Exploration Of Organizational Memory Essay Example | Topics and Well Written Essays - 500 words

Exploration Of Organizational Memory - Essay Example The auditing procedures were universally recognized thus rendering the list to be scientifically acceptable. The memory carriers where then revised and incorporated into a more updated quality standard practice to enhance in-company quality competition. The whole research team worked together with the company management and two research members who actually conducted interviews with twenty-eight employees to establish changes in organizational memory which were measured in two stages. A proposal of a longitudinal study using an independent group and complex design experiment to conduct a single case design is used for the Dutch electronics firm using data analysis and interpretation that is both quantitative, and qualitative (Van Der Bent et. al.). Determination of whether organizational learning took place at this company was methodized as follows: (a) a qualitative report of a couple of change strategies were identified and analyzed in order to observe changes; (b) a quantitative across-the-board access was secured allowing observation and effective documentation of cases; (c) specific memory carriers or vehicles are listed to create procedures which are measured to detect and develop variations; (d) a measuring tool is devised to establish different forms of learning, unlearning, and non-learning. The first stage (1982-1986) was composed of an in-depth case study where one research member was a participant observer from the beginning to completion of the qualit y change process. The second stage revisited the original 1980s change process and lasted another two years for a total of eight years of research. The last two years involved qualitative research in which members of the organization were questioned about their learning and memory related to change. The measures of change where accomplished using tools that measured periods of time-related to the rules, culture, system, and structure of the organization.

Changes in American Family During world war 2 Research Paper

Changes in American Family During world war 2 - Research Paper Example The role of Women in wars had previously started being defined during the First World War, but it became even more pronounced during World War II, when their previous roles in the Army and the war itself definitely changed (Bryant 20). During the First World War, the women role in the war was pretty much reserved to non-combative roles in the army, such as operating switchboards, driving, offering mechanical services to the war tanks and vehicles (Bryant 21). However, after the bombing of the Pearl Harbor, and with eminent shortage of sufficient manpower in the army, the need for women power was once again revived, and it became apparent that the turnabout to the social and family system had knocked the door of the American society, and there was no turning back. The changes introduced in the American social system during the World War II still define the modern family and social structure. Therefore, the period of World War II, was a period when the family experienced the most trans forming structural changes in the history of America. First, the occurrence of the World War II served to uplift the status of women in the American society, such that they gained respect and recognition as an important part of the societal structure (Lamana and Riedmann 13). During the World War II, most able men were recruited and deployed to the military to take part in active combat military roles, as well as other non-combative roles that were still essential for achieving victory by America and its allies. Consequently, women were left to bear all the family responsibilities, which entailed looking after the family and feeding them, and thus â€Å"†¦World War II was a signal event in the history of American consumer culture† (Witkowski 9), considering that many women had not taken active jobs before then. Women were forced to take active roles in seeking and performing jobs, mostly in the industries that were involved in manufacturing the artillery and the ammuniti ons required in the war (Harper 12). Since women had been called upon to join the working force to avert the looming labor force shortages in the manufacturing industries after men were required to join the army, they were required to hand over the same jobs to men after the end of the war, but most women resisted, since there had already arisen the need for working (Bryant 21). It is at this point that women in America were recognized in terms of their contribution economically, through working and supporting their families. This trend is still alive to present day, where many women have taken up active employment roles, instead of staying at home to perform the household chores. The contribution of the American woman to the economy is still high currently; virtually matching that of men. The other aspect through which women gained recognition and respect during the World War II, is through their active engagement in the military roles that were reserved for men in the previous dec ades (Herwing 107). During the World War II, more than a hundred thousand women served in the American Military, forming what according to Bryant came to be †Ã¢â‚¬ ¦the Women Army Corps† (7). While previously women were engaged in exclusively non-combative roles in the military, the scenario changed during the World War II, and they became involved in further active war duties such as flying aircrafts. Throughout the World War II period, over 16

Fraud Investigation Role Analysis

Fraud Investigation Role Analysis Discuss how your learning from the course can be applied to your current role within your organisation and how it may benefit both you and the effective investigation of fraud. The essay would critically review the learning undertaken in the course and how it is applicable to my existing role as an officer within the counter fraud and money laundering team in a law enforcing agency in Middle East. The emphasis is on the way that learning would be beneficial for myself and the organisation through increased effectiveness in conducting the fraud, with a specific reference to the principles of ethical investigation, attaining and investigative mindset, achieving a knowledge base with respect to the relevant legislation and procedure, considerations for the golden hour and the usefulness of decision-making process as well as recording of decisions. According to the Code of Practice to the Criminal Procedure and Investigations Act 1996 (CPIA), a criminal investigation is an investigation undertaken by police officers with an attempt to establish if a person should be charged with an offence, or if the individual charged is guilty of it. Ethics and ethical investigation is increasingly important when investigating money laundering. Devery (2010) argues that criminal investigations attract considerable attention and interest from the public, which is attributed to the coverage given by the media to criminal behaviour and the crime committed but also as a result of the effect that crime has on those affected, as well as the wider communities and individuals impacted. The media and societal interest has increased over time, as technological advancements and proliferation of social media has led to heightened interest from the general public (Goldsmith, 2015). This means that money laundering investigators have responsibility to ensure that they undertake the investigations in a professional and ethical manner, which would assist in developing and maintaining the public confidence. Therefore, there is a need to conduct an investigation with common sense whilst upholding integrity at all times and not engage in any discriminatory or disproportionate behaviour that could result in the risk of losing cooperation and support of the stakeholders involved. This is consistent with the conclusion of Verhage (2011) that an ethical and professional approach to investigation not only positively impacts the reputation of the organisation but the officer too, leading to a positive impact on the victim and the wider community. When investigating the money laundering activity, it is important that I maintain an investigative mindset. The mindset refers to the attitude or state of mind, which is adopted by the investigators and subsequently could be developed over time through the experience and expertise developed in a profession. It takes into consideration a range of principles that should be applied during investigation, which include gaining an understanding of the sources underlying the material uncovered, adequate planning and preparation, appropriate examination of the resources, collection and collation of records and evaluation of the information and investigation. In the context of money laundering investigations, whilst reviewing the various transactions and associated parties as well developing an assessment of the different transactions to discover potential money laundering, the investigative mindset would involve maintaining professional skepticism and applying judgment to the different transactions and their underlying rationale. The professional services firm Ernst Young states that in the anti-money laundering compliance investigation, the heightened level of judgment needed through the process becomes more pertinent, as it is only in a few situations that the investigation follows a straightforward procedure (Ernst Young, 2016). Therefore, an investigative mindset is critical because it allows money laundering investigator to ascertain the nature of transactions reviewed, utilizing the judgment to assess the direction that the research should undertake and the relevant parties/ stakeholders that need additional review. Maintenance of investigative mindset also enables the researcher to make the most of the scarce available organisational resources and consequently maximise the efficiency and effectiveness of the money laundering investigation procedure. An investigator should possess a detailed knowledge base in relation to the legislation and procedures that are relevant in their profession. This means that I need to have a detailed knowledge of anti-money laundering (AML) regulations that are applicable not only at the regional level in Gulf but also at the international level, given the presence of global financial institutions and corporations in the region. It would involve a comprehensive understanding of AML and combating terrorist financing (CTF) legal arrangements, as well as anti-money laundering framework applicable in the region. Besides a detailed understanding of the AML law in the region, as well as primary and secondary ML offences, I would also need a detailed understanding of the global regulations within ML. This is because the ML laws in Gulf in general are based on the OECD regulations, which would increase my winder understanding of the regulatory environment within money laundering and the potential changes to ML framework in the future. The importance of knowledge base in ML when operating in Gulf is evident from a recent survey conducted by professional services firm Pricewaterhouse Coopers (PwC), which concluded that over 20% of financial service firms have not engaged in AML and CTF risk assessment in the region (PwC, 2016). This increases the importance of possessing a detailed understanding of the relevant regulations and laws when working within the ML team in a law enforcing agency. Moreover, possessing the knowledge and understanding becomes even more critical in the contemporary highly dynamic environment, whereby increasingly sophisticated techniques adopted by those engaging in criminal (money laundering) activities requires greater judgment and professional skepticism on the part of ML investigators such as myself, which would come through possessing and continuously improving the relevant knowledge base with respect to the legislation and procedure. According to the College of Policing (2016), golden hour refers to the term for the period that is in the immediate aftermath of committing an offence. This is the time when the evidence and material is increasingly available to the investigatory team. This requires a proactive approach to maximising the ability to make the most of golden hour during the investigation, as a proactive approach and positive action during the golden hour minimises the chances that information or material would be lost or not utilised during the investigation. Furthermore, it also maximises the prospects that the material would be admissible in court and consequently facilitate in providing justice. The key objectives of golden hour that I would serve in my ML role includes securing evidence, identifying those affected by the potential money laundering activity, identifying the suspects involved in such activity and preserving the evidence/scene. PwC (2016) argue that golden hour and undertaking a suitable action requires immediate thinking whereby an investigator needs to take control of the situation. Attending the course has provided me an ability to visualize the scenario and potential situation that I could be faced with in the future and how I could respond more effectively in dealing with such a situation. For instance, I would take greater control of the situation through securing the relevant evidence, identification and allocation of the resources at my disposal. This exercise has also helped me to consider the different physical, technological, financial and human resources that I have at my disposal in the organisation, which would be useful when making the most of the golden hour considerations. As part of the golden hour considerations and in the context of ML investigations in general, the decision making process and the need to record the various decisions is critical. The essence of decision-making is with respect to deciding what needs to be done, deciding the way it should be done and finally rationalizing and recording the decisions. This is consistent with the National Decision Model (NDM) employed by College of Policing, which takes into consideration collection of information and relevant intelligence, assessment of potential threats and subsequent development of strategy to deal with the threats, consideration of power and policy options available, identifying and options and contingencies available and finally taking action as well as reviewing the past events. It is pertinent that Code of Ethics is complied with throughout the decision-making, which reinforces the importance of ethical investigation as discussed earlier in the essay. By undertaking appropriate decision and recording them appropriately, I would be maximising the prospects of successfully investigating the potential ML activity. This would also assist me considering the different available resources and ultimately utilise them including the different option choices to undertake the best course of action to resolve the ML situation. Recording the decision would keep a clear track of the decision-making, which would be useful if presenting to the senior management or other stakeholders (internal or external). In conclusion, the essay considered the range of topics covered during the course and their practical application in my workplace, as an officer within the counter fraud and money laundering team in a law enforcing agency in the Middle East. The course has greatly enhanced my knowledge when it comes to undertaking ethical investigation, keeping and maintaining an investigative mindset and the importance of gaining greater knowledge with respect to the legislations and procedures. Furthermore, heightened understanding of the golden hour considerations and decision-making process has meant that I am more confident and aware of the different relevant activities that I would need to undertake when investigating the money laundering activities in my organisation. References College of Policing (2016), Investigation process, available at:Â  https://www.app.college.police.uk/app-content/investigations/investigation-process/ (accessed: 21/2/2017) Devery, C. (2010). Criminal profiling and criminal investigation. Journal of Contemporary Criminal Justice, 26(4), 393-409. Ernst Young (2016), Anti-money laundering compliance, available at:Â  http://www.ey.com/Publication/vwLUAssets/ey-anti-money-laundering-compliance/$FILE/ey-anti-money-laundering-compliance.pdf (accessed: 21/2/2017) Goldsmith, A. (2015). Disgracebook policing: social media and the rise of police indiscretion. Policing and society, 25(3), 249-267. PwC (2016), Anti-money laundering, available at:Â  http://www.pwc.com/m1/en/publications/middle-east-economic-crime-survey/anti-money-laundering.html (accessed: 21/2/2017) Verhage, A. (2011). The anti money laundering complex and the compliance industry. Taylor Francis.

Alcohol :: essays research papers

Should alcohol production, sale, and consumption be prohibited? I think not. For hundreds of years, man has had choices – choices pertaining their food intake, their living quarters, and their life mates. Whether or not to consume alcohol has been a choice that man has had through recent history and is a choice which I believe should remain just that – a choice.   Ã‚  Ã‚  Ã‚  Ã‚  There has been only one period of history where alcohol purchase and consumption was limited. During the 1920’s, specifically 1920 to 1933 (and 1917 to 1919 in Canada) beverages such as beer, gin, rum, whiskey, and wine were forbidden to manufacture, sell, or transport. Supporters of prohibition believed alcoholic beverages â€Å"endangered mental and physical health† (World Book Encyclopedia). Results of the Volstead Act, passed by Congress that enforced prohibition, were disastrous. Underworld gangs controlled the sale of alcohol in communities. Was this a sign of good â€Å"mental or physical health†? During prohibition, the cost of this illegal alcohol skyrocketed costing people hundreds of dollars. I know what causes unsatisfactory mental health for me and that is having less money in my pocket. If this was such a good idea, why did Congress reverse it?   Ã‚  Ã‚  Ã‚  Ã‚  Sure there will always be irresponsible people. And absolutely the irresponsible use of alcohol has produced disastrous results. But look at me. I’m a responsible person. When I drink I always make sure that I have a designated driver. Why should I be punished by the few who can’t handle that responsibility? How about my grandparents? They believe in having a glass of wine with their dinner. Its an old family custom which has maintained by my generation. Should I be told what I can and can’t drink?   Ã‚  Ã‚  Ã‚  Ã‚  I was reading Time Magazine recently and a recent study has been released which states that a glass of wine a day has been shown to improve liver function, lower cholesterol and lessen the chance of heart disease (Time – June 1999). Now if alcohol sale or production was abolished, how could have that study been done. Especially in this decade when heart problems are at an all-time high due to the high availability of high cholesterol foods, I say you do anything you can do to help. Alcohol :: essays research papers Should alcohol production, sale, and consumption be prohibited? I think not. For hundreds of years, man has had choices – choices pertaining their food intake, their living quarters, and their life mates. Whether or not to consume alcohol has been a choice that man has had through recent history and is a choice which I believe should remain just that – a choice.   Ã‚  Ã‚  Ã‚  Ã‚  There has been only one period of history where alcohol purchase and consumption was limited. During the 1920’s, specifically 1920 to 1933 (and 1917 to 1919 in Canada) beverages such as beer, gin, rum, whiskey, and wine were forbidden to manufacture, sell, or transport. Supporters of prohibition believed alcoholic beverages â€Å"endangered mental and physical health† (World Book Encyclopedia). Results of the Volstead Act, passed by Congress that enforced prohibition, were disastrous. Underworld gangs controlled the sale of alcohol in communities. Was this a sign of good â€Å"mental or physical health†? During prohibition, the cost of this illegal alcohol skyrocketed costing people hundreds of dollars. I know what causes unsatisfactory mental health for me and that is having less money in my pocket. If this was such a good idea, why did Congress reverse it?   Ã‚  Ã‚  Ã‚  Ã‚  Sure there will always be irresponsible people. And absolutely the irresponsible use of alcohol has produced disastrous results. But look at me. I’m a responsible person. When I drink I always make sure that I have a designated driver. Why should I be punished by the few who can’t handle that responsibility? How about my grandparents? They believe in having a glass of wine with their dinner. Its an old family custom which has maintained by my generation. Should I be told what I can and can’t drink?   Ã‚  Ã‚  Ã‚  Ã‚  I was reading Time Magazine recently and a recent study has been released which states that a glass of wine a day has been shown to improve liver function, lower cholesterol and lessen the chance of heart disease (Time – June 1999). Now if alcohol sale or production was abolished, how could have that study been done. Especially in this decade when heart problems are at an all-time high due to the high availability of high cholesterol foods, I say you do anything you can do to help.

My ans to bullying

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

English Is Fun

As cities become bigger and cars less expensive, the numbers of automobiles on the road are likely to increase, worsening the problem of traffic congestion. As more people move to the edge of town and cities, traffic congestion may get worse. Many people will drive their cars into the city centre to get work. To address this, governments need to ensure that there are fewer cars on the roads, but individuals must do their part in support of official measures. There are three ways to reduce traffic congestion which is by improving the road infrastructure, car pooling and awareness campaign.The first way that is suitable to take an action is by improving the road infrastructure. In this case, the government should take part which is they have to built an alternative ways or road. This is because there are many people that used the same road in every day especially in a big city. By adding the alternative road, the user can choose either one of road that they want to use. It can make the road become less crowded and the traffic congestion can be reduced. Besides that, wider the size of line at the road. For example, from two line become three line.When the roads are become bigger, all the vehicle can move smoothly. Improving the road infrastructure can help to reduce the traffic congestion’s problem in a big cities. Secondly, the ways to reduce traffic congestion is carpooling or sharing car with friend. Nobody likes to sit in traffic. By car pooling, you’re doing your part to reduce the number of cars on the road. The more people who make that choice, the less traffic congestion there will be. People in big cities like Kuala Lumpur is more prefer using their own car.Imagine that if there are have 50 000 people, it is mean there are have 50 000 car or transport on the road. It will affect the bad problem on the road like traffic congestion. If we sharing car with friends or carpooling, it will decrease an amount of car or transport on the road and can reduce this problem. Make sure during we are sharing car, we must to maximum people at least 4 until 5 person in car or more than one based on type of car. Other than that, with using this alternative, the time will not wasting and also decrease the air pollution because there are a few car and transport were used and produce less of smoke.Take for example, we are going to work by sharing car with our neighbours and friends, so that the traffic congestion problem can we avoid because only a few of them are use car. Thus, carpooling or sharing car with friend is the way to reduce traffic congestion. One of the way to solve the traffic congestion is to organize the awareness campaign. A traffic jam may cause people waste a lot of time if the condition is worst and eventually ended up with late to work or to school. So, is very important for society to put in mind that to plan their time when they got out effectively to avoid by getting stuck in the middle in the road.A worker should choose to go to earlier or walk to the workplace if possible. In conclusion, improving the road infrastructure, car pooling and awareness campaign are the three ways to reduce the traffic congestion’s problem in the big cities. Only by the combination of government policy and the acceptance by individuals of the responsibility for the problems related to the increasing number of cars in cities, can help to reduce this problem from keep happen. It is when individuals make a commitment to change that policy measures can be effectively implemented. English Is Fun As cities become bigger and cars less expensive, the numbers of automobiles on the road are likely to increase, worsening the problem of traffic congestion. As more people move to the edge of town and cities, traffic congestion may get worse. Many people will drive their cars into the city centre to get work. To address this, governments need to ensure that there are fewer cars on the roads, but individuals must do their part in support of official measures. There are three ways to reduce traffic congestion which is by improving the road infrastructure, car pooling and awareness campaign.The first way that is suitable to take an action is by improving the road infrastructure. In this case, the government should take part which is they have to built an alternative ways or road. This is because there are many people that used the same road in every day especially in a big city. By adding the alternative road, the user can choose either one of road that they want to use. It can make the road become less crowded and the traffic congestion can be reduced. Besides that, wider the size of line at the road. For example, from two line become three line.When the roads are become bigger, all the vehicle can move smoothly. Improving the road infrastructure can help to reduce the traffic congestion’s problem in a big cities. Secondly, the ways to reduce traffic congestion is carpooling or sharing car with friend. Nobody likes to sit in traffic. By car pooling, you’re doing your part to reduce the number of cars on the road. The more people who make that choice, the less traffic congestion there will be. People in big cities like Kuala Lumpur is more prefer using their own car.Imagine that if there are have 50 000 people, it is mean there are have 50 000 car or transport on the road. It will affect the bad problem on the road like traffic congestion. If we sharing car with friends or carpooling, it will decrease an amount of car or transport on the road and can reduce this problem. Make sure during we are sharing car, we must to maximum people at least 4 until 5 person in car or more than one based on type of car. Other than that, with using this alternative, the time will not wasting and also decrease the air pollution because there are a few car and transport were used and produce less of smoke.Take for example, we are going to work by sharing car with our neighbours and friends, so that the traffic congestion problem can we avoid because only a few of them are use car. Thus, carpooling or sharing car with friend is the way to reduce traffic congestion. One of the way to solve the traffic congestion is to organize the awareness campaign. A traffic jam may cause people waste a lot of time if the condition is worst and eventually ended up with late to work or to school. So, is very important for society to put in mind that to plan their time when they got out effectively to avoid by getting stuck in the middle in the road.A worker should choose to go to earlier or walk to the workplace if possible. In conclusion, improving the road infrastructure, car pooling and awareness campaign are the three ways to reduce the traffic congestion’s problem in the big cities. Only by the combination of government policy and the acceptance by individuals of the responsibility for the problems related to the increasing number of cars in cities, can help to reduce this problem from keep happen. It is when individuals make a commitment to change that policy measures can be effectively implemented.