health bullying essay

health bullying essay health bullying essay Briana Cole 9/28/14 Health Bullying is a distinctive pattern of deliberately harming and humiliating others. Jamie was a person that was bullied for being a homosexual. He brought his story to court by taking his middle and high school principal and assistant principal to court to justify his 14th amendment, the right to equal protection by discriminating against him based on his gender or sexual orientation. Jamie was one of many that was being bullied and was petrified to go to school each day. This film was focused on a young boy names Jamie Nabozny who was targeted of physical violence and degrading acts by his classmates. When Jamie turned to school administration for help, they told him he should expect to be bullied if he was going to be gay. Jamie reached his turning point he wanted a change and he wanted people to care and take charge. This film was necessary to address the issue of bullying to exercise the fact that it could’ve gotten farther as in suicide. It teaches you to be aware and it s hows that school administrators have a personal responsibility to protect students from harassment. Jamie wanted the school district and the school administration to suffer just like he did and he wanted to do it as a change for others who went through or are going through the same fear. In Jamie’s story not a lot of people were on his side like some teachers and other people outside. The bystanders that Jamie was being encountered by were some of his teachers, the assistant principal and the principal. They turned him down and told him that it was because he was a homosexual and they couldn’t do anything about it. Jamie’s final days in high school was torture from getting beat up so bad that he had to get surgery, physical abuse and constant harassment Jamie decided to drop

Major General J.E.B. Stuart in the Civil War

Major General J.E.B. Stuart in the Civil War Major General J.E.B. Stuart was a famed Confederate cavalry commander during the Civil War who served with General Robert E. Lees Army of Northern Virginia. A Virginia native, he graduated from West Point and aided in quelling the Bleeding Kansas crisis. With the start of the Civil War, Stuart quickly distinguished himself and proved an able and daring commander. Leading the Army of Northern Virginias cavalry, he took part in all of its major campaigns. Stuart was mortally wounded in May 1864 at the Battle of Yellow Tavern and later died in Richmond, VA. Early Life Born February 6, 1833 at Laurel Hill Farm in Patrick County, VA, James Ewell Brown Stuart was the son of War of 1812 veteran Archibald Stuart and his wife Elizabeth. His great-grandfather, Major Alexander Stuart, commanded a regiment at the Battle of Guilford Court House during the American Revolution. When Stuart was four, his father was elected to Congress representing Virginias 7th District. Educated at home until age twelve, Stuart was then sent to Wytheville, VA to be tutored before entering Emory Henry College in 1848. That same year, he attempted to enlist in the US Army but was turned away due to his young age. In 1850, Stuart succeeded in obtaining an appointment to West Point from Representative Thomas Hamlet Averett. West Point A competent student, Stuart proved popular with his classmates and excelled at cavalry tactics and horsemanship. Among those in his class were Oliver O. Howard, Stephen D. Lee, William D. Pender, and Stephen H. Weed. While at West Point, Stuart first came in contact with Colonel Robert E. Lee who was appointed superintendent of the academy in 1852. During Stuarts time at the academy, he achieved the cadet rank of second captain of the corps and received the special recognition of cavalry officer for his skills on horseback. Early Career Graduating in 1854, Stuart placed 13th in a class of 46. Commissioned a brevet second lieutenant, he was assigned to the 1st US Mounted Rifles at Fort Davis, TX. Arriving in early 1855, he led patrols on the roads between San Antonio and El Paso. A short time later, Stuart received a transfer to the 1st US Cavalry Regiment at Fort Leavenworth. Acting as the regimental quartermaster, he served under Colonel Edwin V. Sumner. During his time at Fort Leavenworth, Stuart met Flora Cooke, daughter of Lieutenant Colonel Philip St. George Cooke of the 2nd US Dragoon. An accomplished rider, Flora accepted his marriage proposal less than two months after they first met. The couple were married on November 14, 1855. For the next several years, Stuart served on the frontier taking part in operations against the Native Americans and working to control the violence of the Bleeding Kansas crisis. John Brown. Photograph Courtesy of the Library of Congress On July 27, 1857, he was wounded near the Solomon River in a battle with the Cheyenne. Though struck in the chest, the bullet did little meaningful damage. An enterprising officer, Stuart invented a new type of saber hook in 1859 which was accepted for use by the US Army. Issued a patent for the device, he also earned $5,000 from licensing the design the military. While in Washington finalizing the contracts, Stuart volunteered to serve as Lees aide in capturing radical abolitionist John Brown who had attacked the armory at Harpers Ferry, VA. Fast Facts: Major General J.E.B. Stuart Rank: Major GeneralService: US Army, Confederate ArmyBorn: February 6, 1833 in Patrick County, VADied: May 12, 1864 in Richmond, VANickname: Knight of the Golden SpursParents: Archibald and Elizabeth StuartSpouse: Flora CookeConflicts: Civil WarKnown For: First Battle of Bull Run, Peninsula Campaign, Second Battle of Manassas, Battle of Antietam, Battle of Fredericksburg, Battle of Chancellorsville, Battle of Brandy Station, Battle of Gettysburg, Battle of the Wilderness, Spotsylvania Court House, Battle of Yellow Tavern Road to War Finding Brown holed up at Harpers Ferry, Stuart played a key role in the attack by delivering Lees surrender request and signaling the assault to begin. Returning to his post, Stuart was promoted to captain on April 22, 1861. This proved short-lived as following Virginias secession from the Union at the beginning of the Civil War he resigned his commission to join the Confederate Army. During this period, he was disappointed to learn that his father-in-law, a Virginian by birth, had elected to remain with the Union. Returning home, he was commissioned a lieutenant colonel of Virginia Infantry on May 10. When Flora gave birth to a son in June, Stuart refused to allow the child to be named for his father-in-law. The Civil War Assigned to Colonel Thomas J. Jacksons Army of the Shenandoah, Stuart was given command of the organizations cavalry companies. These were quickly consolidated into the 1st Virginia Cavalry with Stuart in command as colonel. On July 21, he took part in the First Battle of Bull Run where his men aided in the pursuit of the fleeing Federals. After service on the upper Potomac, he was given command of a cavalry brigade in what would become the Army of Northern Virginia. With this came a promotion to brigadier general on September 21. Lieutenant General Thomas Stonewall Jackson. Photograph Courtesy of the National Archives Records Administration Rise to Fame Taking part in the Peninsula Campaign in the spring of 1862, Stuarts cavalry saw little action due to the nature of the terrain, though he did see action at the Battle of Williamsburg on May 5. With the elevation of Lee to command at the end of the month, Stuarts role increased. Dispatched by Lee to scout the Union right, Stuarts brigade successfully rode around the entire Union army between June 12 and 15. Already known for his plumed hat and flamboyant style, the exploit made him famous across the Confederacy and greatly embarrassed Cooke who was commanding the Union cavalry. Promoted to major general on July 25, Stuarts command was enlarged to the Cavalry Division. Taking part in the Northern Virginia Campaign, he was nearly captured in August, but later succeeded in attacking Major General John Popes headquarters. For the remainder of the campaign, his men provided screening forces and flank protection, while seeing action at Second Manassas and Chantilly. As Lee invaded Maryland that September, Stuart was tasked with screening the army. He failed somewhat in this task in that his men failed to gather key intelligence regarding the advancing Union army. The campaign culminated on September 17, at the Battle of Antietam. His horse artillery bombarded Union troops during the opening phases of the fight, but he was unable to conduct a flank attack requested by Jackson that afternoon due to heavy resistance. In the wake of the battle, Stuart again rode around the Union army, but to little military effect. After providing routine cavalry operations in the fall, Stuarts cavalry guarded the Confederate right during the Battle of Fredericksburg on December 13. During the winter, Stuart raided as far north as Fairfax Court House. Chancellorsville Brandy Station With the resumption of campaigning in 1863, Stuart accompanied Jackson during the latters famed flanking march at the Battle of Chancellorsville. When Jackson and Major General A.P. Hill were severely wounded, Stuart was placed in command of their corps for the remainder of the battle. After performing well in this role, he was badly embarrassed when his cavalry was surprised by their Union counterparts at the Battle of Brandy Station on June 9. In a daylong fight, his troopers narrowly avoided defeat. Later that month, Lee began another march north with the goal of invading Pennsylvania. Gettysburg Campaign For the advance, Stuart was tasked with covering the mountain passes as well as screening Lieutenant General Richard Ewells Second Corps. Instead of taking a direct route along the Blue Ridge, Stuart, perhaps with the goal of erasing the stain of Brandy Station, took the bulk of his force between the Union army and Washington with an eye to capturing supplies and creating chaos. Advancing, he was driven further east by Union forces, delaying his march and forcing him away from Ewell. While he captured a large amount of supplies and fought several minor battles, his absence deprived Lee of his prime scouting force in the days prior to the Battle of Gettysburg. Arriving at Gettysburg on July 2, he was rebuked by Lee for his actions. The next day he was ordered to attack the Union rear in conjunction with Picketts Charge but was blocked by Union forces east of the town. Though he performed well in covering the armys retreat after the battle, he was later made one of the scapegoats for the Confederate defeat. That September, Lee reorganized his mounted forces into a Cavalry Corps with Stuart in command. Unlike his other corps commanders, Stuart was not promoted to lieutenant general. That fall saw him perform well during the Bristoe Campaign. Final Campaign With the beginning of the Union Overland Campaign in May 1864, Stuarts men saw heavy action during the Battle of the Wilderness. With the conclusion of fighting, they shifted south and fought a vital action at Laurel Hill, delaying Union forces from reaching Spotsylvania Court House. As fighting raged around Spotsylvania Court House, the commander of the Union cavalry, Major General Philip Sheridan, received permission to mount a large raid south. Driving across the North Anna River, he was soon pursued by Stuart. The two forces clashed at the Battle of Yellow Tavern on May 11. In the fighting, Stuart was mortally wounded when a bullet struck him in the left side. In great pain, he was taken to Richmond where he died the next day. Only 31-years old, Stuart was buried at Hollywood Cemetery in Richmond.

Community, Education and Project Management Essay

Community, Education and Project Management - Essay Example A comprehensive analysis regarding complete features of workshop sessions is provided in a chronological sequence, followed by details of my personal development and experience from this entire exercise. Here, I also discussed a special case of a particular child who showed symptoms of evolving through the knowledge and confidence gained from my sessions and how I was moved from this astounding development. This area confers about how I take pride and credit for achievements that I gained by conducting an effective workshop and for amazing feedback I received from an audience as well as my mentor. The chapter closes in with a concluding summary of how this whole exercise enhanced my learning curve and how I see myself merging as a new person after the end of this spiritual journey. The notes provided in this report can be helpful for anyone who desires to conduct a successful workshop, learning from where I made mistakes and how I coped with challenges that came my way! Background: W ho’s who and what’s what? Location for workshop After being instructed to plan a workshop, the very first step to ponder about was the location where the workshop could be possibly held in the most effective manner. To discuss regarding this, I met my mentor and talked in detail about my placement. Initially, my intentions were to try for some non-profit organizations engaged in community development activities with a primary focus on schools and educational institutions. My theme was dance and movements and I strongly believed that dance can be best used in education for children who can’t communicate verbally and therefore, seconding to Mertz in ‘As I See it,’ dance is a language and communication mode which uses one’s body and movements instead of vocal notes to convey a message. The person at the other end reads the gestures and decodes the subtle meaning behind them. For kids, it could be the only mode of speaking up until a later age an d the workshop could be useful in this context. It was vital to decide what target I desire to target for the workshops for which an article by Natura Networking Programme (ELO) came in handy. Based on nature of my workshop, I needed to determine whether I shall need an assistant, any external funding, group of people for whom my intended workshop shall be most fruitful and associations that might be interested in my subject matter. My mentor gave me the names of some popular groups and associations where I could consider conducting my workshop. Accordingly, I applied to these entities requesting them to grant me permission to hold a workshop as part of my coursework. In order of my priorities, I applied first to Village Primary school but got a negative response on the grounds that it already had a full subscription of clubs. However, the school referred me to another association namely Refugee Housing Association.

The Question is in the Instruction part Essay Example | Topics and Well Written Essays - 2250 words

The Question is in the Instruction part - Essay Example This shows that despite the complete strangeness of a new and alien activity which initially seems incompatible to the inherent nature of Mole, the willingness to try it proves to be beneficial to him. Mole takes a splash into the water due to his excitement but he does not give up the idea of boating as incompatible to him. He perseveres and overcomes the incompatibility of his first encounter with boating. Grahame explains the different behaviors of the animals as belonging to the quaint culture called the animal-etiquette and not as incompatible elements thrown together. (Grahame 2004, p.10, 12). The narrative attributes certain behaviors to the unique animal culture when it says; 'The Rat hummed a tune, and the Mole recollected that animal-etiquette forbade any sort of comment on the sudden disappearance of one's friends at any moment, for any reason or no reason whatever.' (Grahame 2004, p.12). This mirrors the human society that is comprised of people from all walks of life. They are so different as to seem incompatible but yet co-exist in an interweaved mesh that allows for divergence and privacy. Grahame has put together a diverse set of characters that seem incompatible but they are consistent with the diversity that is present in the human population. The animals are the allegories that parallel humans. Grahame uses the setting of the River Bank and Wild Wood because it allows a diverse environment in which he can have a variety of animals and Silvey says; 'Not only is it a nostalgic evocation of the English countryside and a way of life that he felt was under threat, but in the characters of Rat and Mole we can detect aspects of himself.' (Silvey 1995, p. 87). Silvey also says that Grahame depicts human characters in the guise of animals. The rat and mole experience life in much the same way as humans. They enjoy comradeship, boating and a picnic. They exhibit some human traits. The rat is kind to the mole and forgives him for making a complete fool of himself in the water. Furthermore, he promises to teach the mole to row and swim. (Grahame 2004, p. 13). By putting toget her a group of seemingly incompatible characters, Grahame shows how friendships form, bond and cement to make life better in the community. On the other hand, Grahame shows that friendships enrich life. The underlying message is that if animals can form enduring bonds, humans should do much better. Dancygier says that Grahame uses frame metonymy, or the substitution of the name of an attribute for the name of the thing itself. (Dancygier 2005, p. 1). This camouflaging of elements give the impression that incompatible elements are thrown together. 'We are like the Rat in our book-initial quotation from The Wind in the Willows: give us a grammatical "door-scraper," and we can see a whole house, the entire experimental frame within which we understand what door-scrapers are for.' (Dancygier 2005, p. 25 ). This "door-scraper" is a symbol that draws together the seemingly incompatible elements to give an overall picture of what's going on. Rat and Mole find the door-scraper in the snowing woods. Grahame does not let Rat

The Question is in the Instruction part Essay Example | Topics and Well Written Essays - 2250 words

The Question is in the Instruction part - Essay Example This shows that despite the complete strangeness of a new and alien activity which initially seems incompatible to the inherent nature of Mole, the willingness to try it proves to be beneficial to him. Mole takes a splash into the water due to his excitement but he does not give up the idea of boating as incompatible to him. He perseveres and overcomes the incompatibility of his first encounter with boating. Grahame explains the different behaviors of the animals as belonging to the quaint culture called the animal-etiquette and not as incompatible elements thrown together. (Grahame 2004, p.10, 12). The narrative attributes certain behaviors to the unique animal culture when it says; 'The Rat hummed a tune, and the Mole recollected that animal-etiquette forbade any sort of comment on the sudden disappearance of one's friends at any moment, for any reason or no reason whatever.' (Grahame 2004, p.12). This mirrors the human society that is comprised of people from all walks of life. They are so different as to seem incompatible but yet co-exist in an interweaved mesh that allows for divergence and privacy. Grahame has put together a diverse set of characters that seem incompatible but they are consistent with the diversity that is present in the human population. The animals are the allegories that parallel humans. Grahame uses the setting of the River Bank and Wild Wood because it allows a diverse environment in which he can have a variety of animals and Silvey says; 'Not only is it a nostalgic evocation of the English countryside and a way of life that he felt was under threat, but in the characters of Rat and Mole we can detect aspects of himself.' (Silvey 1995, p. 87). Silvey also says that Grahame depicts human characters in the guise of animals. The rat and mole experience life in much the same way as humans. They enjoy comradeship, boating and a picnic. They exhibit some human traits. The rat is kind to the mole and forgives him for making a complete fool of himself in the water. Furthermore, he promises to teach the mole to row and swim. (Grahame 2004, p. 13). By putting toget her a group of seemingly incompatible characters, Grahame shows how friendships form, bond and cement to make life better in the community. On the other hand, Grahame shows that friendships enrich life. The underlying message is that if animals can form enduring bonds, humans should do much better. Dancygier says that Grahame uses frame metonymy, or the substitution of the name of an attribute for the name of the thing itself. (Dancygier 2005, p. 1). This camouflaging of elements give the impression that incompatible elements are thrown together. 'We are like the Rat in our book-initial quotation from The Wind in the Willows: give us a grammatical "door-scraper," and we can see a whole house, the entire experimental frame within which we understand what door-scrapers are for.' (Dancygier 2005, p. 25 ). This "door-scraper" is a symbol that draws together the seemingly incompatible elements to give an overall picture of what's going on. Rat and Mole find the door-scraper in the snowing woods. Grahame does not let Rat

How to be a good parent Essay Example | Topics and Well Written Essays - 750 words

How to be a good parent - Essay Example The research paper consists of the children that are in between 2 to 16 years. In this age, considerable changes occur in children because this is the age in which developments is in ongoing position. Then parents have to be conscious while behaving wrongly in front of the children because they are in learning position (Fontenelle, 2011). Each and every behavior effects on their mental and physical development. Parents have to be conscious while talking with the neighbors, friends and any other person in front of the children because children learn most of the behaviors from the parents. Parents should maintain stable behavior with the children. Too much leniency and strictness spoil the child’s mental health, and he or she cannot be a strong person in the future life. Parents should be concerned in the activities of their children so that they know the behavioral changes and the reasons of these changes. In this way, parents can easily solve the problems of children (Steinber g, 2004). Parents should know the children’s liking and disliking such as what sport they like, what television show they want to watch, who are their friends and why do they like them. Through the strong connection, they can know mostly about the children. Parent should tell the children what is right and what is wrong, what is good and bad for them. Parents should tell them the limits so that in the future they will become responsible and self reliant (Hawkins, 1972). Mostly young and inexperienced parents do not know the behavioral changes of the children because they are inexperienced. According to the writers, young parents need assistance for knowing these changes so that their children will become confident and self reliant in their lives. Parents should observe the children’s behavior and attitude keenly so that they can know their children's behavioral changes. In this way, they can easily know the problems that children are facing in the life. Parents should have a friendly attitude with children so that they feel protective and comfortable in their parents company. In this way, whenever child faces some problem, he or she firstly will tell their problem to their parents. In this way, they will secure from crucial issues. The parents who created a comfortable environment between children and themselves, these children will become more confident and self reliant (Kerr, M., & Stattin, 2000). The children who have confidence take more accurate decisions in the future for themselves. Parents have to be conscious while selecting their name. In that way, the child will become more confident and self reliant. Name is the first and most valuable gift that parents give to their children. Name is the identity of the children. This identity he has to use in his or her whole life. That is why parents should be more conscious in the selection of name. Writer tells name should be in the way that the person can carry in the whole life. Names should no t be look like the name of child and any elderly person. The name of the child gives him or her confidence to become more socialized and confident in the future. Second and most important thing he told is that love is the most important thing for the children’s confidence and maturity. The more you provide love to your children, the more they will become more confident in making important decisions in life. Good name gives

DISCUSS THE CONCEPT OF HEALTH PROMOTION AND ITS CONTRIBUTION TO Essay

DISCUSS THE CONCEPT OF HEALTH PROMOTION AND ITS CONTRIBUTION TO POSITIVE HEALTH - Essay Example In some cases, the drivers of such actions are individuals; whereas, in other cases, such as alcoholism and smoking, a collective mindset and use of force is necessary. Such cases may require use of coercion to enforce the corrective action. A significant aspect of health promotion is health education which aims at creating learning experiences for people by imparting knowledge related to the various elements of health and demonstrating what actions are needed to maintain good health (Green & Kreuter, 1999). Health education maybe an individual or a collective effort; it may result in direct benefit (to the person who is suffering from health problems) or indirect benefit/ positive externality (to people other than the person being educated) (Bandura, 1977). What distinguishes health education from secondary learning is that health education is a methodical, planned learning exercise which is proactively undertaken in order to make people aware of the various risks associated with he alth and their possible solutions (Ottoson & Green, 1987). The concept of health promotion; however, extends beyond that of health education in that the former attempts to facilitate the high quality of life outcomes proposed by health education . It provides the necessary organizational, political, social and economic mechanisms needed to achieve the objectives proposed by health education. In other words, one may infer that health education is a pre requisite to health promotion; without self-awareness regarding health-related issues health promotion is futile. Without health education, health promotion would be limited to a politically manipulated activity marked by death of the â€Å"social† aspect of health promotion needed to avoid the manipulation. Over the years, there has been a growing shift of responsibility associated with positive health outcomes from the government and environmental agencies to individuals (Bunton, 1993). Thus the balance has tilted from environ mental activists, medical agencies and public service institutions to individuals, schools, and households (Bunton, 1993). This has been made possible by the rapid influx and falling prices of technology, greater awareness through media as well as high levels of community support for such health promotion programs. Schools are not volunteering in educating students about healthy diet and issues such as obesity, AIDS, as well as preventing the use of drugs and alcohol (Tonin, 1980). Community organizations have sprung up in order to promote better standards of living for its members. Such action involves greater co ordination and communication across various sectors of the society (Thorogood, 1992). However, in order to achieve the intended outcomes and attain maximum efficiency, health promotion must be simultaneously achieved at both levels (the individual and collective) (Thorogood, 1992). Thus, all groups pursuing health promotion ought to decide their share of contribution to th e overall effort in the context of local culture and lifestyle (Thorogood, 1992). Victims of poor health are a vital component of this decision-making process and their views on which group should attain maximum responsibility ought to be taken into account (Green, 1986) (Flynn et al.,