem, start having trouble in school, and withdraw from friends and activities. If it is not stopped and continues for long enough, children can suffer these problems permanently. Not being able to understand the harm they do to themselves, psychopathic bullies are particularly dangerous. Bullying should not be taken lightly as it can cause serious problems for all the children involved. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant to talk about their experiences making it even harder to help them. Never tell the child just to ignore the bullying. They will feel as if you are just going to ignore it and they should not have bothered to tell in the first place. Make contact with bully’s parents. Often they are unaware of their child’s behavior and will want to help work with you to make positive changes. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach them to always use the buddy system. Sometimes children exhibit certain behaviors that irritate or provoke others. If this is the case, help the child to find more suitable ways to interact with friends and peer groups. Bullying will forever plague schools all over the world and it is vital to know ways in which teachers and parents can work together in order to lessen the blow bullying has on society, and keep our children safe and happy. A higher quality of life for students where they can focus on their academics at school rather than on bullies will provide them with less stressful lives and prevent many of the problems, such as depression and suicide, which can oftentimes be linked to childhood violence. Definition of Key Terms * Anxiety – a nervous feeling caused by fear that something bad is going to happen; worry. * Buffering – a person or thing that reduces a shock or protects somebody or something against difficulties. * Bully – a person who uses his or her strength or power to frighten or hurt weaker people. * Bullying – is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. * Depression – to make somebody sad and without enthusiasm or hope. Detrimental – harmful. * Feasible – that can be done; practical. * Impact – a strong effect or impression. * Institution – an organization established for social, educational, religious, etc. purposes. * Intervention – to become involved in a situation, especially so as to prevent something happening or to try to help somebody. * Recommendation – to suggest a course of action; to advise something. * School – educational institution for pupils up to 19 years of age. Reference/Bibliography Website/Internet * http://www. olweus. rg/public/authors. page * http://www. google. com. ph/url? sa=trct=jq=research%20paper%20about%20bullyingsource=webcd=5cad=rjasqi=2ved=0CGwQFjAEurl=http%3A%2F%2Feportfolios. ithaca. edu%2Fcmoses1%2Fdocs%2Fbullying. docei=bsM1UaT4K4iOiAfv6IHgAgusg=AFQjCNEwrr4Ecj-700ei_BMFwMutkTIhcAbvm=bv. 43148975,d. aGc * http://www. slideshare. net/victoriasantos9822924/bullying * http://www. ed. psu. edu/educ/pds/teacher-inquiry/2006/plackek. pdf * http://www. rb. se/eng/Programme/TheUNStudyonViolenceagainstChildren. htm How to cite Examining the Consequences of School Bullying and Provocation, Papers Examining the Consequences of School Bullying and Provocation Free Essays string(206) " occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and school staff, and physical characteristics of the school environment\." BULLYING A Research Paper Presented To Prof. Ma. Victoria R. We will write a custom essay sample on Examining the Consequences of School Bullying and Provocation or any similar topic only for you Order Now Protacio City University of Pasay (CUP) In Partial Fulfillment Of the Requirements For English II Submitted by: Ailyn Catolico BPG 1-1 March 4, 2013 Table of Contents Pages I. Acknowledgment 1 II. Introduction 2 III. Body A. The Problem and its Background 4 * Statement of the Problem/Objectives 4 * How does it affect the teaching of the teachers in the future 6 * Why is it the topic important 6 * Implication for Future Teaching 7 * What led them to this research 7 B. Compilation of Philippine Laws on Discipline and Punishment of Children 9 * The 1987 Constitution of the Republic of the Philippines 9 * Rights of the Accused 9 * Court Order for Disciplinary Measures 9 C. Methodology 10 D. Related Literature 11 * Local Literature 11 * Foreign Literature 12 IV. Conclusion 13 V. Definition of terms 15 VI. Reference/Bibliography Acknowledgement The researcher’s wishes to express their deepest gratitude to the special people who have extended their assistance for the success of this study; The Almighty God, who is the source of life and strength of knowledge and wisdom. To the fellow classmates, for sharing their knowledge and idea in helping the researchers in the construction of the project and for their genuine apprehension, encouragement, patient and guidance and whose expertise and knowledge were generously shared. To the beloved parents and guardians for untiring love and support. The Lord and Savior Jesus Christ, this piece of work was heartily offered. Introduction The aim of this research was to determine the bullying and effects of it in classroom. Although it is not always obvious, students are bullied as early as elementary school. Instances of bullying make take place in school, during after-school programs, on the school bus, and in neighborhoods. This research focuses on the occurrence of bullying in classroom. It also focuses on ways to help students cope with the incidents of bullying. The impact of bullying and victimization is assessed by taking into account the relative buffering effect of a positive relationship with one or both parents. Internalizing symptoms such as withdrawn behaviors, somatic complaints, and anxiety and depression. Bullying others directly by hitting, threatening, or calling names is not a significant predictor the poor mental and somatic health of youngsters, whereas indirect bullying (spreading rumors or not talking to someone on purpose) does significantly predict anxiety and depression, as well as withdrawn behaviors. The negative impact of victimization and bullying is buffered by youngsters’ positive relationship with one or both parents. Recommendations are provided with regard to possible intervention strategies underlying the importance of distinguishing between different forms of bullying and victimization and providing social support in each different case. Unfortunately, bullying is an unavoidable part of life for children, but what it is the best way to deal with bullying so that both the bully and the victim can grow from the experience and become better people? Before this question can be answered, it is important to explore every aspect involved with bullying. Specifically, we need to look at everything that bullies do, the way it affects both the victim and the bully, and exactly how much bullying currently occurs in schools. Bullying is very frequent and since the beginning of time it has plagued schools all over the world. It is a major issue in today’s world and is well-worthy of discussion. Most of the time when people think of bullying going on in schools, one generic picture comes to mind; a big, scary boy coming along to a younger, punier child and saying, â€Å"Give me your lunch money dork! then the bully proceeds to turn the victim upside down to empty his pockets for lunch money. However, bullying is not always that simple, and there does not necessarily need to be physical violence involved in order for something to be considered bullying. The Problem and its Background Statement of the Problem/Objectives There are different types of bullies that are common in schools today; physical bullies, verbal bullies, and relati onal bullies. Physical bullies are just what they sound like, physical. These types of bullies tend to hit, kick, punch, shove, or use any other type of physical exertion of energy towards other. Verbal bullies are the types of bullies that use harsh words such as name-calling, insults, racial comments, or comments about another student’s physical appearance in order to degrade their victim. Verbal bullying is the most commonly reported type of bullying. Finally, relational bullies will act by singling out their victim from their peer group. This is mostly done by the bully using verbal threats or spreading undesirable rumors about their victims. While these types of bullying are not necessarily the stereotypical pictures that come to mind when thinking about bullies, they are all very serious and can possibly have some serious detrimental effects on both parties involved. This research was to investigate the impact of physical, verbal and social bullying in school, thereby improving the knowledge base and insight of counselors who work with victims of bullying. The study was feasible, as it was within the financial and practical means of the researcher. This quantitative study endeavored to answer the following research question: * What is the impact of bullying in the students? Is bullying in school a normal part of life? * Do the independent variables – perceptions of school climate variables and school membership (the school a student attends) – have a significant relationship with the students reporting being involved in bullying at all, whether as a bully or as a victim? The problem of bullying at school i s a complex problem that emerges from social, physical, institutional and community contexts, as well as the individual characteristics of the students who are bullied and victimized (Swearer Doll (2001)). A useful framework for understanding bullying is Bronfenbrenner’s ecological system theory (1979; 1993). When the ecological perspective is applied to bullying, a bullying interaction occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and school staff, and physical characteristics of the school environment. You read "Examining the Consequences of School Bullying and Provocation" in category "Essay examples" How students perceive all these factors will be referred to as school climate in thus study. Families, cultural factors, and even community factors also play a role in the occurrence of the bullying interaction. The ecological system theory, as conceptualized by Bronfenbrenner, has been used to study complex behaviors of children and adolescents. Bronfenbrenner’s ecological system theory is a useful framework in this study for several reasons. This ecological system theory takes into account that the student is not merely acted upon by the environment. The student is both active and reactive. Strength of framing this study using Bronfenbrenner’s ecological theory is that it takes into account not just the environment, but student’s perceptions of the environment. This is important, because it accounts for why two students in similar environments may exhibit wildly different behaviors (Thomas, 1996). In summary, bullying is best conceptualized as intrinsic factors in the student interacting with the social environment, which then serves to reinforce bullying and/or victimization behaviors. 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. How does it affect the teaching of the teachers, and how will it affect the teaching of the teachers in the future? One of core beliefs as students is that students need a safe, comfortable environment in order for learning to occur. The researcher feels that if students are being bullied in school and in school-related situations, then their attention is not focused primarily on learning; it is divided between academics and concern about negative social situations that are associated with schools. In order to create a safe environment where the students can thrive as learners, they have decided to inquire into a phenomenon that often precludes students from thriving – bullying. It is their hope and intention that by learning more about the phenomenon of school bullying, they can take measures to prevent bullying in schools. These preventative measures include fostering positive attitudes and empathy in schools to reduce the occurrence of bullying that the students face and teach those coping strategies with which they feel comfortable using when they are bullied. Why is it the topic important? In the past, bullying was considered a part of growing up; now, psychologists are warning parents and teachers that bullying is a problem that could result in serious consequences for victims and bullies alike. One reason that bullying is a problem in schools is because people have not changed their thinking from that of the past – which bullying is simply a part of growing up, and kids need to learn to deal with it. They want you to believe that if cognitions about bullying were changed, the occurrence of bullying would decrease. They would agree: â€Å"If students attend schools in which bullying behaviors are accepted by adults and peers, it is plausible that they will engage in more of these behaviors. † The opposite would likewise be true – if students attend a school where bullying is not accepted, then it is possible that there will be fewer occurrence of bullying in that school over time. Implication for Future Teaching From this research, they want you to learned several things about the practice as students. They want you have a good communication between home and school so that parents and teachers understand your beliefs as students and that they feel the schools should be a safe environment in which you can learn. This way, you will feel comfortable sharing your feelings with us and to your parents and teachers, and you will model giving compliments and have your practice giving compliments to your parents in order to help facilitate more frequent use of the compliment and proposal study. You can also try using other activities in the meetings to help the students understand the different aspects of the bullying problem. You can use role play scenarios to give the students the opportunity to practice their responses to bullying situations and to help them understand how it feels to be â€Å"in the shoes† of everyone involved in a bullying situation. They also want you to realize that no matter what school levels we are, it will be important to address these issues as well as other issues such as general community-building and character education in order to guide the students to appropriate social behaviors. What led them to this research? They have been interested in bullying since they heard it in news. They were originally interested in how teachers and school staff helped children to cope with and understand the effects of bullying in schools. In their research for this, they found that many teachers were using similar strategies for coping with bullying. Their interest narrowed down to bullying in schools. The more they earned about bullying, the more interested in it they became because bullying is so embedded in our society that many adults and children do not recognize its many forms. Manifestations of bullying are overt as well as covert. The physical bullying and verbal harassment are considered overt forms of bullying, but bullying also includes covert behaviors such as spreading rumors and social exclusion. At the end of their secondary school, they submitted an honors thesis proposal indicating research topic for senior honors thesis for the High School. They continued to do more research and read books and articles about the topic of bullying. The literature suggests that bullying is a salient problem in the country, ven in elementary school, and it can have negative effects later in life. According to the article â€Å"Bullying: Facts for schools and parents,† â€Å"bullying is the most common form of violence in our society† (Cohn Canter, 2003, p. 1). Although bullying has negative consequences for everyone involved in a bullying situation, Banks’ article â€Å"Bullying in schools† states that there is a strong correlation betw een bullying during school years and having criminal or legal problems in adulthood (1997). As a people who were educated in the Philippines, they can attest to having different types of bullying experiences throughout school, and they believe that most people would admit to experiencing a bullying situation at some point in their life. Considering their position as a secondary high school for the entire year, they realized that not only did they need to think of ways to help children cope with bullying situations in their own lives; they needed to also consider ways to prevent it from occurring. After some thinking, they decided that if they could find a way to foster empathy in schools, then the students would feel compassionate toward victims of bullying and come to their aid, as well as not want to bully someone because they can imagine what it must be like to â€Å"be in that person’s shoes†. Compilation of Philippine Laws on Discipline and Punishment of Children THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILLIPINES The 1987 Constitution of the Philippines (Constitution) is the supreme written law in the country and it serves as the basic framework for any act or rule of any branch or agency of the government. All laws must comply with its provisions, otherwise it will be declared as void. Hence, it is necessary to refer to the Constitution and examine how it views the development of children in the context of the family and educational institutions. Rights of the Accused The Bill of Rights (Article III, Constitution) enshrines the rights of any person, including children in conflict with the law, under investigation for the commission of an offense. Article III, Section 12 specifically prohibits the following: 2. No torture, force, violence, threat, intimidations, or any other means hich vitiate the free will shall be used against [any person under investigation for the commission of an offense]. Secret detention places, solitary, incommunicado, or other similar forms of detention are prohibited. Court Order for Disciplinary Measures As a means of assisting parents in imposing discipline on a child, Article 223 provides that parents or, in their absence or incapacity, the individual, enti ty or institution exercising parental authority, may file a petition before the proper court of the place where the child resides, for an order providing for disciplinary measures over the child. The article also provides that the â€Å"child shall be entitled to the assistance of counsel, either of his choice or appointed by the court, and a summary hearing shall be conducted wherein the petitioner and the child shall be heard. † The court is authorized to adopt such other measures as it may deem just and proper, including the â€Å"commitment of the child children’s homes duly accredited by the proper government agency. † Related Literature Upon researching the bullying and how it has become a common issue in schools today, the following literature was found through the search. To address the issue of bullying, the interventions and roles of school counselors need to be considered. In order for this to be done, a clear understanding of how prevalent bullying is, the intervention strategies used, and the roles that school counselors play in this terrifying act needs to be addressed. Local Literature In 2001, the United Nations General Assembly, upon the request of the Committee on the Rights of the Child, called for the conduct of an in-depth study on violence against children through a resolution. The study seeks to provide an in-depth global picture of violence against children as well as propose clear recommendations for the improvement of legislation, policy, and programmed relating to the prevention of and responses to violence against children. Save the Children UK in the Philippines was greatly involved in the research initiatives of the Alliance on the physical and emotional punishment of children through its Research on the Physical and Emotional Punishment of Filipino Children, which was conducted in Cebu City in the Visayas and in Caloocan City in Metro Manila. The research provides information on: (1) What children think about physical punishment; (2) The types of punishment inflicted on children; (3) The context of punishment (settings such as homes, schools, streets, institutions, and juvenile justice); (4) Who punishes children and why; (5) What adults think about physical punishment and discipline; and (6) Local means of non-violent conflict resolution, which can be used in programme interventions and advocacy (Save the Children UK, 2006). According to the National Parent Teacher Association (2000) research has shown that effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of educational reform. Foreign Literature In October 2004, according to Helen Phillips, San Diego, the age at which kids first fall victim to bullying could influence how strongly they are affected, suggests a new study. And, surprisingly, it is not the youngest kids who are hurt the most in the long term. Bullying can have long-lasting effects, but particularly when it begins in adolescence, the researchers say. People subjected to either verbal or physical bullying are known to be at greater risk for developing depression, anxiety disorders or to behave violently. But not everyone reacts in this way. Children bullied for the first time before they hit puberty seem to get over it, but those are victimized for the first time late on in puberty seem to become more aggressive or are more likely to turn to drink as a means of coping. Much research has been devoted to the subject of parental involvement and how it affects the lives of children. Major legislation such as the Goals 2000, the Educate American Act and the reauthorization of the Elementary and Secondary Act (ESEA) have made parental involvement a national priority (Kyle, McIntyre, Miller, Moore 2002). Methodology This research will address a problem that facing children of all ages; this serious issue is bullying. The problem of bullying in schools is an important issue that needs to be further addressed. The specific aspects of bullying that need to be further studied are what causes bullies to bully peers and how victims cope with the way they are being treated by classmates at school. When teens bully, it is likely they are experiencing some sort of personal problem that needs treatment, and those who are victims develop problems that need to be treated. All students who are involved with bullying, regardless of whether they are bullies or victims, need interventions before more serious issues develop. The problems both victims and bullies face can affect society as a whole since they can lead to more violent acts, suicides, and an increase in substance abuse. The more that is known about the issues associated with bullying, the more social workers can do to prevent it and develop better understandings of how to treat bullies and victims. This research will further explore causes of bullying behaviors and the coping mechanisms victims’ issue. The information gathered can potentially be useful in raising awareness on this topic and for creating new policies on bullying. Conclusion Based on the findings, the following conclusions are given concluded: Bullies react aggressively in response to provocation or perceived insults or slights. It is unclear whether their acts of bullying give them pleasure or are just the most effective way they have learned to get what they want from other. Bullying negatively affects both the child being victimized and the child who is the bully. There are always short-term affects and if the bullying is severe enough there can also be long term effects. Children who are bullied can suffer from low self esteem and other emotional problems and children who do the bullying are much more likely to have problems with drugs and alcohol later in life. The victims of bullies often loose self esteem, start having trouble in school, and withdraw from friends and activities. If it is not stopped and continues for long enough, children can suffer these problems permanently. Not being able to understand the harm they do to themselves, psychopathic bullies are particularly dangerous. Bullying should not be taken lightly as it can cause serious problems for all the children involved. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant to talk about their experiences making it even harder to help them. Never tell the child just to ignore the bullying. They will feel as if you are just going to ignore it and they should not have bothered to tell in the first place. Make contact with bully’s parents. Often they are unaware of their child’s behavior and will want to help work with you to make positive changes. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach them to always use the buddy system. Sometimes children exhibit certain behaviors that irritate or provoke others. If this is the case, help the child to find more suitable ways to interact with friends and peer groups. Bullying will forever plague schools all over the world and it is vital to know ways in which teachers and parents can work together in order to lessen the blow bullying has on society, and keep our children safe and happy. A higher quality of life for students where they can focus on their academics at school rather than on bullies will provide them with less stressful lives and prevent many of the problems, such as depression and suicide, which can oftentimes be linked to childhood violence. Definition of Key Terms * Anxiety – a nervous feeling caused by fear that something bad is going to happen; worry. * Buffering – a person or thing that reduces a shock or protects somebody or something against difficulties. * Bully – a person who uses his or her strength or power to frighten or hurt weaker people. * Bullying – is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. * Depression – to make somebody sad and without enthusiasm or hope. Detrimental – harmful. * Feasible – that can be done; practical. * Impact – a strong effect or impression. * Institution – an organization established for social, educational, religious, etc. purposes. * Intervention – to become involved in a situation, especially so as to prevent something happening or to try to help somebody. * Recommendation – to suggest a course of action; to advise something. * School – educational institution for pupils up to 19 years of age. Reference/Bibliography Website/Internet * http://www. olweus. rg/public/authors. page * http://www. google. com. ph/url? sa=trct=jq=research%20paper%20about%20bullyingsource=webcd=5cad=rjasqi=2ved=0CGwQFjAEurl=http%3A%2F%2Feportfolios. ithaca. edu%2Fcmoses1%2Fdocs%2Fbullying. docei=bsM1UaT4K4iOiAfv6IHgAgusg=AFQjCNEwrr4Ecj-700ei_BMFwMutkTIhcAbvm=bv. 43148975,d. aGc * http://www. slideshare. net/victoriasantos9822924/bullying * http://www. ed. psu. edu/educ/pds/teacher-inquiry/2006/plackek. pdf * http://www. rb. se/eng/Programme/TheUNStudyonViolenceagainstChildren. htm How to cite Examining the Consequences of School Bullying and Provocation, Essay examples

Consumer Protection Law in Australia †MyAssignmenthelp.com

Question: Discuss about the Consumer Protection Law in Australia. Answer: Consumer protection is something which protects the consumers in any nation, from any kind of mistreatment. But before discussing upon the consumer protection and its history, the very meaning of a consumer has to be made clear. A consumer is such an individual who makes purchase of certain products or acquires the services being offered by another party for being used for personal reasons, whether directly or indirectly, instead of using the products for reselling, manufacturing or production purposes. Different legislations have been drawn in every nation for safeguarding and protecting the consumers in the particular nation. These legislations have been crafted in such a manner so that the businesses can be stopped from being engaged in any such activity which propagates unfair competition, fraud, unfair practices, and the like (Malbon and Nottage, 2013). The interests of the consumer in the nation are safeguarded through consumer protection; and for this purpose, these legislatio ns promote a healthy competition in the market, which directly and indirectly, works in the favor of the consumers. In Australia, theconsumer protection laws act as a protection for the consumers through differentlaws (Bruce, 2010). Through this discussion, an attempt has been made to highlight the reasons and meaning of consumer protection and in this discussion, the historical development of this segment, in the nation, has also been explained. The relief offered by the courts and the different laws which help the consumers in protecting themselves when their rights have been contravened. The consumers have to be given the protection through the regulatory mechanism so that their rights can be safeguarded and so that they can be saved from exploitation of any kind. In absence of consumer protection norms, the consumer can be exploited in different manners, including sale of unsafe or adulterated products, being sold products at prices higher than their actual price, using wrong measuring tools, being given inferior quality goods, giving expired products and the like. The consumers, as single entity, do not have any authority or power which could be used to safeguard them and this makes it crucial for the government to come up with such laws which can save the consumers, as they lack the required information about the quality, the prices and the other details related to the products. Through the consumer protection regulations, the businesses are obligated to follow the standards and give the right worth to the consumers money (Crawford and Humphery, 2010). The legisla tions related to consumer protection help in educating the consumer on the matter of their rights and responsibilities and this knowledge can help them in taking steps required for saving their rights and initiating legal action in case a company breaches these provisions. The Competition and Consumer Act 2010 (Cth), through its Schedule 2 offers the consumer protection related provisions in Australia and this schedule is given the name ofAustralian Consumer Law (Corones, 2012). The Australian Consumer Law, short for ACL, is a commonwealth law and hence, it is applicable over the entire commonwealth and so, these are to be applied over each and every territory and state of the nation. The ACL became applicable from 01st January, 2011 and with this law, the earlier twenty different consumer laws were replaced and these were in force till the time the ACL became applicable on the entire nation (Commonwealth of Australia, 2017a). Even with the enforcement of the ACL, some of the other legislation continues to be in force. The agency which is responsible enforcing these laws and for upholding the matters related to the consumer protection is the Australian Competition and Consumer Commission and for helping this body, the different individual State Consume r Affairs agencies have been formed (ACCC, 2017a). The consumer are protected through the ACL in the matters related to product safety, unconscionable conduct, unconscionable conduct, unsolicited consumer agreements, and unfair contract terms (Consumer Affairs Australia and New Zealand, 2017). ACL is not the first legislation which protects the consumers in the nation from consumer protection. The historical background of consumer protection norms can be traced back to the anti-trust legislations drawn back in 1906 in the nation. On the basis of the United States Sherman Act, 1890, the nation came up with the Australian Industries Preservation Act. This Australian act was amended in 1911 to make it more effective; however, this could not be successful. To deal with the shortfall of the previous acts, an act was brought in 1986 which was aligned with the Restrictive Trade Practices Act, 1956 of the United Kingdom (Shodh Ganga, 2017). With the failure of this act, the Trade Practices Act, 1974 was brought into force. Trade Practices Act, 1974 or TPA, was a key consumer protection legislation which included provisions like unsafe products, selling practices being unfair and the guarantees (Kidman, 2011). Though, the changed business environment required even a stricter law an d in order to deal with the shortfalls of the TPA, the ACL was made applicable in the nation (Casey, 2011). The enforcement of ACL, as stated earlier, is administered, as well as, is enforced by the Australian Competition and Consumer Commission, in addition to the state based consumer protection agencies. In this aspect, there is also the involvement of the Australian Securities and Investment Commission but this is limited to the matters related to finance (Commonwealth of Australia, 2017b). And the governing act, as stated earlier is the ACL, under the Competition and Consumer Act. The consumer protection in Australia is also granted through some state based acts, which are applicable in the jurisdiction of the particular state only. Some of these include, for Queensland, the Fair Trading Act, 1989; for Victoria, the Fair Trading Act, 2012; for New South Wales, the Fair Trading Act, 1987; for Australian Capital Territory, the Fair Trading (Australian Consumer Law), 1992; for Western Australia, the Fair Trading Act, 2010; and for South Australia, the Fair Trading Act, 1987 (Victoria Stat e Government, 2012). The consumer protection rights allow the consumers to bring the matter before the competent court and get the relief which has been provided through the legislations and based on the decision of the court (Coorey, 2015). In order to bring action against the breach of rights or dissatisfaction in the goods or services, the consumer has to make the application in three stepped procedure. A complaint has to be made by the consumer in which the contact has to be established with the service provider or the product seller. The second step is to contact the Australian Competition and Consumer Commission or to a third party, who can resolve the issue. Only when these two steps bear no results, can the consumer move towards the final step of initiating a lawsuit (ACCC, 2017b). When the contact is established with the consumer, the seller or the service provider is asked to resolve the problem or the issue which has been highlighted by the consumer. And in such cases, the service provider or the seller may be asked to refund, replace or repair the product and before doing so, the business can ask the consumer for the proof of purchase. In this step, it is preferable to make a written complaint so that the problem can be properly stated and recorded. By stating everything in writing, the matter can be clearly stated and this acts as evidence for future purposes. Through adoption of this technique, the issues can be effectively solved without opting for the court, in an amicable manner. When the issue cannot be solved in this stage, the next step is to involve a third party or the Australian Competition and Consumer Commission so that heir help can be taken for resolving the matter. Even at this stage, if the matter is not solved, the consumer should opt for a legal aid officer, a local community legal centre or a lawyers advice. And on the basis of this advice, the complaint can be made in a tribunal or a competent court which is located in the consumers territory (ACCC, 2017b). In order to make a claim in the court, it is crucial for the consumer to establish that he/ she is consumer pursuant to section 3 of the ACL, as only consumers has the rights under this act (Australian Competition Law, 2014). Under this definition, the person who purchases products or obtains services for household, personal or domestic use for a sum of less than $40,000, is considered as a consumer under the ACL (Australasian Legal Information Institute, 2017). When the application is made before the court, there is a need to clearly provide the sections of ACL which the consumer feels have been contravened. Some of the examples in which the consumers rights have been safeguarded by the court have been highlighted herewith. The unconscionable conduct in the nation, is restricted through the section 21 contained in the ACL. For establishing that a case of unconscionable conduct has been undertaken, some of the factors have to be considered and the details of these factors have been aptly covered in section 21(2) of this act. This includes the factors the tactics or undue influence which is undertaken against the consumer, the bargaining strength of the parties, the prices of goods at which these could be obtained from the third party by the consumer, the understanding of the terms of transaction for the consumer, and the fulfillment of different requirements or conditions of the consumers (Hobart Community Legal Services, 2013). When a contravention of this section is claimed, an application of the consumer before the court can result in a fine being imposed on the breaching party, to the sum of $1.1 million and even the criminal conviction which is contained in Chapter 4 of the ACL can be made applicabl e (Federal Register of Legislation, 2013). A leading example of unconscionable conduct was held by the court in Commercial Bank of Australia Ltd v Amadio (1983) 151 CLR 447, where the dominance of the strong party was taken into consideration and it was held as unconscionable conduct by the court (Australian Contract Law, 2013). The service providers and the manufacturers, producers and distributor also have an obligation under section 18 of the ACL to restrict any such activity which can be deemed as misleading or deceptive during the trade and commerce (Kolivos and Kuperman, 2012). The De Bortoli Wines Pty Ltd v HIH Insurance Ltd (in liquidation) Others [2012] FCAFC 28 is a case where the court held that for a claim to be made successfully for the breach of this section, it had to be shown that reliance by the consumer, was made on the misleading conduct of the other party and only then the provisions of the erstwhile act of TPA could be stated to have been breached. Upholding the presence of reliance in this case, the court awarded the remedies to the plaintiff (Czoch and Whalebelly, 2012). Similar case was that of Australian Competition and Consumer Commission v TPG Internet Pty Ltd [2013] FCAFC 37 in which TPG was held to have been involved in conduct which could be termed as both misleading and deceptive. In this case, the company had claimed in the advertisement that a single sum of amount had to be paid when the product was being purchased; however, the reality was far from the truth and the consumers, in reality, had to pay a considerably higher sum. As these costs were hidden for the purpose of misleading the consumers, TPG was held liable (High Court of Australia, 2013). One of the recent famous cases where a giant like Google was fined for misleading conduct was the case of Google Inc v ACCC High Court of Australia [2013] HCA 1. Here, the company was held to have been engaged in misleading and deceptive conduct and section 52 of the erstwhile TPA were held to have been contravened by Google (Lexology, 2013). To conclude, the consumer protection legislations are an effective tool in safeguarding the interest of the consumers and through them, the consumers are given rights and responsibilities and these are protected through the provisions of the consumer protection legislations. The Australian consumer protection laws have changed over the time and at present, ACL is the legislation which protects the consumers. And the provisions of this act, as highlighted through the case laws above, prove to be sufficient for the protection of the consumers. References ACCC. (2017a) Consumer protection agencies. [Online] Australian Government. Available from: https://www.accc.gov.au/contact-us/other-helpful-agencies/consumer-protection-agencies [Accessed on: 02/08/17] ACCC. (2017b) Make a consumer complaint. [Online] Australian Government. Available from: https://www.accc.gov.au/consumers/complaints-problems/make-a-consumer-complaint [Accessed on: 02/08/17] Australasian Legal Information Institute. (2017) Competition And Consumer Act 2010 - Schedule 2. [Online] Australasian Legal Information Institute. Available from: https://www.austlii.edu.au/au/legis/cth/consol_act/caca2010265/sch2.html [Accessed on: 02/08/17] Australian Competition Law. (2014) Section 21: Unconscionable conduct in connection with goods or services. [Online] Australian Competition Law. Available from: https://www.australiancompetitionlaw.org/legislation/provisions/acl21.html [Accessed on: 02/08/17] Australian Contract Law. (2013) Commercial Bank of Australia v Amadio (1983) 151 CLR 447; [1983] HCA 14. [Online] Australian Contract Law. Available from: https://www.australiancontractlaw.com/cases/amadio.html [Accessed on: 02/08/17] Bruce, A. (2010) Consumer Protection Law in Australia. Chatswood, NSW: LexisNexis Butterworths. Casey, L. (2011) Australia: Australian Consumer Law changes Competition and Consumer Act 2010. [Online] Mondaq. Available from: https://www.mondaq.com/australia/x/126518/Consumer+Law/Australian+Consumer+Law+changes+Competition+and+Consumer+Act+2010 [Accessed on: 02/08/17] Commonwealth of Australia. (2017a) Australian Consumer Law. [Online] Commonwealth of Australia. Available from: https://consumerlaw.gov.au/ [Accessed on: 02/08/17] Commonwealth of Australia. (2017b) Business and the ACL. [Online] Commonwealth of Australia. Available from: https://consumerlaw.gov.au/business-and-the-acl/ [Accessed on: 02/08/17] Consumer Affairs Australia and New Zealand. (2017) Australian Consumer Law Review. [Online] Consumer Affairs Australia and New Zealand. Available from: https://cdn.tspace.gov.au/uploads/sites/86/2017/04/ACL_Review_Final_Report.pdf [Accessed on: 02/08/17] Coorey, A. (2015) Australian Consumer Law. London, United Kingdom: LexisNexis Butterworths. Corones, S.G. (2012) The Australian Consumer Law. New South Wales: Lawbook Company. Crawford, R., and Humphery, K. (2010) Consumer Australia: Historical Perspectives. Newcastle: Cambridge Scholars Publishing. Czoch, K., and Whalebelly, R. (2012) Australia: DO: Shareholder reliance on misleading and deceptive conduct. [Online] Mondaq. Available from: https://www.mondaq.com/australia/x/182340/Arbitration+Dispute+Resolution/DO+Shareholder+reliance+on+misleading+and+deceptive+conduct [Accessed on: 02/08/17] Federal Register of Legislation. (2013) Competition and Consumer Act 2010. [Online] Australian Government. Available from: https://www.legislation.gov.au/Details/C2013C00620/Html/Volume_3#_Toc368657533 [Accessed on: 02/08/17] High Court of Australia. (2013) Australian Competition and Consumer Commission V TPG Internet Pty Ltd (M98/2013). [Online] High Court of Australia. Available from: https://www.hcourt.gov.au/assets/cases/m98-2013/M98-2013.pdf [Accessed on: 02/08/17] Hobart Community Legal Services. (2013) Unconscionable Conduct under the ACL. [Online] Hobart Community Legal Services. Available from: https://www.hobartlegal.org.au/tasmanian-law-handbook/consumers-money-and-debts/australian-consumer-law/unconscionable-conduct [Accessed on: 02/08/17] Kidman, A. (2011) A Guide To The New Australian Consumer Protection Laws. [Online] Life Hacker. Available from: https://www.lifehacker.com.au/2011/01/a-guide-to-the-new-australian-consumer-protection-laws/ [Accessed on: 02/08/17] Kolivos, E., and Kuperman, A. (2012) Consumer law: Web of lies-legal implications of astroturfing. Keeping good companies, 64(1), p. 38. Lexology. (2013) Google Inc v ACCC [2013] HCA 1. [Online] Lexology. Available from: https://www.lexology.com/library/detail.aspx?g=f263c111-d7f3-44d5-8f30-c715629319c3 [Accessed on: 02/08/17] Malbon, J., and Nottage, L. (2013) Consumer Law Policy in Australia New Zealand. NSW: The Federation Press. Shodh Ganga. (2017) Historical Development Of Consumer Protection Law. [Online] Shodh Ganga. Available from: https://shodhganga.inflibnet.ac.in/bitstream/10603/7831/10/10_chapter%202.pdf [Accessed on: 02/08/17] Victoria State Government. (2012) Australian Consumer Law and Fair Trading Regulations 2012. [Online] Victoria State Government. Available from: www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/...nsf/.../12-062sr.docx [Accessed on: 02/08/17]