The Marketing of the PlayStation

The PlayStation consoles produced by SCEI built a good reputation among the community of gamers: 3% of PS3 users experienced technical problems, while 42% did with the Xbox. Only 9% say they want to change their PS3 for an Xbox 360. 90% of the PS3 users voted having a satisfactory experience compared to 66% for the Xbox 360 users. % of the PS3 users have problems with the reliability of the console compared to 20% of the Xbox 360 users. These surveys have been made by vgchartz, gamespot and psu. All these strengths allowed SCEI to be placed in the stars in the BCG matrix.Weaknesses But SCEI has also few weaknesses from its internal environment: They don't market a lot to children and prefer to aim a mature public. They lose many potential customers who would turn to the Nintendo company that always targeted an immature public: the parents choose a Wii console for their children because they are afraid that the PS3's violent games will have bad effects on their ids according to Halocr ossing. Products from SCEI are also considered as expensive due to the high technology involved in their consoles: The PS3 was sold $599 at its launch compared to $399 for the Xbox 360 and $299 for the Wii.This high price made the buyers hesitate according to vgsales. SCEI has opportunities from its external environment: The culture in the U. S. for the violence increases every years: gun crime goes up by 89% in a decade according to the Dailymail. The violent american movies motivate the population to act in the same way. The video games allow these people to fulfill heir wish for destruction and violence by giving them a virtual control. The PlayStations always targeted that population and have the reputation to welcome violent games.The population's trend to seek for a highest display definition for their home cinema contributes to the success of the Blu Ray technology from SCEI: The PS3 is the only console equipped with a Blu Ray player so consumer may want to choose the PS3 ove r the other consoles so that they can play games and watch high quality videos from the same device. The HD dvd technology competed with the Blu ray one but failed because it was inferior according to the Inquirer. But SCEI has also threats from its external environment: The threats come essentially from the hard competition with the Nintendo and Microsoft companies.Nintendo seduces the children that SCEI doesn't. Microsoft targets the same segment than SCEI. Microsoft is the main competitor of SCEI. Anti-violence movements in U. S. criticize the violent video games and force the government to impose restrictions like age ratings from the Motion Picture Association of America. The violent video games have been accused to be the cause of the increasing violence in U. S. according to the Christian Science Monitor. 3. Market segment and positioning a. Segment SCEI targets gamers who like violence and complexity.

Sorporate unethical behaviour Essay

You have been exposed to several cases of corporate unethical behaviour. Ethical misconduct of senior executives appear to be at the centre of these scandals. In Australia, the James Hardie Industries ‘asbestos’ case has been featured in the media for some time. The company has been accused of causing over half of the number of documented cases of mesothemilia, a lung cancer caused by asbestos. In your in-class essay writing, you are required to do the following. 1. Using utilitarianism, discuss two reasons each in favour of, and against, James Hardie executives’ conduct. 2. As summarised in your week 2 tutorial exercise, reflect in your essay, how your views concerning ‘responsible business’ have been influenced by †¢your research for this assessment task, and †¢by your engagement with the subject matter of COMM101. 3. Referencing and citations: The two references provided below should be used in your essay but are only starting points for your research. On their own, they are not sufficient. A requirement of this assessment task is that you should submit to your tutor, as an attachment to your essay, a list of references consulted whilst preparing for this essay. This list should be cited in your essay and prepared using a word processor and produced via a printer. Ensure you follow the referencing guidelines set out in your subject outline. As a guide, we expect that you should have consulted at least six references (including the two mentioned below) in preparing for this assessment task. 1. Read One Philosopher’s Approach to Business Ethics in your textbook, Shaw et al (2013), pp.105-112. Use the content to develop your essay. 2. Read and use the content from the Australian Securities and Investments Commission’s Decision in James Hardie Penalty Proceedings (Tuesday 13 November 2012), available at http://www.asic.gov.au/asic/asic.nsf/byheadline/12-275MR+Decision+in+James+Hardie+penalty+proceedings?openDocument

Discussion Topic about Personal Insurance

Permanent life insurance is similar to term except they do not expire and they include a death benefit with a savings portion in the policy. The policy will build cash value as the owner pays premium fees over time. There are two types of permanent life insurance and those are Whole and Universal life policies. It takes time for cash value to accumulate but when it does the insurer is entitled to living benefits as needed.Dividends are a type of living benefit. They are invested portions of money that has gained value over the years. You can now get money for this in the form of checks or one lump sum to take care of yourself in the event of terminal illness or other unforeseen circumstances. Dividends are a return on premiums therefore are considered passive income and will not be taxed. They can also be used to purchase additional coverage without proving insurability in most policies.The nonforfeiture benefits are basically a type of insurance on your insurance. In the event that you cancel your policy or it lapses after being in affect for so long, you get something back. You do pay for the service when you open the policy. It is an option but without it, if you have hard times and cancel or lapsed, you would get nothing. With this option you can also still get lowered benefits with some policies.The settlement options are basically how your policy will pay the benefits. This can be installments or in a lump sum. There is also an option to pay interest over time. Some settlement options will allow the insurer to hold the proceeds and pay the beneficiary interest until death.All of these living benefit options are important. Insurance is a cushion to those still living because it creates a reliable plan for those that will be responsible for the final arrangements. Works Cited: Dearborn Financial Publishing. Principles of Retirement Planning; Chicago: Random, 1999

Assessing ELL students Research Paper Example | Topics and Well Written Essays - 2000 words

Assessing ELL students - Research Paper Example All together, adult ELL students in United States universities speak roughly 400 languages, even though approximately 80% are native speakers of Spanish. Individuals of Asian origin — mainly speakers of Cantonese, Mandarin, Korean and Hmong — account for almost 5% of the size of adult ESL learners in United States universities. While most of these learners are found in prime urban centers, many others reside together in smaller towns. English-language learners (ELLs) are concentrated in six states — California, Arizona, Texas, Florida, New York and Illinois. The English-language learners in those six states make up more than 60% of the ELL population. The United States federal regime’s No Child Left Behind rule of 2001 has created the urge to make legitimate and fair assessments for English-language learners an issue of pressing nationwide concern (Hakuta, 2009). Therefore, institutions have produced frameworks that tend to assist educators, practitioners and test developers, in making appropriate choices on assessment of English language learners in educational content fields. ... This is why university guidelines are so vital: they help teachers assess students’ mastery of content while reducing the role of the learner’s English proficiency in its assessment. The three universities that will be considered are the University of North Carolina, University of Denver and Georgetown University. Part 1: Interview University of North Carolina Freshly enrolled international learners, who are supposed to hand in a TOEFL score, are urged to take the English Proficiency Assessment prior to registering for classes (University of North Carolina, 2013). Students willing to be enrolled must go through some information at their admission letters to check whether they should sit for the exam. The exam is administered just prior to the start of the Spring and Fall semesters. The aim of the English Proficiency Assessment is to recognize those learners who would profit from more English instruction in a program (ENGL 601) created to establish standard United States academic writing conventions. Rooted in the results of the exam, a student might be needed to sit for the ENGL 601 program during his or her first fall semester of admission (University of North Carolina, 2013). A student meets North Carolina University’s English Language Proficiency requirements if they completed Grades 11, as well as 12 English, in succession, as part of two full academic years, in any high school via a state- or provincially-accredited United States curriculum. Also, the student is expected to have attained a grade of 80% or more in a Grade 12 state-examined English program, as part of one full term of education. University of Denver The University of Denver recognizes either the TOEFL or IELTS as

Personal understanding of crime commission Essay

Personal understanding of crime commission - Essay Example Mr. X is an experienced marketing executive in a midsize inventory-distribution firm. He is well admired by the management for his outstanding performance in marketing and customer retention. He has played a pivotal role in enhancing company’s turnover by expanding the business area and by providing excellent customer service. As far as his social life is concerned, the person is well recognized for his commitments in social, political, and religious institutions. As the situation is too complex to stand, he would seek the best but practical alternative. He understands that the only way to obtain money is to defraud his employer. However, $4000 is not a small amount to take away without the knowledge of the employer. Although he gets good amounts of daily collection that exceeds 4000 dollars, he is answerable to the accounting section for each expense. At the same time, Mr. X does not have access to any other source except the amounts he collects from customers. Once the source is determined, the person would analyze the possibilities of avoiding immediate impacts of the act on him as well as on the organization. The mode of operation is exceedingly important to him because he wants to lessen the subsequent effects of the action. He does not want to spoil his career and social status or to put his company in trouble. The sole objective is to deal with the present situation. Mr. X takes the list of debtors and identifies the customers who are most liable to the company. Company allows credit to a certain limit as the part of its fiscal policy toward potential customers. Balance collection is not an easy task; and moreover inappropriate approach might result in customer dissatisfaction. As the market is highly aggressive, allowing credit is essential for customer acquisition. Mr. X knows that if 4-5 customers remit their due amounts, it would easily meet his requirement. However, it is not reasonable to force them for an immediate

Vidkon Quisling Essay Example | Topics and Well Written Essays - 1750 words

Vidkon Quisling - Essay Example underlying dynamics of the rise of Nazi Germany, Hitler, and the occupation of Norway and other European countries during this pivotal period in the history of the involved countries, and Europe in general. The historical records identify Quisling as belonging in the halls of infamy, having been tagged as one of the most prominent traitors from the Second World War. He served as a puppet head of Norway during the Second World War, starting in 1942, with the Nazis propping up his rule, and as a representative of Nazi rule in the country. The elected head of Norway during this period was forced to go into exile in Great Britain, a social democrat in Johan Nygaardsvold, even as Quisling held on to power all the way to the end of the war. After that, with the Nazis defeated and driven out of the country, Quisling would go on to be tried and convicted of high treason, for which he was sentenced to death by firing squad. Quisling has, since that time become associated with the word traitor in the English language, and in other major European languages besides, attesting to the notoriety that the man gained in the historical records and the collective memory of all Europeans from that time onwards to the present. Among his many crimes, for which he was put to death, was collaboration with the Nazis in transporting the Jews in Norway during his time and bringing them to their death in the concentration camps. Prior to his ascension to power in Norway, he had already developed anti-Jewish sentiments, and among his other crimes included deposing the legally installed government as well as the Norwegian monarchy from power from 1942 onwards. In the 1930’s too, Quisling had already established a party that was allied with the Nazi cause in Norway, planting the seeds of his later collaboration with Hitler when he tried to seize power on behalf of Nazi Germany in 1940. Prior to this time Norway had been neutral, and this act and his collaboration with Nazi Germany eff ectively

Resident in Singapore Assignment Example | Topics and Well Written Essays - 3750 words

Resident in Singapore - Assignment Example Therefore, any individual who does not lie in the definition given or a company, in that case, is definitely a non-resident. (statutes.agc.gov.sg, 2007) The main difference between resident and non-resident individuals and companies comes in when the tax is subjected to them. This is as is explained. Individuals who are non-resident are liable to pay tax on the entire income that is sourced from Singapore but for situations where the income in question is exempted from taxation. Exempted income may include interest income that is gained from amounts deposited in a Singapore approved bank as stipulated in Section 13(1)(t). Any income derived from foreign by a non-resident individual in Singapore is not subject to tax as per Section 13(7A)(a). Non-resident individuals were charged tax on all income derived from Singapore at 20% in the year 2008. (Tan, 2009 p348) The taxation basis for resident and non-resident companies alike is the same from a generic point of view. The only differenc e is that some benefits are enjoyable by resident companies only like the benefits that arise from Double Taxation Agreements by Singapore and other nations. The partial exemptions of tax like lower effective rates of tax that are usually capped at the rate of 8.5% upon the first SOK of the profits that are subject to tax per annum of tax assessment. Tax-exempt dividends, as well as Goods and Services Tax, are other tax-exempt incomes that Singaporean Companies enjoy, unlike non-resident companies. (urbanaohio.org, 2009) Types of payment subjects to and exempted from withholding tax Withholding tax is a kind of tax where tax is deducted at source and it only applies to specific income types to both non-resident companies and individuals. The income in question should have been derived from Singapore and it must have been by non-resident persons either for work done or services provided in this nation. In the transaction case where a Singapore individual or company pays services to a non-resident, a portion of that payment has to be withheld and later handed over to IRAS- Inland Revenue Authority of Singapore. This withheld amount is known as withholding tax. This tax type does not, however, apply in any way to resident companies or individuals. Specific payment types are subject to withholding tax for companies that are non-resident. These are; firstly, fee, commission, and interest with regards to any indebtedness or loan. Here where a resident company/individual is liable to pay interest on unpaid trade accounts or on credit terms to a non-resident person who has supplied such or even a loan, here withholding tax is applicable. These kinds of payment attract withholding tax at 15% rate.

Property Analysis Essay Example | Topics and Well Written Essays - 500 words

Property Analysis - Essay Example If we think about the investment part for the five floors building the amount of remuneration is very less since the interest being paid for the investment or capital is very high. The installment paid to the bank every month is almost 10,000$. Test2. Comparing the land utilized for the construction, some of the properties are very small not big enough produce good rental value and some of the properties are very big which cant generate greater rental compared to the market value. Commercial property: The super market where I shop is near to my residence and is on the main road in the center of the city. It is a seven floors commercial complex built on a 1500 sq.yard plot. The whole cellar is rented out for the super market, upper cellar is rented out for two different show rooms and the rest of the five floors are custom built as requested by the tenants before the construction of the complex. Since the physical location of the property is in the center of the city a lot of demand is obvious. 4. Commercially considering the complex is rented out for the maximum rent and also to the global clothes brand, telecom giants, chain of restaurants etc. The complex is also put to the best use since global brands employ more people and generating huge employment.

HRIS Essay Example | Topics and Well Written Essays - 3250 words

HRIS - Essay Example This resulted in inconsistent outcomes and the cost of the human resource was also increased to a great extent. Consequently, the manager is desperate to find out appropriate solutions to overcome these issues due to which he is looking for different vendors that would make things better within the organization. There were basically two choices of vendors that could work well for this business. It includes; the pro staff files and the Auxillian West Human Resource Software. The pro staff files works well for huge organization like Castle’s Family Restaurant whereas the HRnet source is applicable on the small or mid-size organizations. As far as my opinion is concerned I prefer that Mr. Morgan selects the pro staff files as this a high profile business. Knowing the fact that the HRnet could only be used for smaller organizations it is likely to be disqualified. Henceforth, this is a time where Mr. Morgan should lead form the from the front and take a decision that should make things better and produce consistent and efficient results along with creating a diverse environment within the workplace. One thing that plays a significant role for an organization to be successful is its well organized Human Resource Department. The Human Resource Department can either make or break the organization. It helps to operate the business smoothly along with improving the information and technology processes. With the rapid advancements in the technology it is essential for any organization to maximize their focus on the technology and produce effective results. It has been witnessed that the introduction of Human Resource Information System obliged to set up a computerized system rather than depending much on manual work. Castle’s Family Restaurant has also decided to maintain a HRIS in order to create diversity within the workplace. However, this was not very easy as the company had to go

How would you incorporate the concepts from the nursing theory to the Essay

How would you incorporate the concepts from the nursing theory to the nursing curriculum - Essay Example The use of overt and formal ways of teaching caring requires the combination of classroom knowledge and the clinical application of caring. According to Cartwright, Davson-Galle and Holden, the nursing curriculum is based upon the predominant philosophy of existentialism (Cartwright, Davson-Galle, & Holden, 1992). It would be essential to incorporate moral development lessons in the initial stages of nursing programs. The incorporation of moral development education encourages accountability, professional and personal autonomy, and the nurses’ ethical decisions in the workplace (Beck, 2001). The consideration requires the utilization of Christian values necessary for building a moral philosophy in nursing practice. The goal is to ensure that nurses honor the human aspects of nursing, patients’ subjective experiences, and their inner life (Watson, 2001). It would be vital to integrate nursing education with liberal education in humanities, arts and sciences. Such an approach enables nursing students to obtain knowledge regarding social, economic, and political issues. They use the knowledge to analyze professional and societal problems, develop critical thinking skills, and appreciate the character of their professions (Beck, 2001). The aforementioned considerations support concepts and nursing theories essential for the translation of a nurse’s affective characteristics into appropriate, compassionate, and sensitive aspects of

Purchasing Power Parity Assignment Example | Topics and Well Written Essays - 500 words

Purchasing Power Parity - Assignment Example uest to depict the relation between three exchange rate indices, the author goes through all the relevant information pertaining the purchasing power of the chosen countries. The indices include the trade-weighted multilateral indices, import based multilateral indices, and the bilateral indices (Mkenda 39). The theory, PPP, relates a country’s exchange rates to the relative price levels of other respective nations. For this reason, any nation with a high level of inflation has a depreciating currency, and thus loss of its value. The model has been questioned, and it fails to apply in a variety of cases, where the theory does not hold empirical evidence in regards to a country’s economic performance (Taylor 440). In the article, African countries are seen to focus on minimal manufacturing activities, and rather rely on imported products. The countries face a number of limitations, among them being price takers rather than the decision makers. The nations take the market prices, affecting the states of their economy from time to time. Another major hindrance is the fact that these countries often make deals with exporters, where they get foreign aid, but have to rely on the country’s products. At such situations, the African nations have no choice but to take the fixed prices set in markets. Such limitations result to the depreciation of the countries’ currencies in the markets. Consequently, their exchange rates deteriorate and their purchasing power is therefore affected by the weakening currency. The author explains the mechanism of the Purchasing Power Parity Theory and its institution in the African continent. Through the econometric method, the report develops a number of findings, which help develop a conclusion for the research. From the report findings, African nations have a negative multilateral index, in terms of exports, imports and trade weighted indices. The bilateral index is also negative, proving that the countries have a lower

Curriculum Guide Essay Example for Free

Curriculum Guide Essay The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

Effects of Media on Public Discourse

Effects of Media on Public Discourse MICHAEL GANIDEKAM DO SOCIAL MEDIA ENCOURAGE OR DETRACT FROM MEANINGFUL  PUBLIC DISCOURSE? When one is asked a question on â€Å"What is the greatest power evident in this 21st Century?† answers and thoughts will cut across recent powerful countries like the US or China, or other great transnational businesses. But that really depends on the person’s perception on how he/she defines power. Anything that has the ability to bring about change and status is how I define power that is why I consider the internet as the greatest power in the 21st Century. The impact and contributions this technological invention has brought on human life and the world cannot be denied or silenced about. Mangold and Faulds (2009) points how Social Media has influenced and contributed in many aspects of stakeholder behaviours in relation to how information is received and consumer attitudes towards a product or service. Social media as defined by Lindsey (2011) refers to internet-based applications which allow communication and sharing of information and resources between people. It also provides a means by which people can connect to each other through the internet. Social media can also be identified as a group of internet-based applications intended to build on ideological and technological foundations that allow the establishment and exchange of content generated by users (Kaplan and Haenlein, 2010). Social Media can also be considered as technology-facilitated dialogue driven through platforms like social networking, social bookmarking, wikis etc. to connect with the public. (Reilly and Hynan, 2014). Social media comprises of a wide range of online channels. They include word-of-mouth forums which include blogs, discussion boards sponsored by companies and chat rooms, consumer-to-consumer email, internet discussion platforms and forums, social networking websites and more. Examples include Face book, Twitter, YouTube, wikis, blogs, LinkedIn, MySpace etc. Kaplan and Haenlein (2010) observed how social media use has evolved in wonder through the past decade from frequent changes affecting communication through new technologies to help interact and share information. According to McLuhan’s medium theory for new media, it states that, â€Å"any advanced modern society is shaped by the various media technologies that are available to it† (Laughey, 2007). Kaplan and Haenlein (2010) identified two key elements of Social Media, related to the theory of media research which is Social Presence and Media Richness. The social presence theory states that, media vary in the degree of social existence and allow the merging of two communication partners. The higher the social existence, the larger of influence that communication partners have on each other. And other key element, media richness theory bases its assumption that the goal of any communication is the resolution of ambiguity and the lessening of uncertainty. Because media vary in the level of richness, some media are more effective in resolving ambiguity and uncertainty than others. Connecting the theories to Social Media, we assume that, a classification can be made based on the richness of the medium of communication and the level of social existence it allows. Van Dijk (1997) identified discourse in three dimensions which are language use, communication of beliefs and interaction in social situations. He further noted how the use of language is not only limited to speaking but also encompasses written text communication where ‘text’ is defined as the product of writing. Written texts are integral in how one wants to communicate with language through speaking and writing and the modes for this discourse is what Van Dijk (1997) termed as ‘Users’, who include authors and readers. This theory is appropriate in Social Media where texts play a vital role in the communication and interaction process. Meaning is another important element in a discourse. Laughey (2007, as cited in Hall, 1982) observed that, â€Å"Meaning is a social production, a practice. The world has to be made to mean. Language and symbolism is the means by which meaning is produced†. He further explained that, language is made to mean something by encoding by the producers and this is then made to mean something through decoding by audiences. The encoding and decoding model of semiotic theory for meaning creation helps to know if Social Media messages have meanings rather than just reflecting meanings (Hall, 1993). In understanding meaning in a discourse, Van Dijk (1997) postulates two notions; Topic and Reference. ‘Topic’ is the general meaning that defines the unity of a discourse and most often are expressed in sectors of media as headlines, posts or summaries and an example can be seen on either of the social networks posts. He also posit that, topics are usually the best remembered part of a discourse which I agree to because when one has about 500 friends on Facebook and posts a content with the topic â€Å"Ebola in Scotland†, the topic easily circulates and be remembered when the reader or recipient might not have been able to remember the whole detail of the information. The other notion is ‘reference’ and this is the way a discourse and its meaning are linked to imagery events that is been talked about or trending as we call it in Twitter. Therefore in achieving a consistent discourse resulting in a meaningful one, Van Dijk (1997) argues the text of the content must be about events or situations that relate at least with the speaker or sender. A meaningful discourse can therefore be defined as a process of partnership and social negotiation with the goal of sharing different viewpoints and ideas and to collaborate on solving problems and knowledge building activities (Gilbert and Dabbagh, 2005 as cited in Duffy and Cunninggham, 1996). Let’s consider one of the Social Media platforms in perspective and how it is lessening meaning in a discourse. Twitter is a social networking platform where users send and receive text-based updates called tweets (Fairclouth, Mulderrig and Wodak, 2011). These tweets can be delivered and read web based or via instant messaging clients. On this platform, users choose whom they want to follow either an individual or a group or even strangers; they then receive all updates written and posted by them. About engagement on this platform, a Twitter user follows a range of people and some of these people do post updates of which some offer useful words of advice, links, news or amusing tales. But many of these messages might just be scanned through, no much concentration, appeal and sometimes put the person off. Sometimes the intimacy of Social Media contexts is not always positive as Crawford (2009) postulates. It can create discomfort, confusion or resentment. She therefore mentione d that sometimes Twitter users may require dexterity based on its demands of news updates to messages, information about what is trending in the day or what somebody had for breakfast. Korschun and Du (2012) argues that Social Media users are not passive audience but rather are active co-creators of worth but Asur et al. (2011) rebuts that, Social Media generates a never-ending wealth of content and that only few messages and topics manage to attract enough attention and engage in public discourse. In this technological age, one is able to express his/her opinions, ideas, and thoughts freely via the Social Media at no cost or charge. No form of regulation is binding users for signing in/up, liking a post on someone’s page, or following someone on Twitter. The only thing evident is the attainment of information. With Social networks like Facebook and Twitter, ‘liking’ something is assumed as the determinant of worth to the one who posted that information. Liking does not necessarily mean anything to the recipient because we cannot argue if just liking something on a page describes how the recipient is feeling or thinking when doing that (Zappavigna, 2012). I can testify to this myself as an ardent Social Media freak that, most often, the thought process in liking something on a page maybe absent hence done passively. A Facebook user can log into his/her account only to be welcomed with a well of texts or posts and even begging you to see more. When messages are posted on Social Media and become disturbing to the recipient, they lose meaning and thus become ‘noise’ to audiences or users. Any undesired uncertainty of message or information received is called noise (Nunes, 2011). He also mentioned that noise can reduce the potential of communication in a discourse. This case of noise cuts across all the platforms of Social Media for example with one of the social networking platforms called Twitter. This system can provide pop up messages on users screens whenever messages called ‘tweets’ are received passively serving as disproportionate fracas (Zappavigna, 2012). Social Media users have come to trade commitments with engagements or interactions for a pat on the back, and this discourse is eroding that true culture of dialogue and the ability to nuance values we actually like. Think about it in this way, the majority of content posted on a social/web page each day and contrast that with interacting in real life. Which is meaningful? About content on Social Media, Lee (2014) posit that, it is not a discussion but a statement and this makes the internet an accumulation of statements, thereby resulting in dialogue lost for a meaningful discourse. One can testify to how information presented in person through interaction in real life feels. Another limitation for a meaningful discourse is when content is ignored and considered unworthy to recipients and when content is in the viral state. When a user is present online, his/her account cannot disallow posts from trawling onto the page but the only remedy is to ignore them. Lee (2014) identified virulence on Social Media as the circulation of a statement online which does not offer room for discussion. An example of such incidence is the confusion on mislabelling a missing student as the suspect following the 2013 Boston Marathon bombing. Somebody jokingly posted his name on Twitter and his name ended up trending nationally, though he had nothing to do with the attack. All these factors account for the depreciation of the worth to address and discuss issues in depth. The proliferation of misinformation on Social Media is in influx and easily goes viral. Examples of such include posts on misguided drug use/health, false organisations or individuals appear to deceive or fraud people, false information circulating and many more. An example can be traced to the recent first diagnosis case of ‘Ebola’ virus in the United States on September 30, 2014. The patients were tested and proved negative but Social Media users on Twitter kept ‘tweeting’ as if the virus was running rampant in the country. There is nothing wrong with how Social Media use has helped in engaging and communicating with a large and diverse virtual community of people but the argument here is that it does not provide fulfilment on the platform. Interaction between individuals physically confers a much better way to dialogue and know who the person is and how well trust can be expressed on them. The anonymity of oneself on cyberspace allows others to in some way disassociate with their ideas, thoughts and even actions. One may argue of having friends on Facebook for example but that does not define what a true community is but is rather classified as a virtual presence. Interaction on this platform is not face-to-face even if the friends appear online to be engaged in an interaction. How can you justify if the supposed friends are the real people you are engaging with at that time? Sometimes unperceptive arguments are started online for example in politics and before you realise feelings are sparked unleashing a swath of ridiculous and offensive comments making it look so dramatic. Social Media discussions are becoming so much dramatic and provocative much more than the usual physical interactions would have been (Beirut, 2009). Social Media in my opinion detracts from meaningful discourse; the concept of engagement and presence is one of the challenges that has been forfeited and relegated for the virtual presence. Social Media evolution has brought about a lot of impacts and contributions but the reality is this, it is teaching us to know the better forms of interaction and engagement that is deeper and truer within a meaningful communication discourse. References ASUR, S., HUBERMAN, B.A., SZABO, G. and WANG, C., 2011. Trends in social media: persistence and decay. ICWSM. BEIRUT, 2009.Why do people really tweet? The psychology behind tweeting!Retrieved November 5, 2010. [online] Available from: http://blog.thoughtpick.com/2009/08/why-do-people-really-tweet-the-psychology-behind-tweeting.html [Accessed on 15 November 2014] CRAWFORD, K., 2009. Following you: Disciplines of listening in social media. Continuum: Journal of Media Cultural Studies, 23(4), pp. 525-535 FAIRCLOUGH, N., MULDERRIG, J. and WODAK, R., 2011. Critical discourse analysis. Discourse studies: A multidisciplinary introduction, pp. 357-378 GILBERT, P.K. and DABBAGH, N., 2005. How to structure online discussions for meaningful discourse: A case study. British Journal of Educational Technology, 36(1), pp. 5-18 HALL, S., 1993. Encoding, decoding. The cultural studies reader, 4, pp. 90-103 KAPLAN, A.M. and HAENLEIN, M., 2010. Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), pp. 59-68 KENT, M. L., MAUREEN, T., WHITE, W.J., 2003. The relationship between website design and organizational responsiveness to stakeholders. Public Relations Review, 29(1), 63-77. KIETZMANN, J.H. et al., 2011. Social media? Get serious! Understanding the functional building blocks of social media. Business horizons, 54(3), pp. 241-251 KOLLER, V., 2005. Critical discourse analysis and social cognition: evidence from business media discourse. Discourse Society, 16(2), pp. 199-224 LAUGHEY, D., 2007. Key themes in media theory. McGraw-Hill International. pp. 60-90 LINDSAY, B.R., 2011. Social media and disasters: Current uses, future options, and policy considerations. Congressional Research Service. MANGOLD, W.G. and FAULDS, D.J., 2009. Social media: The new hybrid element of the promotion mix. Business horizons, 52(4), pp. 357-365 NUNES, M., 2011. Error: glitch, noise and jam in new media cultures. New York: Continuum. pp. 13-18 REILLY, A.H. and HYNAN, K.A., 2014. Corporate communication, sustainability, and social media: Its not easy (really) being green. Business horizons, 57(6), pp. 747-758 SIFFERLIN, A., 2014. Fear, misconception and Social media complicate Ebola fight. [online] Available from: http://time.com/3479254/ebola-social-media/ [Accessed on 14 November 2014] VAN DIJK, T.A., 1997. The study of discourse. Discourse as structure and process, 1, pp. 1-22 ZAPPAVIGNA, M., 2012. Discourse of Twitter and social media: How we use language to create affiliation on the web. Bloomsbury Publishing.

Effects Of Bullying On School Achievement

Effects Of Bullying On School Achievement This chapter critically analyzes extant literature on the relationship of bullying and school achievement. Many studies have been made on the development of the learning process but literature is scant on how bullying impacts upon the intellectual development of children. There is even less research conducted to determine how perceptions of educators or school staff influence the learning process in children. To provide backbone to this study, the following areas of literature were reviewed: Literature on school achievement and theories on motivation that may be applied to bullying in the school environment. Literature on bullying, its definitions, identification of bully and victim, and types of bullying behaviors. Literature on the relationship of bullying and school achievement. Literature on the role of teachers in bullying prevention. School Achievement Definitions of school achievement vary. The term itself is often used interchangeably with academic achievement. Achievement is described as performance which features routine evaluation occurs (Spence Helmreich, 1983) and skills which children learn via instruction or direct intervention (Stetson, Stetson, Sattler, 2001). Other definitions specify the use of tests to measure achievement based on accuracy of solving problems in reading, mathematics, or spelling (Buhs, Ladd, Herald, 2006). Describing achievement among children is important not only in the educational setting. Research work on achievement gaps for instance has several implications not only for the academe but for the economic and social well-being of a particular community. Being able to compare and explain achievement gaps have become an imperative because of the No Child Left Behind Act (NCLB) (Magnuson Waldfogel, 2008). Closing the achievement gaps early on in elementary schools is an important step in ameliorat ing the impact of discrimination among minority children who grew up in the United States. At present, the achievement gap is still a reality. For instance, research has established that the entire academic advancement process earning outstanding grades, preparing for college, applying for aid, going through the complex application process for college, and obtaining good recommendation letters puts minorities such as Black and Hispanic students at a disadvantage (Downey, 2008). One way to break through the barriers of racial inequality is to close the test-score gap (Barton, 2003). Test scores account for a great percentage in determining high school graduation rate, preparation for college, and gaining a professional license in the future (Beltfield Levin, 2007). The measure for achievement is predominantly the test score on various stills such as reading, math, and vocabulary. Although the test score is just but one component and does not account for all factors related to acad emic achievement, is performs a gatekeeping function for consequential life course transitions (Magnuson Waldfogel, 2008, p. 2). For this study, school achievement is defined as a students degree of comprehension of proficiency and information with particular skills such as reading, mathematics, and spelling. The Ecological model of achievement School achievements is commonly assumed to be a cumulative function of family, school, and community experiences, and is therefore hard to measure (Rivkin, Hanushek, Kain, 2005). Since achievement is a holistic process where several factors come into play, studying achievement is an empirical challenge because complete family, community, and school histories, and such data are rarely if ever available (Rivkin, Hanushek, Kain, 2005). Efforts to understanding how achievement develops in children use theoretical models such as the Ecological model of development (Broussard Garrison, 2004). The Expectancy-Value model of development points to the influence of social contexts and interactions with other people as significant determinants of childrens achievement in the school setting (Eccles et al., 1983). The Expectancy-Value theory posits that achievement occurs upon the presence of an environment fit between childrens learning needs and their socialization experiences at various levels. Children start their early socialization within the family and soon progress into wider and more complex settings such as the school. It is in the classrooms and the school environment that children are provided a venue to pursue new life experiences which are crucial to the intellectual growth and development. When the school environment becomes incongruent to childrens needs, they may develop a low expectancy for success that may in consequence result to poor academic outcomes (Eccles et al., 1993). A poor person-environment fit may lead to rejection, frustration, violence, and victim ization. Alternatively, poor fit can lead to rejection and victimization whereby students become passively isolated from their peers. It is possible, therefore, that social experiences such as being bullied may reduce a students sense of competence for social and perhaps, academic situations. Further to the role of the aforementioned demographic characteristics, we were interested in the impact that students feelings about their school may have on their behaviour, in particular their involvement in bullying and victimization. School climate has been studied from different theoretical and methodological perspectives and with regard to a myriad of developmental and organizational outcomes (Kuperminc, Leadbeater, Emmons, Blatt, 1997). Social-ecological theorists suggest that perceptions are paramount in understanding the way in which individuals function within their environments (Lewin, 1935). This hypothesis has received support in a substantial body of research examining the role of percepti ons of school climate in a variety of important outcomes. For example, Solomon, Battistich, Kim, and Watson (1996) found that teacher supportiveness was associated with more positive behaviour in the classroom and positive perceptions of connectedness among students. In other research, Kuperminc and colleagues (1997) demonstrated that perceptions of school climate were associated with psychosocial maladjustment in adolescents, both in terms of internalizing and externalizing problems. Similarly, Griffith (1999) found that perceptions of an orderly and fair school with positive student-teacher relationships moderated both internalizing and externalizing problems among students. Students sense of connectedness to their school has been investigated as a buffer between exposure to violence and later violent behaviour (Brookmeyer, Fanti, Henrich, 2006) and the investigators found that students who felt more connected to their schools showed a reduction in violent behaviour over time. Feeling connected to school may make it more likely that stud ents will confide in teachers or peers about experiences of victimization, which may in turn help them to cope with these problems or avoid behaving violently themselves (Brookmeyer et al., 2006). In another study, Totura and colleagues (2009) found that perceptions of school climate as being characterized by misconduct or as having higher adult monitoring impacted the likelihood that students with internalizing or externalizing behaviour problems would be classified as bullies or victims by teachers. In the current study, we predicted that students who indicated feeling that their school is a fair and safe place, that they feel connected to their peers, and that they perceive their teachers as helpful and supportive would report lower rates of bullying and victimization. Furthermore, we saw these perceptions as integral to understanding the overall climate of a school. Definition of Bullying The most comprehensive and extensively used definition of bullying is provided by Dan Olweus; very few studies exist that do not cite his original work (Dake et al., 2003; Dulmus et al., 2004). This study used the definition of bullying developed by Olweus (1993), which states, a student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students (Olweus, 1993, p. 9). Negative actions are further defined as when someone intentionally inflicts, or attempts to inflict, injury or discomfort upon another (p. 9). Negative actions can be verbal (including threatening, taunting, teasing, or name-calling) or physical (such as hitting, kicking, pushing, shoving, or pinching). Negative actions also may occur without verbal or physical interaction, such as making faces or gestures, intentionally excluding someone from a group, spreading rumors, or refusing to comply with the wishes of another. Different types of bullying are discussed in more detail in a later section. The definition emphasizes repeated interactions that are carried out over time. According to Olweus (1993), it is reasonable to assume that any time students are forced together within social environments where they have little choice over with whom they interact, tendencies to bully may arise. Further, some conflict among students is natural and expected. Students may come to school in an irritable mood because of a confrontation at home, or they might be tired or hungry. Students also may have a disagreement with one another that leads to a more serious altercation, though still not necessarily a bullying episode. The focus toward repeated interactions carried out over time is meant to exclude random interactions or isolated incidents that occur in a nonsystematic way. Random and isolated incidents are seen as somewhat natural, with less severe consequences for those involved. Thus, bullying is typically defined as occurring repeatedly and over time. Additionally, it is not considered bullying unless the targeted individual has difficulty defending him or herself against the bullying behavior. The overall intent is to focus on systematic victimization among participants with an imbalance of power or strength. Depending on the type of bullying that occurs strength may refer to physical, emotional, or mental strength. Differences in emotional or mental strength may be more difficult to identify than differences in physical strength. Regardless, two individuals of approximately the same physical, psychological or social strength that socially interact in an aggressive manner are not considered to be engaged in bullying behavior. There must be an imbalance in power or strength between the participants involved for the episode to be considered bullying. The next section addresses bullying in the school environment. Who bullies and who is victimized? Studies indicate that bullies often come from homes where physical punishment is used, where the children are taught to strike back physically as a way to handle problems, and where parental involvement and warmth are frequently lacking. Students who regularly display bullying behaviors are generally defiant or oppositional toward adults, antisocial, and are likely to break school rules. In contrast to prevailing myths, bullies appear to have little anxiety and to possess strong self-esteem. There is little evidence to support the contention that they victimize others because they feel bad about themselves (Batsche Knoff, 1994; Olweus, 1993). Students who are victims of bullying are typically anxious, insecure, cautious, and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by students who bully them. They may lack social skills and friends, and they are often socially isolated. victims tend to be close to their parents and may have parents who can be described as overprotective. The major defining physical characteristic of victims is that they tend to be physically weaker than their peers-other physical characteristics such as weight, dress, or wearing eyeglasses do not appear to be significant factors that can be correlated with victimization (Batsche Knoff, 1994; Olweus, 1993). Victims often fear school and consider school to be an unsafe and unhappy place. The act of being bullied tends to increase some students isolation because their peers do not want to lose status by associating with them or because they do not want to increase the risks of being bullied themselves. A child being bullied leads to depression and low self-esteem, problems that can carry into adulthood (Olweus, 1993; Batsche Knoff, 1994). Bullying in the school environment An important feature of bullying is its essential public nature (Jeffrey, Miller, Linn, 2001, p. 145). Those who bully tend to do so in front of an audience of their peers. Therefore, bullying is best conceptualized as an interaction between the individual and his or her peer group, school, family, and community (Swearer Doll, 2001, p. 19). The seminal definition of bullying provided by Olweus also describes a behavioral interaction rather than an individual or a behavior. Thus, bullying interactions occur when individual characteristics of the child who is bullying are combined with the actions of their peers (including those of the individual who is being bullied), the reactions of teachers and other adults at school, the physical characteristics of the school grounds, family factors, cultural characteristics, and community factors (Swearer Doll). Therefore, propensities for bullying are the result of continued interactions between individuals and their immediate environment. Bullying has been commonly misidentified as occurring primarily in larger, city schools (Olweus, 1993). Results from Norway and Sweden show this to be invalid. Additionally, one study (Dulmus et al., 2004) done in a rural school setting reported that just over 82% of students experienced some form of bullying at least once in the three months prior to the study. Students who were called mean names, made fun of, or teased was the most common type of bullying experienced by students and being threatened or forced to do things and being called racist names were the least common types of bullying experienced. As many as 24.1% of students responded they had been threatened or forced to do things and 26.1% reported being called names based on race or color (Dulmus et al., 2004). Additional research has shown that the size of the class or the school appears to be of little importance for the amount of bullying found in the class or school (Dake et al., 2003; Olweus, 1993). There is a natural hierarchy of status in schools, commonly referred to as popularity, which exists among students. The top 15% of students can be classified as very popular, the next 45% as accepted, and another 20% as average or ambiguous (Thompson Cohen, 2005, p. 17). As a result, approximately 80% of children are not at serious risk of being bullied. On the other hand, the remaining 20% of students who are considered in the bottom of the social hierarchy are at serious risk for bullying (Thompson Cohen, 2005). Younger students also are at different stages of social development and may not yet understand that bullying is unacceptable behavior. However, recognition of bullying as unacceptable behavior is not always enough to deter it from happening. In addition, older students have generally had more opportunities to acquire the necessary skills and assertiveness to either respond more effectively to bullying or to cope with being subjected to such behavior (Smith, Shu, Madsen, 2001). Types of Bullying Olweus (1993) research initially distinguished between direct and indirect bullying. Direct bullying involves relatively open attacks on the target and may include words, gestures, facial expressions, or physical contact, such as hitting, kicking, pushing, shoving, and pinching. Indirect bullying is more covert and less visible, generally achieved through social isolation or intentional exclusion from a peer group. This can be accomplished through different methods and will differ according to age and development (Crick, Nelson, Morales, Cullerton-Sen, Casas, Hickman, 2001). For example, in early childhood, this might be accomplished by one individual simply telling another that they do not want to play together anymore. In middle childhood and adolescence, students may not invite others to join in some activity or may ignore an individual while paying excessive attention to another. The distinction between direct and indirect bullying has been further divided into three categories: physical bullying; verbal bullying; and relational bullying, which are discussed in the following sections (Liepe-Levinson Levinson, 2005; Olweus, 1993; Ralston, 2005; Smokowski Kopasz, 2005). Physical Bullying Physical bullying refers to hitting, pushing, shoving, slapping, kicking, tripping, and other such bodily attacks, as well as damaging anothers property (Howard, Horne, Joliff, 2001; Liepe-Levinson Levinson, 2005; Ralston, 2005; Smokowski Kopasz, 2005). Physical bullying is described as action-oriented and often uses direct bullying tactics (Smokowski Kopasz). Until recently, the majority of U.S. research about bullying has been conducted as a subset of aggression and has focused primarily on physical aggression (Griffin Gross, 2004). Aggression and bullying contain conceptual similarities, but their comparison largely depends on how each has been measured within individual research studies. Due to the relatively open nature of the attacks, physical bullying is considered the most visible and least sophisticated among the various types of bullying (Liepe-Levinson Levinson, 2005; Smokowski Kopasz, 2005). Less than one-third of all incidents reported by children involve physical bullying (Liepe-Levinson Levinson). Those who engage in physical bullying may become more aggressive over time and continue to manifest bullying in adulthood (Dake et al., 2003; Smokowski Kopasz, 2005). In addition, students who are targeted for physical bullying are generally targeted for verbal and relational bullying as well (Olweus, 1993). Research also shows that physical bullying is used more in lower grades (i.e., primary school) among younger students (Olweus, 1993). Verbal Bullying Verbal bullying is the most common form of bullying according to student reports in one study, accounting for nearly 70% of all reported incidents (Liepe-Levinson Levinson, 2005). Verbal bullying includes teasing, taunting, name-calling, racial slurs, or any instance where words are used to hurt or humiliate another. Due to the ease and quickness with which verbal bullying occurs, this type of behavior often goes undetected, making such interactions more difficult to respond to for teachers (Smokowski Kopasz, 2005). Verbal bullying often is a precursor to physical and relational bullying (Liepe-Levinson Levinson, 2005). Relational Bullying Relational bullying includes such acts as ignoring individuals, social isolation, intentional exclusion from peer groups, gossiping, and spreading rumors (Liepe-Levinson Levinson, 2005; Ralston, 2005; Smokowski Kopasz, 2005). Relational bullying also includes aggressive gestures, such as staring, rolling ones eyes, sighing, frowning, sneering, and other hostile body language (Liepe-Levinson Levinson). It is most powerful and prevalent at the onset of adolescence, when children are exploring their identities and expanding their social networks, also making it very difficult to identify. Verbal and relational bullying are quite common and are relatively unnoticed by teachers as students report these behaviors occurring more frequently than physical bullying (Griffin Gross, 2004; Hazler, Miller, Carney, Green, 2001). Oddly enough, physical bullying continues to attract more attention in the school environment. This is despite the widespread attention given to longstanding emotional and social forms of bullying as precursors to school shootings and suicides. This is most likely due to the visible nature of physical bullying and its relative ease of identification. Cyberbullying Historically, bullying primarily occurred in school during school hours; however, with the common use of computers and the internet since the 1990s, on-line bullying has become an increasing occurrence amongst adolescent girls (Li, 2005). The internet offers the perfect tool for mass, covert bullying due to its anonymity, its difficulty to regulate, and the removal of traditional social rules in regards to appropriate communication (Giuseppe, Galimberti, 2003). The nature of new technology makes it possible for cyber bullying to occur more secretly, spread more rapidly and be easily preserved (Li, 2006, p. 161). Bullying is a major problem in schools, and it seems to be on the rise with the widespread use of the Internet. Cyber bullying, according to Willard (2004) as quoted by Li (2006), can occur in various formats including flaming, harassment, cyber stalking, denigration (putdowns), masquerade, outing and trickery and exclusion à ¢Ã¢â€š ¬Ã‚ ¦ it can lead to stalking, death threats and suicide (Li, 2006). Unlike face-to-face bullying, people often feel that cyberspace is impersonal and they can therefore say whatever they want. Further, it is reported that females prefer this type of bullying (Nelson, 2003; Li, 2006). Electronic bullying allows a persons identity to remain hidden and can pose less of a physical confrontation that face-to-face bullying. Relationship of Bullying and Academic Achievement Bullying behaviour is a social, group process that is prevalent in the school environment and there are well documented findings regarding the behavioural and health consequences of bullying behaviour at school for both direct and relational bullying profiles (Kumpulainen et al., 1998; Owens, Slee, Shute, 2000; Williams, Chambers, Logan, Robinson, 1996; Wolke et al., 2000). However, there is a dearth of research that has considered the association between bullying behaviour per se and academic achievement among primary school children. Olweus (1978, 1983) first speculated that aggressive behaviour of bullies towards peers could be considered as a reaction to frustrations and failures at school. However, data from a large sample of boys from Greater Stockholm provided no evidence to suggest that aggressive behaviour was a consequence of poor grades at school. Rather, it was found that both bullies and victims had lower than average marks than neutral children (Olweus, 1978). In a recent study, Schwartz, Farver, Chang, and Lee-Shin (2002) reported that children who exhibited poor academic performance in school tended to emerge as frequent targets of bullying. However, it was only a subset of victimised children, the aggressive victims (or bully/victims) who were likely to be characterised by poor school performance (Schwartz, 2000). What remains to be established by research studies is whether poor academic achievement leads to bullying involvement or whether being bullied leads to poorer school achievement, possibly mediated by less participation in school. Research on peer rejection has also considered the relationship to academic achievement and school adjustment. Peer rejection is predominantly assessed by standardized scores that are comparable across classes and school, but does not take into account individual bullying roles within classes. Ladd (1990) considered the academic behaviour and school adjustment of children over the first year of school life and reported that rejected children had less favourable school perceptions, significantly higher levels of school avoidance and significantly lower school performance compared to popular, average, and neglected children. While the research is clear that students with behavior problems do less well in school (Shanahan 2000; McLeod Keiser 2004; Trzensniewski et al. 2006; Allard 2007; Buchmann et al. 2008), it is unclear whether engagement in bullying behaviors directly leads to negative academic outcomes (Miller 2008). Moreover, empirical research has provided mixed support for a cross-sectional relationship specifically between bullying behavior and academic achievement (Nansel et al. 2001; Spriggs et al. 2007). On the one hand, Nansel et al. (2001) found that persons who bullied others showed poorer school adjustment, both in terms of academic achievement and perceived school climate (p. 2097). Glew et al. (2005) criticized Nansel et al.s (2001) findings because although the authors found important evidence regarding the potential detrimental effects of bullying on self perceived academic achievement and school attendance, no objective measures of academic achievement or attendance were collected (p .1026). In contrast, these authors, utilizing objective measures of school performance, found that being a bully was not significantly correlated with lower achievement scores. More recently, Spriggs et al. (2007), using the 2001 Health Behaviors in School-Aged Children survey (HBSC), found that among a representative sample of sixth to tenth graders that bullying impacts achievement. Their results also indicated that this relationship varies by race. For Whites and Hispanics, being a bully, victim, or a combination of the two, was associated with poorer academic performance. However, for Blacks, bullying was not related to academic performance (Spriggs et al. 2007). Instead, Blacks family and peer relationships had a greater influence on achievement than did bullying. This paper presents a meta-analytic review of 33 studies, with a total of 29 552 participants, that examined the concurrent association between peer victimization and academic achievement. The results revealed a small but significant negative correlation between peer victimization and academic achievement under both the random-effects model (r=à ¢Ã‹â€ Ã¢â‚¬â„¢.12, p This study utilized a multi-informant approach to investigate the concurrent association between peer victimization and school functioning in a sample of 135 Latino children (55 boys; 80 girls) in the third, fourth, and fifth grades. The children attended elementary schools in distressed urban neighborhoods. Victimization by peers was associated with low grade point averages (GPA) and poor academic engagement. The analyses showed academic engagement mediated the relation between peer victimization and GPA. Moderator analyses indicated that the negative association between peer victimization and academic engagement was exacerbated for children with numerous friends in their classrooms. Additional moderator analyses revealed that the negative association between victimization and engagement was stronger for children with many aggressive friends. Overall, the results extend past research by investigating mediators and moderators of the association between peer victimization and school f unctioning in an understudied population (Nakamoto, 2008). This short-term longitudinal investigation focused on associations between victimization in the peer group and academic functioning over a 1-year period. The authors used a multi-informant approach to assess peer victimization, symptoms of depression, and academic outcomes for 199 elementary schoolchildren (average age of 9.0 years; 105 boys, 94 girls). Frequent victimization by peers was associated with poor academic functioning (as indicated by grade point averages and achievement test scores) on both a concurrent and a predictive level. Additionally, the authors analyses provided some evidence that peer group victimization predicts academic difficulties through the mediating influence of depressive symptoms. Taken together, these results highlight the potential negative impact of victimization by peers on childrens academic functioning (Schwartz et al., 2005). Adjustment difficulties such as loneliness and depression are less likely to occur among students who are liked by their peers and who have friends in comparison to those children who are isolated and alone (Erdley et al., 2001). Thus, peer acceptance and reciprocal friendships may pevent socio-emotional maladjustment. In the context of school bulyying, students who are bullied may not gain a sense of protection from affiliation with a group (Beran Violato, 2004). These limited social skills and access to friends increase the likelihood of bullying. Furthermore, this lack of peer support may inhibit children from seeking academic support from teachers. If children do not trust their teachers to stop the bullying, they may not seek their assistance with academic difficulties. It is likely that children who are bullied disengage from their learning, experiencing little enjoyment and low consciousness for academic work. In addition, children whose parents provide little support for their education, are likely to experience academic difficulties. When these students also exhibit behaviour problems in the form of hyperactivity, aggression, and poor social skills, they may experience learning difficulties. Other studies, however, show contrary results. Hanish and Guerra (2002) examined the effects of peer victimization on levels of academic achievement and determined that peer victimization was correlated with concurrent and subsequent aggressive behavior, inattention in the classroom, delinquency, symptoms of anxiety and depression, rejection, and low popularity among classmates. It was not however, correlated with academic maladjustment or withdrawal. (p. 85). Being bullied may have affected some aspects of academic life such as inattention in the classroom and low popularity among classmates but it did not predict low achievement (Hanish Guerra, 2002). In addition, Woods and Wolke (2004) reported achievement levels to be similar between children who are victimized and those who are not. Some victimized children may experience poor achievement whereas others may not. Role of Teachers in Bullying Prevention The basic assumptions are that changing the environment is more powerful than changing individuals, that prevention is better than intervention, and that changing the environment requires support and understanding among teachers. Teachers understand the levels of influence and recognize the power of the family, the community, and the popular culture to influence behavior. What they often do not understand is the extent or limit of their sphere of influence. When teachers are asked to identify risk factors for the development of bullying, they generally rank the family and cultural factors such as television films, and pop music as having the strongest impact on childrens development of bullying behaviors. When teachers are asked to indicate which factors they can influence, they recognize for the most part, that their influence is limited to the classroom and school environment. Teachers are encouraged to focus their energy and resources on changing the areas within their sphere of influence, that is, the classroom and the school. Because of the amount of teacher contact with students, perceptions of teachers regarding student bullying forms an important first step in minimizing this risk. Research found that teachers considered bullying the second most serious student behavior after drug use, (24)