Reasons Why Students Violate School Rules and Regulations Essay

INTRODUCTION The researcher was an alumnus from a private secondary school in Legazpi City, he has been observing student violators facing real problems in the school. This give way to decide in this type of study, the willingness and interest to know the reality in students behaviour on what reasons why students violates the rules and regulations inside the school. At present, the researcher of this simple research is a first year student in A.B. Philosophy in Bicol University. Having this opportunity to learn the basic skill in writing under English 10 and as a final requirement in accomplishing the subject, the researcher never hesitate to present this simple and uncontrollable problems experience by teachers and parents on the child performances in the school. The chosen title, Reasons why students violate rules and regulations is something to use for reference by teachers and parents to discipline the child. This is a simple and humble work of a beginner, inspired by the teacher in this subject and the encouraging manner of the researcher family and friends. This work made everything easy for reference and guidelines both for teachers, parents and students. And the researcher is ready to any correction from this noble work, so to develop more on this special skill in writing. The 4th yr. students in secondary schools in Legazpi City, both in public and private schools experience student violating schools rules and regulations. Despite of the disciplinary measures of each school, students violates willingly. This work will define student violators and as teachers and parents of these poor students, both performances will be addressed. And the purposes of this study are to widen the concern for child performances in the school, and for teachers and parents to check and note for student violators in a school. SIGNIFICANCE In every heart, there is a need to discipline. Student violator is a heart that needs a support for discipline. Not only here in our own local school but worldwide. In every child officially enrolled in any school has the right to learn the social graces needed to developed self-discipline, to internalize discipline in every action and decision. The researcher would like to emphasize this simple yet uncontrollable problem among students to the local and national level. This study will also serve the purpose on reasons why the students violate rules and regulations, like the ones below: 1. Teachers and parents failed to implement a proper discipline among students. 2. The absence of recognition in every student profiles or portfolio. 3. Critical identification for every student’s behaviour, needs and reasons. 4. Over – protectiveness and misuse authority. Thus, the purpose of this research is to widen the awareness on reasons why the students violate rules and regulations, to be familiar of their performances, in support to teachers/parents to discipline properly the child through the check and note for student violators in school. As one challenge in education, the most important aspect is to discipline the child and eventually to internalize it. SCOPE AND DELIMITATION The study consists of 4th year students in Legazpi City, from Divine Word College of Legazpi High School Department. The main objective of the study is to identify the reasons on why the student’s violates rules and regulations on their last year of study in the secondary school. The researcher limits the research to secondary students in Legazpi City and for the 4th year students only, both from Divine Word College of Legazpi High School Department. This is to refer for a feasible results and better interest for teachers and parents to watch the child and guide to gain a better performance in the school. CHAPTER 2 Review of Related Literature School is the training ground of any person officially enrolled to excel academically and for self-discipline to become a better individual. Schools provide the guidelines as disciplinary measures for students and for teacher supervisions. No school is exempted from student violators, very school year the school experience the difficulty in schools discipline. Teachers and parents are collaborators in disciplining the violators. DEFINITION OF TERMS The researcher likes to focus on the following definition of terms so as to attain the research better and simple. 1. School, is an institution designed for teaching the students (or pupils) under the direction of teachers. (http://en.wikipedia.org/wiki/School)1 2. Student, is someone who attends an educational institution or someone who studies especially at a school. (http://www.thefreedictionary.com/student).2 3. Teacher, is the one who teaches in a school and a person especially hired by the school. (Learner’s Dictionary)3 4. Violations, is to break a law or regulations intentionally or unintentionally. (Webster New Dictionary) 4 5. Parent, is the caretaker of their offspring. (http://en.wikipedia.org/wiki/Parent)5 RELATED LITERATURE The act of doing something that is not allowed by a law or rule and the act of ignoring or inferring with a person’s rights. (Learner’s Dictionary)6 In like manner, it is been an old story, when teen agers left home for school, they thrill at the first opportunity to test †their wings† as a young adults.(SunSentinel.Com)7 freed from being under the all seeing eyes of their parents and often unwelcome supervision, judgements and penalties of their parents. Some young student turns successfully in their new found freedom, but others turns violators due to lack of discipline and maturity as well. In this case, the researcher has discovered some basic solutions for this part. As the purpose of this study: 1. To widened the concern for child performances in the school 2. To create teachers and parents check and note for students violators in the school. With this basic concepts, the researcher, emphasize the need to all records of a child performance while in the school, to prioritize the violators and teachers are encouraged to identify students and informed the parents. Likewise, parents are ask to become responsible to check and notes their child performances in the school. Internationally, some violators failed to confess the causes of their irresponsible acts in the school, Some are victims of maltreatments of parents which the students denies all truth and sometimes violators are victims of their own teachers like in Darling Town state a primary school teacher who was previously accused of attempting to â€Å"dack† a student and investigated for â€Å"kissing and cuddling† (couriermail.com.au)8, What effects will it brings to a child in the future? It could be a lost to authority in the school and even to parents and which could turn to become violators in the school. The reason some people break rules is because it may make them look cool, or it may be funny, but sometimes people just don’t know better. Remember that everyone was raised differently, so don’t discriminate, Just try to get along. And sometimes getting in trouble is fun, or sometimes worth it, it depends on who you are. (http://wiki.answers.com/Q/Why_do_some _students_break_school_rules)9. Schools have policies that are being implemented for the general welfare of its constituents. These policies provide a set of rules that the students, teachers, etc. should follow. These rules are necessary for the order and uniformity of the students within the school premises. Even with the presence of these rules, some of the students violate them disregarding the sanctions that go along with it. The word policy originated from the Latin word â€Å"politia† or â€Å"polity†. Defined as a definite course of action adopted for the sake of expediency, facility, etc.; an action or procedure conforming to or considered with reference to prudence or expediency. (http://dictionary.reference.com/browse/policy)10. Here are some violations that are commonly violated by students, students skip school. Students skip school; it is the behaviour that the children have not enjoyed to learn then they avoid or escape from the school. In my opinion, I totally agree this problem is occurred from several reasons which their family and teachers should coordinate to solve this problem. First reason which may affect student to abstain from school; the child cannot understand the lesson, then they lack of interest in learning and a focus on learning. So, it may make them to have an experiencing failure in school and lower academic achievement. In additional, they may not have the close friends and their friends may threaten them. Second reason, their family is unhappy, poor or rich but lack of love and care from their parents. And the last reason is school and teacher, they do not understand children. There are strict rules and teacher is an authoritarian and inflexible or teacher may punish severely student . Also some teacher has the teaching method as not interesting. These reasons should influence students to keep away from school. For the ways to solve the problem, family and teachers should be the main person to solve the problem, thus I thought that it should begin at home first. Whenever the parents have been known the disappointment because of their child, then they should calm their anger first to find the cause of the children leaving school. The parents should not refer to the question â€Å"Why†¦.† to their child but the parents should begin with love and understanding, and ready to forgive them. Then, the parents begin to solve the problems and engage with the children and the school in order to provide opportunities and activities to reduce the value feeling of children and attitude of children since someone thought that they devalue.11. The next thing to be discussed is about why kids join Gangs; this can be also one reason why students are motivated to violate school rules. Why do Kids join Gangs? Factors motivating kids to join gangs vary individual to individual. A multitude of social and economic reasons can be involved. Power, status, security, friendship, family substitute, economic profit, substance abuse influences, and numerous other factors can influence kids to join gangs. Gang members also cross all socio-economic backgrounds and boundaries regardless of age, sex, race, economic status, and academic achievement. Gang violence typically involves a larger number of individuals Gang-related violence tends to be more retaliatory and escalates much more quickly than non-gang violence Gang activity is usually more violent in nature and often involves a greater use of weapons. School and public safety officials must look at gang activity differently and not as one-on-one, isolated incidents. Otherwise, the problem can escalate so quickly that a school lunchroom fight between rival gang members will escalate into a potential drive-by shooting just hours later at school dismissal. School officials must still discipline individual students involved in gang offenses on a case-by-case basis based upon their individual actions in violating school rules, but educators must see the forest with the trees and recognize that these offenses are interrelated and part of a broader pattern of gang-related misconduct and violence.

How Computers Changed the World

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Write a response paper about the given article - Essay Example s Somers, the author of the article refutes this common belief and illustrates how using the dictionary authored by Webster in its unedited versions presents a wealth of vocabulary and its usage in English. This paper will offer a response to the article by James Somers. James Somers is the author of the article that criticizes many modern dictionaries. Having spent a lot of time with McPhee, a great novelist and author in the American society, Somers developed an interest in the English. Although he had opined that his dictionary was a reliable companion to improve his vocabulary, he really used it. However, he noted the differences in McPhee’s use of the English language a specifically his continued use of a unique dictionary. These two aspects prompted to inquire from McPhee on the differences between his preferred dictionary and those used by many people. Although initially it was his responsibility to find out why this happens, McPhee first illustrated how the meaning of Webster’s book was outstanding and the concepts introduced by the dictionary proved to be very compelling. After Somers discovered that the Webster dictionary was the critical tool that McPhee had relied on, Somers ventured into its use. Over many years, he has be en using the same dictionary which has immensely improved his written and spoken English (Somers n.p). In this article, Somers’s introduces his subject by illustrating how words are searched in the dictionary and the kind of responses yielded by the searches. Using an example of the term â€Å"Sport,† he demonstrates to the leader how limiting many dictionaries are in offering relevant and more provisional results. Using the testimonial from McPhee, the author develops his argument basing it on his comparison of the description of words in the Webster dictionary as well as other common dictionaries. Using words such as sport, fustian and pathos, the author elaborates the differences between the two dictionaries. After giving an

Debate between "bar code labeling" and " radio Assignment

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Strategic Marketing Essay Example | Topics and Well Written Essays - 1000 words - 2

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The ticking time bomb Term Paper Example | Topics and Well Written Essays - 3000 words

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LLB Assignment Example | Topics and Well Written Essays - 2500 words

LLB - Assignment Example The author asks Kaplan why he believes that the Balanced Scorecard had become so entrenched in the business world and its internal process and matrix. To which Kaplan sites what he feels is the tremendous communication gap between those creating the strategy and vision of the company at the top, and those that are attempting to implement that strategy on the front lines and in the real world at the bottom, so to speak. Kaplan states that the Balanced Scorecard helps to bridge the gap between the vision of upper management and the implementation of that vision into strategy by the staff. When asked if this system is still useful today and not â€Å"passà ©Ã¢â‚¬  as others have said, Kaplan responds by stating that book sales are still high and the attendance at Balanced Scorecard conferences are growing. He also sites that many countries Asia are implementing the technique in their larger organizations and he has also seen a rise of its use in many non-profit companies both here and abroad. Kaplan also believes that many companies are still struggling with getting their strategies out into practical business practice and that these companies have failed to utilize most of the non-financial metrics in their business evaluations, leaving them in the dust as far as any progress is concerned. He is currently working on another concept called a Strategy Map, which will hopefully guide companies along the process of strategy implementation. Kaplan believes that the Balanced Scorecard will be a valuable business tool for many years to come and he would like to see much more research done in the area of creating excitement and greater participation by employees to help them with the task of strategy implementation. By giving employees proper motivation he believes that any strategy can succeed, and will certainly fail without

Market Research Proposal Example | Topics and Well Written Essays - 2000 words

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How did the French Revolution influence the development of nationalism Essay

How did the French Revolution influence the development of nationalism in 19th century Europe - Essay Example The paper tells that the idea of nationalism is said to have emerged from the French Revolution in 1789. It is reported that, during this time, France was already a fully-fledge territorial nation under the rule of a powerful monarch. The French Revolution that took place during this time brought a lot of changes both political and constitutional that led to a shift of sovereignty from the monarch to the citizens of France. The French Revolution clamoured for the introduction of a system in which power is to be vested on the people who would henceforth be mandated to constitute the nation and determine its destiny. It is also noted that, right from the start, the French revolutionaries brought in place practices and measures aimed at creating a sense of collectivity among the people of France. For instance, the la patrie (the fatherland) idea and Ie citoyen (the citizen) advocated for a united community where people are free and enjoy equal rights as enshrined in the constitution. As a result, the French people chose a national flag, the tricolour, in replacement of its royal standard. This was followed by the election of Estates General by citizens and later on renamed as the National Assembly. After the formation of the National Assembly, the French people then composed hymns, took oaths and commemorated martyrs all in the name of their country. The French also formed a centralized system of government accompanied by the formulation of laws that were to govern the country.

The Problem of Cooperative Society in Marketing Agricultural Product Essay Example for Free

The Problem of Cooperative Society in Marketing Agricultural Product Essay Although co-operation as a form of individual and societal behavior is intrinsic to human organization, the history of modern co-operative forms of organizing dates back to the Agricultural and Industrial Revolutions of the 18th and 19th centuries. The status of which was the first co-operative is under some dispute, but various milestones in the history may be identified. In 1761, the Fenwick Weavers Society was formed in Fenwick, East Ayrshire, Scotland to sell discounted oatmeal to local workers. Its services expanded to include assistance with savings and loans, emigration and education. In 1810, Welsh social reformer Robert Owen, from Newtown in mid-Wales, and his partners purchased New Lanark mill from Owens father-in-law and proceeded to introduce better labor standards including discounted retail shops where profits were passed on to his employees. 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From the report of the workshop held on 10th – 11th November 2008 during the 8 the ICA Africa regional assembly at the international conference centre, Abuja. Mr Tom Tar The Executive Secretary of Cooperative Federation of Nigeria, In his introduction of the movement in Nigeria, said the Cooperative Federation of Nigeria (CFN) was formed in 1945 and got registered in 1967. He traced the background of cooperatives in Nigeria to the traditional savings and loans system. He added that following agitation by the Agege Cocoa planters Union in 1907, the study for establishment of formal cooperation was commissioned in 1934. This was followed by the enactment of cooperative legislation in 1935. The early move was in agriculture and latter shifted to marketing following the shift in the Nigerian economy from agriculture to crude oil. He gave the scope of cooperative activities in Nigeria as covering: On population, he said there are about 5million family members covering 20 million house holds. This study is significant because it will produce data on cooperative movement in Nigeria that will be useful to: 1. federal ministry of labour and productivity 2. national union of local government employees 3. state civil service commission 4. federal civil service commission . 5. managers and top executives in organized private sector 6. united nation commission on employment 7. federal ministry of finance 8. Central bank of Nigeria 9. tudents carrying out a research work in this same issue. Cooperative society is the organization of people for an improved agricultural production (Strickland, 1934). Historically in Nigeria, the orientation and growth of cooperatives in Nigeria was related to the development of agricultural export sector by the Colonial Masters who invited an expert in 1934 known as C. F. Strickland who served in India to advice â€Å"on the prospects and desirability of forming cooperatives in Nigeria† (Nkom, 1984). Among the recommendations made by Strickland was the formation of Agricultural Marketing Cooperatives with the aim of pursuing the major export crops, like cocoa, cotton, palm produce farms in the country (Ekpere, 1980). From 1935-37, however, these east while production cooperatives were either transformed or designated cooperative produce marketing societies and unions. From 1960-1972, the role of farmer cooperative in the primary production process has been re-vitalized (Ekpere, 1980). Presently, the cooperative movement is on the increase for the search of sustainability in an agricultural system. Sustainability is possible when we encourage the agricultural activities of cooperatives. The organizational structure of cooperative societies is based on their operation, organization, structure, membership, functions and services (Scope) with the main aim of â€Å"Collecting, processing and marketing specific commodities and providing with inputs, credit and technical services for benefits of members. Therefore, these cooperative organizations are usually arranged into â€Å"tiers†. They are: The primary societies, secondary and Apex organization. Although the term may be used loosely to describe a way of working, a cooperative properly so-called is a legal entity owned and democratically controlled equally by its members. A defining point of a cooperative is that the members have a close association with the enterprise as producers or consumers of its products or services, or as its employees. In some countries, e. g. Finland and Sweden, there are specific forms of incorporation for co-operatives. Cooperatives may take the form of companies limited by shares or by guarantee, partnerships or unincorporated associations. In the USA, cooperatives are often organized as non-capital stock corporations under state-specific cooperative laws. However, they may also be unincorporated associations or business corporations such as limited liability companies or partnerships; such forms are useful when the members want to allow: some members to have a greater share of the control, or some investors to have a return on their capital that exceeds fixed interest, neither of which may be allowed under local laws for cooperatives. Cooperatives often share their earnings with the membership as dividends, which are divided among the members according to their participation in the enterprise, such as patronage, instead of according to the value of their capital shareholdings (as is done by a joint stock company).

Bullying and School Essay Example for Free

Bullying and School Essay Bullying has become one of the most serious issues facing our schools today. We’ve all heard the sad tales of children, some as young as 11, committing suicide because they could no longer deal with the bullying they experienced in school. In July 2008, the U.S. Congress began work on legislation for H.R. 2262, the Safe School Improvement Act, which would require schools to collect data, establish disciplinary guidelines and develop a system for registering complaints to combat bullying in our schools. However, as school counselors we can’t wait for laws to be passed to take action. We need to make a difference now. I started my quest to stop bullying at Midway Elementary School in Midway, Utah, six years ago. I attended conferences, read books and studied various programs. I learned a lot about the statistics and issues but little about specifically what to do. So I began taking steps to develop a program that would help my school and others combat school bullying. In my search for knowledge I discovered a fascinating study by Dr. Kenneth Merrell from the University of Oregon on the effectiveness of school bullying intervention programs. The study results showed that bully intervention programs, especially those aimed specifically at bullies, were effective in raising the level of awareness among students and staff but did little to reduce bullying behaviors. Merrell, along with others, recommend a schoolwide comprehensive approach to bully prevention. According to the U.S. Department of Health and Human Services, programs cracking down on individual bullies rarely work, but when there is a sch oolwide commitment to end bullying, it can be reduced by up to 50 percent. Program Framework As my program evolved over the years I identified four hallmarks of a successful schoolwide bully prevention program. Lead to systemic change: Successful programs bring about systemic change. The factors contributing to bullying in any school environment are complex and nebulous. The only way to have an impact on these critical factors is to cast a wide net. There must be change at all levels in the school environment and in the community. You are literally changing the culture of the entire school. You need to utilize all existing programs and resources such as comprehensive school counseling programs, positive behavior interventions and supports, character education, the parent-teacher organization, schoolwide discipline programs, grade-level teams or professional learning communities and more. Garner commitment from all: Schoolwide bully prevention programs require commitment from all stakeholders. Although your school may have a small team to oversee the bully prevention program, collaboration among administrators, school counselors, teachers, students, parents, secretaries, custodians, lunch workers, librarians, bus drivers, etc. is essential for success. Teach comprehensive strategies and skills: Effective programs are comprehensive. Teaching students about specific issues related to bullying is only one aspect of an effective schoolwide program. There are many supporting concepts and social skills you also need to address, such as conflict resolution, tattling vs. reporting, respect, accepting differences, teasing, cliques, relational aggression, cooperation and more. Effective data analysis will help you identify many of these specific needs. Continue year after year: Many times schools will bring in a pre-packaged bully prevention program, have a big anti-bullying campaign, raise a lot of awareness and then call it good. Effective bully prevention programs are not a one-shot deal. Effective prevention programs are nonstop. They require intervention, data to assess the program’s effectiveness and components, and ongoing specific targeted interventions for bullies, their victims and the bystander population. Key Components Eight key components, best implemented sequentially, have led to the success of Midway Elementary’s bully prevention program. Administrative support: An extremely important aspect of starting a bully prevention program is soliciting the support of your school administrators. Without strong and effective leadership, systemic change is difficult. As leaders in the school, administrators should become experts on bullying issues. They should form a bully prevention team and identify a go-getter staff member to lead this team. The administrators need to develop an anti-bullying code of conduct and communicate it to all stakeholders, especially students. Most importantly, administrators should establish the tone and expectations for students and staff and outline clear and consistent consequences for students who violate the anti-bullying code of conduct. Consequences should be based on a level system for first and subsequent offenses. It is important to follow district guidelines when establishing the level system. School administrators should utilize a behavior referral system to provide valuable data. The behavior referral system should include specific information that will help provide meaningful data to identify areas of concern and needs. Administrators should involve parents of both victims and bullies, especially for repeat offenders, to discuss concerns, outline consequences and form a strategic plan to stop the bullying behaviors. Schoolwide positive behavior interventions and supports program: If your school doesn’t have a PBIS program, I would highly recommend implementing one. Use the PBIS program to establish clear schoolwide rules. The rules should be specific to location, taught to all students and posted throughout the school. Introduce desired behaviors, clearly teach them and then model them. Once you’ve taught the behaviors, reinforce student compliance using a variety of incentive programs. Use data to measure the effectiveness of your program and to identify ongoing areas of concern. Data: I use two types of data, behavioral referral data and surveys given to students, parents and staff. Data can provide baseline information, measure the effectiveness of your program, discover areas of concern and identify chronic bullies and their victims. Online surveys will help gather subjective data to assess stakeholders’ level of concern, to measure student awareness and knowledge, to solicit input from staff members and to assess parent perspectives and concerns. Office behavior referral data provide objective data for analysis. Behavior referral forms or systems should include information directly related to bullying. By regularly reviewing these data, you can identify types of bullying, locations, repeat offenders and victims. Upon identifying specific problems, bully prevention team members should develop a plan of action to deal with the issues. Staff training: All staff members should receive training to include definitions of bullying, types of bullying, effects of bullying on victims, school code of conduct and expectations, legal liability based on state law and, most importantly, how to intervene when they witness bullying incidents or a student reports it to them. Make sure your staff training includes teachers, administrators, specialists, secretaries, lunch staff, custodians, aides and bus drivers. Student awareness and education: Give all students a basic introductory lesson including definitions for bullying, types of bullying with examples, school code of conduct and expectations, what to do when they are bullied or how to help others as bystanders. Students need to learn about the importance of speaking up and supporting each other with the skills they learn. Establish a common language for discussing bullying issues, and post it in every classroom and in key locations throughout the school. Critical social skills training: Once you’ve taught them the basics, students need additional information and skills to increase their level of awareness and to deal with bullying issues. At Midway Elementary, we’ve spent time on topics such as tattling vs. reporting, conflict resolution, teasing, relational aggression/cliques, cooperation, caring, respect and any other topics that come out of the stakeholder surveys or behavior referral data. Develop classroom guidance lessons to specifically address these needs, and teach students the skills and knowledge necessary to reduce the problem. Targeted interventions for bullies and victims: Data analysis will help you identify chronic bullies and their victims. These students most likely will need highly targeted interventions and supports. When it comes to intervention for bullies there is no silver bullet. The factors contributing to the reasons why children bully others are complex and often almost impossible to identify. Research also suggests that interventions such as out-of-school suspension, peer mediation and group counseling for bullies aren’t effective. Effective interventions include individual counseling/education on issues such as developing empathy; perspective taking; social skills training; anger management; conflict resolution; and identification of psychological disorders such as ADHD, depression and anxiety. Teaching bullies pro-social leadership roles and opportunities for self-competence and success may also be useful. Behavioral strategies such as behavior contracts, check-in/check-out programs, parent meetings, etc. may also be required to facilitate change. It is also important to provide intervention for repeat victims, especially chronic victims. Interventions may include providing an adult advocate, individual or group counseling, social skills training, peer support, structured recess, etc. You may need to refer some students to outside help for more therapeutic interventions to address self-esteem issues, depression and anxiety. Program generalization: Once you’ve taught pro-social behaviors in the classroom, you need to generalize these newly acquired behaviors to various conditions and situations. An effective PBIS program is a great way to teach, model and reinforce desired behaviors. Give appropriate incentives to students who demonstrate the desired behaviors along with verbal praise providing specific examples of why the student is being rewarded. Other program generalization ideas may include: * Posters placed in key locations throughout the school to remind students and staff about the bullying code of conduct and a schoolwide common language. * Buttons worn by both students and staff as a symbol of the school’s commitment to stop bullying. * Student â€Å"spotlight† programs to celebrate students who are positive role models. * Assemblies and student pledges to kick off the school year and to promote school commitment or unity. * Parent and community education via parent/teacher conferences, parent newsletters, school Web sites, community newspaper articles, PTA and community council meetings. School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, â€Å"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.† Parents can play a central role to preventing bullying and stopping it when it happens. Here are a few things you can do. * Teach kids to solve problems without using violence and praise them when they do. * Give children positive feedback when they behave well to help their build self-esteem. Help give them the self-confidence to stand up for what they believe in. * Ask your children about their day and listen to them talk about school, social events, their classmates, and any problems they have. * Take bullying seriously. Many kids are embarrassed to say they have been bullied. You may only have one chance to step in and help. * If you see any bullying, stop it right away, even if your child is the one doing the bullying. * Encourage your child to help others who need it. * Dont bully your children or bully others in front of them. Many times kids who are bullied at home reactby bullying other kids. If your children see you hit, ridicule, or gossip about someone else, they are also more likely to do so themselves. * Support bully prevention programs in your childs school. If your school doesnt have one, consider starting one with other parents, teachers, and concerned adults. When Your Child Is Bullied Many kids are embarrassed to be bullied and may not tell their parents or another adult right away. If your child comes to you and asks for help with a bully, take it seriously. Many times, if kids arent taken seriously the first time they ask for help, they dont ask again. Even if your child doesnt turn to you for help, you can watch for these warning signs that he or she is being bullied. Kids who are bullied often experience * Withdrawal * A loss of friends * A drop in grades * A loss of interest in activities he or she previously enjoyed * Torn clothing * Bruises * A need for extra money or supplies If you think your child is being bullied or if your child has told you that he or she is being bullied, you can help. Parents are often the best resource to build a childs self-confidence and teach him or her how to best solve problems. Here are a few ways you can help * Talk to your childs teacher about it instead of confronting the bullys parents. If the teacher doesnt act to stop the bullying, talk to the principal. * Teach your child nonviolent ways to deal with bullies, like walking away, playing with friends, or talking it out. * Help your child act with self-confidence. With him or her, practice walking upright, looking people inthe eye, and speaking clearly. * Dont encourage your child to fight. This could lead to him or her getting hurt, getting in trouble, and beginning more serious problems with the bully. * Involve your child in activities outside of school. This way he or she can make friends in a different social circle. Some children seem to be bullied all the time, while others rarely get picked on. Why do some kids seem to attract all of the bullies? Kids who are bullied often * Are different from other kids, whether by size, race, sexually, or have different interests * Seem weak, either physically or emotionally * Are insecure * Want approval * Wont tell on their bullies When Your Child Is a Bully Its hard for any parent to believe that their child is a bully, but sometimes it happens. But just because your child bullies doesnt mean that he or she will bully forever. Parents are one of the best resources to help their child stop bullying and start interacting positively with their classmates. Your child may bully if, he or she * Lacks empathy and doesnt sympathize with others * Values aggression * Likes to be in charge * Is an arrogant winner and a sore loser * Often fights often with brothers and sisters * Is impulsive What you can do to stop your child from bullying * Take it seriously. Dont treat bullying as a passing phase. Even if youre not worried about long-lasting effects on your child, another child is being hurt. * Talk to your child to find out why he or she is bullying. Often, children bully when they feel sad, angry, lonely, or insecure and many times major changes at home or school may bring on these feelings. * Help build empathy for others and talk to your child about how it feels to be bullied. * Ask a teacher or a school counselor if your child is facing any problems at school, such as if your child is struggling with a particular subject or has difficulty making friends. Ask them for advice on how you and your child can work through the problem. * Ask yourself if someone at home is bullying your child. Often, kids who bully are bullied themselvesby a parent, family member, or another adult. http://www.ncpc.org/topics/bullying/what-parents-can-do How can parents help to prevent bullying at their childs school? * Talk with and listen to your kids every day. Research shows that approximately half the children who have been bullied never tell their parents about it. Children are often too ashamed of themselves to tell anyone; sometimes they feel that no one can help, not even their parents.1 * Spend time at school and recess. Research shows that 67% of bullying happens when adults are not present. Whether you can volunteer once a week or once a month, you can make a real difference just by showing up. * Be a good example of kindness and leadership. Your kids learn a lot about power relationships from watching you. Any time you speak to another person in a hurtful or abusive way, you’re teaching your child that bullying is ok. * Learn the signs. If you suspect that your child might be bullied, talk with your child’s teacher or find ways to observe his or her peer interactions to determine whether or not your suspicions might be correct. * Create healthy anti-bullying habits early. Help develop anti-bullying and anti-victimization habits early in your children, as early as kindergarten. Coach your children what not to do hitting, pushing, teasing, being mean to others. Equally if not more importantly, teach your children what to do kindness, empathy, fair play, and turn-taking are critical skills for good peer relations. * Help your child’s school address bullying effectively. Whether your children have been bullied or not, you should know what their school is doing to address bullying. Research shows that â€Å"zero-tolerance† policies aren’t effective. What works better are ongoing educational programs that help create a healthy social climate in the school. * Establish household rules about bullying. Your children need to hear from you explicitly that it’s not normal, okay, or tolerable for them to bully, to be bullied, or to stand by and watch other kids be bullied. If your child is bullying, you can help him or her find other ways to exert their personal power, status, and leadership at school. Work with your child, his or her teachers, and the principal to implement a kindness plan at school. * Teach your child how to be a good witness. Children can often effectively diffuse a bullying situation by yelling â€Å"Stop! You’re bullying!† Must bullies stop within 10 seconds when someone tells him or her to stop. * Spread the word that bullying should not be a normal part of childhood. Some adults hesitate to act when they observe or hear about bullying because they think of bullying as a typical phase of childhood that must be endured. It is important for everyone to understand that all forms of bullying physical, verbal, social (gossip, rumors, exclusion from the group), and cyberbullying are NOT a normal part of childhood. * Adults (teachers and parent volunteers) in the classroom should be aware of class social structures. Which children typically affiliate together? Which children are leaders and socially influential? Which children are socially marginalized? Purposefully pairing and grouping children so that children who bully and those who are victims can work together helps to prevent bullying outside the classroom.

What Is Realist Criminology Criminology Essay

What Is Realist Criminology Criminology Essay Realist criminology is a phenomenon which has appeared, under different names, in Britain and the USA during the 1980s. 230 The criminologist had been making many various claims that crime is something when the poor getting their own back; that rising crime figures are only a result of different counting techniques; and that society should not forget the importance of business crime. However, the victims in deprived inner-city areas were facing a different reality every day, with their lives blighted by muggings, sexual assaults and burglaries. 230 The genesis of realism lies essentially in the perception that crime rates have tended to rise remorselessly in advanced societies, and that established policies for dealing with crime have failed to stem this increase. 402 The previous theories and policies indicated that they cannot fully explain the rising crime rates, therefore the two new theories were introduced: right and left realism. Realism of both types was introduced as an acceptance of a fact that a crime is a real problem; a recognition that it has destructive effects on communities; that there is a need to discover realistic policies to counter the crime problem; and recognition that no miraculous solutions will ever be found.404 Both approaches recognise the need to monitor the success of interventions so as to guarantee their cost-effectiveness and are critical of the present approach of the police. James Q. Wilson is one of the most significant proponents of the right realism. The right realists do not challenge the criminal law of the State and their goal is to attack street crime excluding all the others offences. 404 The aim of the right realism is to reduce the problem via pragmatic intervention, accepting that this can be of only limited benefit, but stressing that it is feasible and ought to work.405 Wilson suggested that the role of the police should be the one which creates an atmosphere within the society in which the crime is unable to prosper. 233 The most effectively the police could be used not as law enforcers but as a body which keeps order within society.405 The police should be allowed to deal with potentially disruptive behaviour giving cause for concern, which perhaps has not been regarded as criminal in a strict sense. 233 The right realism states that the areas which are beyond saving should be left away in order to devote the money and resources to the are as which are not completely broken down, but appears in danger of doing so. Wilson and Herrenstein considered that an interaction between constitutional factors and social conditioning can affect the way in which certain people balance on the one hand, the attraction of rewards and, on the other hand, the pull of their conditioned conscience. Furthermore, they were disapproving of single parent families. 232 They believed that police should be concentrated on the first time drug users rather than on drug dealers or hopeless drug addicts. The right realism theory was criticized for being too limited in the street crime. They exclude any considerations of corporate or white collar offences as well as all others powerful offenders. 407 Wilson was more interested in more visible crimes. The analysis of Right Realists ignores virtually all socio economic influences on the way people live and, in particular, the high levels of inequality found in most industrial societies. Furthermore, issues of power, class, gender and race are overlooked. 234 Wilson and Kelling admit that there a particular areas where crime is thriving therefore the areas became hopeless, they propose to move the offending into those areas and away from the areas where the situation is under control but at risk.. 407Thus, the worst areas and people living in those areas are left aside, marginalised and disadvantaged. Finally, the central part of the solution is based in the policing not crime. The most worrying thing about this it, is that police are allowed on such a loose mandate to control all manner of activities it is very difficult to make them accountable, to control them and insure they act with integrity.408 These policies might reduce crime and fear of crime in some areas, but in other areas might end up in chaos. In the abandoned areas constraints towards being law abiding are reduced still further and the inhabitants, even if law abiding, will be subjected to ever increasing levels of crime and victimisation. 408 Left realism is mostly associated with British criminologists such as Jock Young, John Lea, Richard Kinsey and Roger Matthews. Left realism considers crime as it would be perceived by many, either through their own experiences or through those of family and friends and through media images. It then tests these feelings about criminality and tries to include them in its explanations. Young claimed that the central tenet of left realism is to reflect the reality of crime, that is in its origins, its nature and it impact 80. The left realism accepts that crime exists and it is a huge problem which must be taken seriously, and that there is a rational core to peoples fears of it. Left realism recognizes four main elements which must be examined: victims; offenders; formal control (the police and other agencies of social control); and informal control (the public). The essence is to study the interrelationship between them: the approach is sometimes characterised as the square of the crime.409 Left realists believed that the fundamental cause of crime is feeling of relative deprivation (where people feel themselves to be deprived in relation to others with whom they compare themselves). Left realist also state that relative deprivation can explain non-economic crime, as it can lead to violence by people of all social classes. Generally, it happens, where people believe that recourses have been distributed unfairly, and take action to go against the perceived injustice.237 Left realists are particularly concerned with conveying the impact of crime and stresses the importance to predicate this on peoples experiences. Left realists argue that steps should be taken to establish why the crime has a tendency to be committed against women, the poor and ethnic minorities living in certain inner city areas. Such people have difficulties (usually financial) to deal with their loss or harm. Left realism has been criticised for its uncritical and conventional definition of crime, which is said merely reflect media, political and public concepts, and leads to a focus on street crime. The theory was also criticized for failing to explain the causes of street crime. Left realists spend most of their time focusing on asking people if they were victims of street crime, but forgot to ask the offenders why they actually committed the crime in the first place. The theory regurgitates subcultural theory that generated its own criticisms in the first place. The whole notion that society has a set of shared values can be questioned. White-collar crime cannot be understood in terms of this approach, especially not corporate crime. It focuses too much on street crime and ignores the fact the police can be selective in the areas they police. Another problem with left realism is that their theories are largely based on small-scale victim surveys conducted in inner city areas. Mugford a nd OMalley (1991) stated: Arguably, the advocacy of inner-city victims, and an ill concealed contempt shown for suburban souls, constitutes a narrow platform for a socialist strategy dealing with crime 241 Left realism significantly contributed to criminology. Left realists demonstrated that there are real problems of crime in working class communities, which hitherto had not been revealed by traditional forms of measurement. Left realism has been applauded for reviving key concepts such as relative deprivation and for highlighting the problem of street crime that can affect the weaker members of society. Right realist criminology has received little academic support in Britain, where the greater attention has been paid to Left Realism. Realist criminology represents a shift from ideology to a pragmatic concern for dealing with the problem of crime. What can be defined as the problem depends on political views. For Right realist such as Wilson, it is the breakdown of public order on the streets. For left realists such as Young, the problem is also found in poor inner city areas. This time the focus switches to the poor as victims.244

Gangs and Violence in Schools :: Crime Safety Security Education Essays

Gangs and Violence in Schools During the first week of my junior professional experience, I remember my cooperating teacher reading to me an e-mail that she received from the school's administration. It was informing all of the teachers of new ways to identify gang member; the colors they may wear, they way they write certain letters of the alphabet. A few days later I recall seeing one of the students in my class making different hand gestures, which I later learned were gang signs. Then, a couple of weeks into my full participation in the classroom, another one of my students was suspended for breaking another student's jaw. Yet another of my students was suspended rather recently for threatening to bring a gun to school. All of these incidents, along with an assembly that was held one day about gang violence, have made me much more aware of the violence and gang participation that takes place in urban schools. Because it seemed so prevalent in the Trenton school district, I decided to delve deeper into the issue of gangs and violence in schools. I have learned that in Trenton there are "three main gangs - the Bloods, the Crips and the Latin Kings," (NJ.com) some of which have been known to have members as young as thirteen. This alarmed me, because this is the age of most of my seventh grade students. It was hard for me to picture any of them being in a gang. I, like many suburban dwellers, have never had contact with gang members, not to my knowledge anyway. Now I am working in a school full of students who encounter gang members everyday, and may even be a part of a gang themselves. When I became aware of the regular occurrence of gangs in the Trenton area, I began to wonder why adolescents, usually males, join gangs in the first place. Though there are many explanations and, of course, each young male has his own reason, many of them [the reasons] revolve around the issues of safety, respect, money, and a sense of identity†¦Many of them [the gang members] learned at an early age that they were vulnerable if they did not belong to a gang that would protect them when they were threatened by other gang members (Patton 59).

Edgar Allan Poe Exposed in The Fall Of The House Of Usher Essay

Edgar Allan Poe Exposed in â€Å"The Fall Of The House Of Usher† Edgar Allan Poe was a unique man that most people could not understand. Many recognize that he is a talented writer with a very strange and dark style. One of his most well known short stories is â€Å"The Fall Of The House Of Usher.† Many argue the different meanings of this story and how it is symbolic to his life. Poe was a very confused individual who needed to express himself, he accomplished this through the short story of â€Å"The Fall Of The House Of Usher.† Through this story, Edgar was trying to show the fear he had for him self, he did not understand him self so therefore Poe ran from his own personality and mind. This story enables the reader to take a look at Poe’s mind and reveals some of the details that led him into his own insanity. Almost everyone goes through different fazes in their lives where they are trying to find their true self. Some may be happy and content with who they are where as others are scarred and frightened at the human beings they have become. Edgar finally came to a point in his life where he needed to step back and examine himself. The method that he chose was to look into the depths of his own mind. There are many things for which he needed to come to terms with, in a sense he had grown apart from himself and needed to find out who he really was. The story of â€Å"The Fall Of The House Of Usher† is the story of Edgar Allan Poe taking a journey into his own mind in search of who he had become. Upon reaching the house of Usher he has come to the outer shell of his own mind, it is not clear what is wrong but Poe is certain that there is something off set and out of place. He cannot quite put his finger on it but it is there never the less. â€Å"What was it-I paused to think-what was it that so unnerved me in the contemplation of the House of Usher† (234). Before Poe truly finds what he is looking for, he knows that there is something wrong within himself. Even the setting of this story describes Poe’s personality and outlook on life. Poe first realizes in his journey that he is alone with no one to turn to except his very own mind. â€Å"When the clouds hung oppressively low in the heavens, I had been passing alone, through a singularly dreary tract of country and at length found myself within view of the melancholy House of Usher† (234). In the end, this fact of his life coul... ...not want to see any more and runs away from the house of Usher. By doing this he is running from himself and his very own mind. This is the final trigger, which causes Poe to comprehend his insanity. He runs away from his mind and does not want to accept it but he can do nothing about it. By this realization his mind falls apart and Edgar has reached the height of his insanity. Through the short story of â€Å"The Fall Of The House Of Usher† Poe did a phenomenal job of expressing himself and of revealing his own insanity. Poe had an idea of what he was becoming but after he did examine himself he was very frightened and he knew the only thing to do was to run. But for whom did he have to run to? Poe was well known and well respected but he did not have anyone to turn to. When Edgar runs from the house of Usher he is also running from his very own mind but where is he running? What is beyond the house of Usher? The only thing that is beyond the house of Usher is his own mind. The house crumbled and Poe cracked. He ran but the only place he found to confide in was him self. Edgar Allan Poe was scarred and needed help but there was no one, in the end Poe fueled his very own insanity.

Death of the General in O’Connor’s A Late Encounter with the Enemy Essa

Death of the General in O’Connor’s A Late Encounter with the Enemy I did an analysis of the paragraph where the General passes away (page 143 in my edition of The Complete Stories of Flannery O’Connor) The most obvious thing about this paragraph is that is that the General’s death is portrayed as death during battle. The title â€Å"The Late Encounter with the Enemy† is very appropriate because the general views his death as such. The most obvious thing about this paragraph is that it is like a battle. Words are used as bullets in this paragraph. For example, â€Å"He couldn’t protect himself from the words and attend to the procession too and the words were coming at him fast.†(143) makes it really seem like a battle. Since he was a general, it would be appropriate that his death be viewed as a battle. The grim reaper like figure in the black robe immediately identifies the presence of death. It seems pretty clear that death is his enemy in this case. This example indicates that; â€Å"Then he saw the figure in the black robe sit down and there was a noise and the black pool in the front ...

Journal of Consumer Behavior Essay

Consumer complaints and recovery through guaranteeing self-service technology NICHOLA ROBERTSON1*, LISA MCQUILKEN1 and JAY KANDAMPULLY2 1 Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia 2 Ohio State University, 266 Campbell Hall, 1787 Neil Avenue, Columbus, OH 43210, USA ABSTRACT Self-service technologies are shaping the future of consumer behaviour, yet consumers often experience service failure in this context. This conceptual paper focuses on self-service technology failure and recovery. A consumer perspective is taken. Recovering from self-service technology failure is fraught with difficulty, mainly because of the absence of service personnel. The aim of this paper is to present a theoretical framework and associated research propositions in respect to the positive role that service guarantees can play in the context of self-service technology failure and recovery. It contributes to the consumer behaviour domain by unifying the theory pertaining to consumer complaint behaviour, service recovery, specifically consumers’ perceptions of justice, and service guarantees, which are set in a distinctive self-service technology context. It is advanced that service guarantees, specifically multiple attribute-specific guarantees, are associated with consumer voice complaints following self-service technology failure, which is contingent on the attribution of blame in the light of consumers’ production role. Service guarantees are argued to be associated with consumers’ perceptions of just recovery in the selfservice technology context when they promise to fix the problem, compensate only when the problem cannot be remedied, offer a choice of compensation that is contingent on failure severity, afford ease of invocation and collection, and provide a personalised response to failures. Previous classifications of SSTs are used to highlight the applicability of guarantees for different types of SSTs. Managerial implications based on the theoretical framework are presented, along with future research directions. Copyright  © 2011 John Wiley & Sons, Ltd. INTRODUCTION The growing application of technology in services has  transformed the way that organisations interact with consumers (Liljander et al., 2006). Self-service technologies (SSTs) are technological interfaces that enable consumers to generate benefits for themselves, without the presence of the organisation’s personnel (Meuter et al., 2000). They enable consumers to take an active role in the production of their service experience. As SSTs are a major force shaping consumer behaviour (Beatson et al., 2006), the implications for both consumers and organisations need to be considered. The failure of SSTs is commonplace (Forbes, 2008; Robertson and Shaw, 2009). SST failure, or consumers’ perception that one or more aspects of SST delivery have not met their expectations, is attributed to poor service and failing technology (Meuter et al., 2000). Failures are inevitable with all services, especially SSTs that introduce new types of failures, such as consumer failures (Forbes, 2008; Meuter et al., 2000). However, SST recovery, e.g., fixing the problem and providing compensation, is generally reported to be poor (Forbes, 2008). While consumers demand a superior response to SST failure, complaints are largely ineffectively handled in this context (Collier and Bienstock, 2006). This is despite the fact that SST failure intensifies the need for recovery because consumers are often remote from service personnel (Collier and Bienstock, 2006). SST providers have ignored consumers, denied responsibility for failure, blamed consumers for the problem, *Correspondence to: Nichola Robertson, Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia. E-mail: nichola.robertson@deakin.edu.au  and provided a generic complaint response (Forbes, 2008; Holloway and Beatty, 2003). Unsurprisingly, consumers might not bother voicing because they believe that it will be useless (Holloway and Beatty, 2003; Snellman and Vihtkari, 2003). If consumers are dissatisfied with an SST encounter and service recovery is perceived to be inept, they will switch and/or spread negative word of mouth and/or mouse (Collier and Bienstock, 2006; Dong et al., 2008; Harris et al., 2006a). In the interpersonal service context, it has been argued, albeit rarely, that service guarantees, or explicit promises made by organisations to deliver a certain level of service to satisfy consumers and to remunerate them if the service fails (Hogreve and Gremler, 2009), are an effective recovery tool (Bjà ¶rlin-Lidà ©n and Skà ¥là ©n,  2003; Kashyap, 2001; McColl et al., 2005). In a recovery encounter, service guarantees have been found to provide benefits, such as reducing consumer dissatisfaction, negative word of mouth, and switching (Wirtz, 1998). We argue that in the context of SST failure, service guarantees could act as a surrogate for service personnel who, in the interpersonal service context, encourage consumer complaints and facilitate recovery. Following our extensive review of service guarantees employed in the SST context, it was revealed that guarantees are uncommon in practice for non-Internet SSTs, such as kiosks and interactive voice response (IVR). However, in the Internet context, they appear to be more widespread. For example, guarantees are often used in the context of online banking, where online security, in particular, is guaranteed. They are also prevalent in the hotel context, typically in the form of online price matching guarantees. Therefore, the ‘real-life’ examples of SST guarantees provided throughout this paper are skewed toward Internet SSTs. However, in  N. Robertson et al. guarantees also have the ability to enhance consumers’ perceptions of fairness following failure. SST guarantees indicate justice in a context that is mostly devoid of interpersonal and other external cues, thereby encouraging consumer voice, facilitating service recovery, and, ultimately, retaining the organ isation’s reputation and its consumers. Our paper contributes to the consumer behaviour domain by adding to the underdeveloped literature on consumer complaints, consumer recovery perceptions, and service guarantees in the SST context, in addition to bringing these independent streams of literature together. As SST recovery in practice is reported to be deficient from the consumer perspective, further exploration of this topic is warranted. The remainder of this paper justifies a conceptual framework that describes how guarantees applied to different types of SSTs can encourage consumers to voice following failure and enable organisations to provide just recovery for consumers. We close with theoretical contributions, managerial implications, and an agenda for  future research. developing our propositions, we apply the SST classification schemes developed by Dabholkar (1994) and Meuter et al. (2000) in respect to technology type, purpose, and location. These schemes will be used to highlight the SST contexts that best fit the application of guarantees, which is beyond Internet SSTs. There are two key types of guarantees commonly offered in interpersonal services, unconditional and attributespecific, that also appear to be relevant in the SST setting. An unconditional guarantee covers the core service offering, and consumers are free to invoke it whenever they are dissatisfied (Wirtz et al., 2000). The attribute-specific guarantee is narrower in breadth, covering either a single or multiple service attributes (Van Looy et al., 2003). It is directed to areas within an organisation where consumers perceive that the guarantee adds value (Hart et al., 1992). The attribute-specific guarantee is the type most common in interpersonal services (Van Looy et al., 2003 ). Our review revealed that this also applies to SSTs. For example, Hertz car rental offers its consumers online check-in for rentals. It guarantees that online check-in enables consumers to pick up a rental vehicle within 10 minutes or less. If it fails to fulfil this specific promise, consumers are credited $50. In another example, match.com, an online dating service, guarantees via its ‘Make Love Happen Guarantee’, that if consumers do not find someone special in six months of using its site, it will provide them with six months free service. In the interpersonal service context, consumers have been found to prefer attribute-specific guarantees when they consider invoking the guarantee, ‘. . . probably for their clarity and manifest nature’ (McDougall et al., 1998: 289). We further argue that in the SST context, generally devoid of service personnel and, therefore, with reduced opportunities for consumer monitoring, the clarity of an attribute-specific guara ntee is less likely to attract consumer abuse (McCollough and Gremler, 2004). Therefore, we advocate and assume for the remainder of this paper an attribute-specific guarantee. This can cover multiple SST attributes, which is referred to as a multiple attribute-specific guarantee. For example, BestPrintingOnline.com, an online printing service, guarantees both the quality of its product and on-time  delivery. This type of guarantee provides consumers with the opportunity to complain about several SST problems via guarantee invocation (Bjà ¶rlin-Lidà ©n and Skà ¥là ©n, 2003). In the context of service recovery, the examination of service guarantees has been scarce, and the use of service guarantees in the SST context has not been examined before. This is confirmed by Hogreve and Gremler (2009) in their review of the past 20years of service guarantee research. To begin to address these gaps, our paper conceptualises the role of service guarantees in the SST failure and recovery context from the consumer perspective. We consider different types of SSTs in developing our propositions. We argue that SST guarantees encourage consumers to voice their complaints via guarantee invocation in the absence of service personnel. In line with the call for research examining the justice dimensions (i.e., distributive, procedural, and interactional justice) of service recovery in the SST context (Forbes et al., 2005), we propose that SST Copyright  © 2011 John Wiley & Sons, Ltd. CONCEPTUAL FRAMEWORK The conceptual framework proposed (see Figure 1) is grounded in the theory pertaining to service guarantees, consumer voice, attribution theory, and justice theory. In justifying the framework, the distinctive characteristics of the SST context were considered, including the requirement of consumer co-production that is independent of service personnel, a lack of interpersonal interaction with service personnel, and consumers being obliged to interface and interact with technology (Robertson and Shaw, 2009). When studying SSTs, it is important to distinguish meaningfully between their types (Meuter et al., 2000). In terms of categorising SSTs, two key classification schemes can be drawn. The most cited classification scheme is that proposed by Dabholkar (1994). Her classification scheme considers the following variables: (i) who delivers the service (degree and level of consumer participation); (ii) where the service is delivered (location of the SST, i.e. remote, such as IVR or onsite, such as kiosks); and (iii) how the service is delivered (technology type, i.e. Internet and non-Internet, such as kiosks and IVR). More recently, Meuter et al. (2000) proposed a similar classification of SSTs. As per Dabholkar’s (1994) scheme, they included the different types of technologies that organisations use to interface with consumers (i.e.,  Internet and non-Internet) and the purpose of the technology from the viewpoint of consumers, that is, what consumers accomplish from using the technology (i.e., transactions and/or customer service).

Misc-En-Scene Sin City

For my essay on mise-en- depiction, I will be talking ab erupt sinning City, written and directed by Frank Miller, Robert Rodriquez and Quentin Tarantino. In this delineation, in that respect be populacey bizarre techniques used by the directors to portray emotions, private meanings and to determine mood. drop the b in solely City is a bold and brutal adaptation of the pictorial novels written by Frank Miller. Mise-en- purview is a cinematic term, which refers to techniques used by directors to assistant construct a specific onscreen arrangeation. It consists of the riding horse of the delineation, costume and make up, empty- designateed source, stage, and last of all, quantify and space.The sen beatnt that I will be analyzing would be the medical prognosis in which Marv confronts primordial Roark and forces him to confess, after which Marv kills him. Marv, a fauna of a man, is ace of the processs in this buck. He wakes up after a iodin-night stand with a prostitute Goldie and she lies beside him dead. Marv realized that he has been close in and goes on a vengeful violent disorder to uncover the rightfulness. He kills Kelvin who is a cannibal who slays and consumes volume, and finds step forward the Kelvin was the cardinals ward.The setting of this assume is in the firebirds populate where it is heavy and we can barg but make taboo the furniture present inside. Color symbolic representation is thorough in the entire film the film is almost entirely inked in black and white. The directors constituted the film using the visually stunning black and white agency of film noir to emphasize cynical and entire attitudes and sexual motivations. Film noir is used to delineate the darker aspects of modernity, and is usually set in a criminal milieu ex correspondly what this film needed.The narrative and existential angst that drives a male person protagonist and a voluptuous femme fatale who seduces the protagonist for her own b enefits be the gist of film noir, which be present in misdeed City. Goldie used Marv for his immense size and brute strength to protect her, while Marv had feelings for Goldie. Her murder drives him mad and fuels his rage to find her killer. pass advantage City can be separate as a neo-noir film, which possesses agents of film noir, plainly with updated themes and visual elements that were absent in guiltless film noir. However, it is the pretension rendering in this film that is unique.The retained or added intensity to certain objects is an amazing technique, bringing come to the fore the emotions of the genius or empathize the entailment of the object. In the confrontation shaft, the eye of cardinal grosbeak Roark are painted green and it is the whole other color present in that picture of black and white. The color of the eyes shown would make the earshot boil down pat(p) on primaeval Roark as he confess, and to be drawn to ponder on his gag thoughts and emotions. Green color may cave in been used to depict a reason of evil and perverse present in the cardinal number, and true to the saying The eyes are the windows to a persons soul. The color carmine is rendered many times in the strikingly monochromatic film, mainly in the form of bloodshed or get along objects like the heart-shaped bed where Marv and Goldie had their wiz night affair. Red is meant to depict extreme violence, death, love and vulnerability in blurt out City and it plays an authorised role in stimulating the emotions of the audience. In spite of this, red is only used when it is required and non all blood is painted red. In some scenes, the blood is left as white change to show that it is non as significant in the film. in that location is a scene in the flashback during rudimentary Roarks confession, in which Goldie is unspoilty colored from her white-livered locks to her fiery red trick out and the color of her skin. The idea was to illustrate how be autiful Goldie was in Marvs eyes and how full of life Goldie was to Marv in the dreadful Sin City. Besides the color in the scene I have chosen, in that respect are flashes of brilliant color at distinguishable junctions of the film. There is one scene where the prostitutes in Old Town, depicting aloneice served in a crude way, stain the skies red during the massacre of mercenaries.One very unmistakable color I would like to summit out would be the chickenhearted falses skin color at the last stir up of the film. The connotation of yellow in this case, will be to represent dirty, pungent and obnoxious, so true to Yellow Bastards point of reference that purge his blood bleeds yellow. The costumes and physical com congeal play other important element of mise-en-scene. As in the case of the dressing of the prostitute Goldie, the comely and sexy dresses that she dons in the film alleviate her play the part of the seductress. The blonde locks along with the blood-red lipsti ck she possess arrive at the audience the vibe that she is a femme fatale.On the other hand, Marv is clothed finishedout in a black trench coat with a white singlet inside, displaying his rash of caution attitude. The actor playing Marv, paddy field Rourke is portrayed as the graying behemoth embody underneath a ton of facial make-up to make him look fanciful and fierce. Besides that, Kelvin wears a bracing of glass to implore the look of a creepy psychopath killer. All this costumes and makeup contribute in building the personalities of the characters in Sin City, empowering them with attributes the directors require them to have.In the lighten up context for Sin City, low-key illume is utilized throughout the film. Low-key lighting or chiaroscuro is present in the scene that I mentioned, with artificial light shone through the windows of the cardinal grosbeaks path. The room is supposedly pitch dark and the only light present comes from outside the window. Thus creat ing a dimly lit scene, which gives the audience a feel of the impending doomsday of Cardinal Roark. Strong shadows engulf both the Cardinal and Marv, generating tension between the both characters. Marvs pose is barely visible at times, only a portion shown by the lighting.I believe by do the room so dark, it forces the audience to focus on what is visible. The weak light shone on Kelvins decapitated head also creates an eerie feel. At the last part of the scene whereby Marv presumably cuts Cardinal Roarks throat, the darkness and shadows conceal the control panel that ensues. The low-key lighting acts to dampen the force of the violence as the details are being obscured. Furthermore, in the flashback during the confession of the cardinal, there is a shot of Kelvin with glary lighting shown from behind him. His entire vitrine is black due to the shadow and his glasses were the only thing white in color.The effect creates such a pervert character and literally sends chills d own ones spine. On the whole, the sinister purlieu of Sin City is primarily go down in low-key lighting, except in dramatic epic sequences, where the directors want the audience to see the details clearly. Another important aspect of misc-en-scene used in a film is the staging. Staging refers to the movement and status of actors and objects. In the chosen scene, Marv breaks into Cardinal Roarks room, shows him the decapitated head of Kelvin and places it on the table. The dog ate the rest, Marv tells Roark true(a) in his face.Marv does that to show his hostility towards Roark and to ingrain fear in him, but it does not come along to work as Roark just got out from his bed to examine the head. The act of Marv drawing his gun from his holster tells the audience that Marv was all ready to shoot Cardinal Roark in the head. His stance is in standing note while Roark just sat there without fleeing. This shows that Roark was ready to accept his fate. Yet, Marv did not buck his head to smithereens. He sat down across Roark to listen to his confession in the beginning murdering him. He smokes a cigarette as he listened to Roark, taking his time.All of this staging tells us that he wanted pastime in sidesplitting the cardinal slowly. demonstration on the characters is a critical part of staging and in a scene of confrontation as such, it plays a huge role. The expression on Marvs face in the cardinals room remained unusually calm, without showing much rage. It creates a very tense atmosphere in the room, keeping the audience in question over when Marv would end Roarks life. On the other hand, Roark was almost expressionless when he confessed to Marv about his perverse deeds and till the very end when he was killed in cold blood.There was only a slight tinge of nervousness when he saw Kelvins head. This scene illustrates vividly about a man who knows he is about to meet his doom and a man who is determined to take the life of another. It is the part where da rk truth is revealed. Speech used is another element of mise-en-scene, not only can it invoke thoughts in the audience, it can bring out the true genius of the character. The rampaging Marv finally achieves his insane madman majesty when he answers Cardinal Roarks final question of whether killing him would satisfy him, Marv answers The killing? No, no satisfaction.Everything up to the killing, itd be gas. From that, we find out that although the diabolical priest and his ward be to die, Marv in fact enjoys torturing people and the speech alone reveals the sadistic nature in him. The camera is cogitate all the time on the closed-up faces of Marv and Roark when either one is speaking. In cinematography, facing the camera is the position with the most intimacy as the character is looking in our direction and we are able to see the expressions on his face, pleasant our attention. Hence in a scene like this, the closed-up face positioning would be best.Close ups give the audience time to judge a character and create mood and tension between the deuce characters present. In the scene, I realize that the camera points upward towards Marc, giving the audience the cognizance that he is the powerful and dominating character now. The camera is high angled when focused on Roark, the cannibalistic cardinal, making him seem powerless and pitiful. The computer-generated monochromatic landscape of Sin City is both elegant and vivid. strawman of retro sets and vintage cars make the city seem like a city decades again, except when one of the thugs in the film drives a Ferrari from the modern world.This means that it could be a retro-modern world or it could be set today, just that the city is sleek over in the 40s era. The costumes donned by the characters are uncanny for modern day fashion, from trench coats to striptease wear. It is perhaps pulp noir imagination and visualisation of a world found only in graphic novels. The use of shallow depth of field in th e scene I choose, allowed the subject to be stranded from the background. It serves to direct the audiences paying attention upon the expressions of the two characters.Depth is also created by lighting, which reveals or hides the parts, which the director want the audience to see. The scene is also set up in a small room to confine the background and focus on the characters. In this essay, I have analyse how the directors used cinematographic elements of mise-en-scene to convey meaning and take a crap response in the audience in the particular scene. Mise-en-scene is extremely important in filmmaking and has to be incorporated in every(prenominal) film, how well the individual or unite mise-en-scene techniques are used will help create the desired meanings in each scene.