Bystanders Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Bystanders book. This book definitely worth reading, it is an incredibly well-written.
Eric is the new kid in seventh grade. Griffin wants to be his friend. When you're new in town, it's hard to know who to hang out with—and who to avoid. Griffin seems cool, confident, and popular. But something isn't right about Griffin. He always seems to be in the middle of bad things. And if Griffin doesn't like you, you'd better watch your back. There might be a target on it. As Eric gets drawn deeper into Griffin's dark world, he begins to see the truth about Griffin: he's a liar, a bully, a thief. Eric wants to break away, do the right thing. But in one shocking moment, he goes from being a bystander . . . to the bully's next victim. This title has Common Core connections.
Empowering Bystanders in Bullying Prevention by Stan Davis,Julia Davis Pdf
Accompanying DVD-ROM features a 50-minute audiovisual presentation providing discussion and PowerPoint slides that reinforce concepts discussed in the book.
The Holocaust did not introduce the phenomenon of the bystander, but it did illustrate the terrible consequences of indifference and passivity towards the persecution of others. Although the term was initially applied only to the good Germans—the apathetic citizens who made genocide possible through unquestioning obedience to evil leaders—recent Holocaust scholarship has shown that it applies to most of the world, including parts of the population in Nazi-occupied countries, some sectors within the international Christian and Jewish communities, and the Allied governments themselves. This work analyzes why this happened, drawing on the insights of historians, Holocaust survivors, and Christian and Jewish ethicists. The author argues that bystander behavior cannot be attributed to a single cause, such as anti-Semitism, but can only be understood within a complex framework of factors that shape human behavior individually, socially, and politically.
Bystanders to the Holocaust by David Cesarani,Paul A. Levine Pdf
"This book is the first to use the new archival sources to examine the record of the 'free world' during the Nazi persecution and mass murder of the Jews, and ask why so little was done to help the Jews. Acclaimed historians and new researchers from round the world reveal how much Britain, the SUA, Switzerland, and Sweden knew about the fate of the Jews and explains why only a few, exceptional individuals understood the catastrophe that was unfolding." -- BOOK JACKET.
No More Bystanders = No More Bullies by Shona Anderson Pdf
One of the greatest challenges educators face in addressing bullying is recognizing when it's right in front of them. This practical guide gives administrators the steps for creating a school culture where staff members are equipped to stand up instead of stand by. Shona Anderson's seven-step framework arms educators with tools for strengthening their school culture, navigating the decision-making cycle, and prompting staff members to observe and take action.
Crop Spraying and the Health of Residents and Bystanders by Great Britain. Royal Commission on Environmental Pollution Pdf
This report addresses a complex and controversial issue: the human health risks associated with the use of agricultural pesticides. Some people are extremely concerned about their potential exposure to pesticides, arising because they occupy properties adjacent to farmland or because they have (or have had) access to such land, for example when using footpaths. The official position in the UK in response to these concerns has been that a robust approach to the assessment of human health risks associated with pesticide exposure already exists; and that there is no scientific case for taking additional measures, such as the introduction of no-spray buffer zones, to protect members of the public who may be in the vicinity of a sprayed area. But those who consider themselves to be adversely affected by pesticide spraying have not been reassured, and have continued to campaign for the adoption of more precautionary measures.
Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence by Victoria L. Banyard Pdf
This briefs integrates and synthesizes an array of research about who helps others and under what conditions and discusses the implications of this research for a bystander intervention focused prevention agenda to reduce sexual and relationship violence in schools and communities. It combines an examination of bystander helping behavior in the specific context of sexual and relationship violence with social psychological research on bystander behavior outside that context in order to inform prevention efforts. This briefs is designed for researchers, practitioners, and students concerned about violence prevention and who are interesting in bystander intervention as a promising prevention strategy. Connections between research and practice are the foundation of this briefs. The briefs addresses the following questions: What is the promise of a bystander approach to violence prevention? Where does it fit within the spectrum of sexual and relationship violence prevention? How do we expand theoretical models of helping behavior to the unique context of interpersonal violence? How can we bring in research from other areas of health behavior change and developmental research on violence to inform a broader bystander action model? It provides a new synthesis and model of bystander interaction. It outlines a strategic plan for new research and next steps in prevention practices.
Bystander behaviors in peer victimization by Björn Sjögren Pdf
När elever blir utsatta för kränkningar finns ofta andra elever närvarande som åskådare. Dessa åskådare kan anta olika sociala roller: de kan assistera eller förstärka de som utsätter, försvara de som blir utsatta eller förbli passiva. Syftet med den här avhandlingen var att undersöka hur elevers åskådarbeteenden vid kränkningssituationer hänger samman med moraliskt disengagemang, elev-lärarrelationer och tillit till sin egen och klassens förmåga att försvara de som blir utsatta. Självrapporterade enkätdata samlades in från elever i årskurs 4–8 och analyserades med hjälp av olika statistiska metoder såsom flernivåanalys och strukturella ekvationsmodeller. Resultaten visar att de tre åskådarbeteendena hänger samman med faktorer på både individ- och klassnivå. Att assistera och förstärka de som utsätter hade starkast samband (positivt) med moraliskt disengagemang. Att försvara de som blir utsatta och att förbli passiv hade starkast samband (positivt respektive negativt) med självtillit. Resultaten pekar också på att det positiva sambandet mellan att försvara utsatta och självtillit går åt båda håll: försvararbeteenden predicerar självtillit och självtillit predicerar försvararbeteenden. I enlighet med socialkognitiv teori visar den här avhandlingen på betydelsen av att beakta ett komplicerat mönster av faktorer på olika nivåer när man studerar elevers åskådarbeteenden. Peer victimization most often occurs in the presence of bystanders, who play different social roles. They may assist or reinforce those who victimize, defend those who are victimized, or remain passive. The aim of this thesis was to investigate how students’ bystander behaviors in peer victimization are associated with moral disengagement, efficacy beliefs, and student-teacher relationship quality. Self-report questionnaire data were collected from students in grades 4 to 8, and were analyzed using different statistical methods, such as multilevel modeling and structural equation modeling. The findings show that the three types of bystander behaviors are associated with both individual- and classroom-level characteristics. Assisting and reinforcing those who victimize were most strongly associated (positively) with moral disengagement. Defending those who are victimized and remaining passive were most strongly associated (positively and negatively, respectively) with self-efficacy to defend victims. The findings also indicate that the positive association between students’ defending bystander behaviors and their self-efficacy to defend is bidirectional: defending predicts self-efficacy and self-efficacy predicts defending. In line with social cognitive theory, this thesis highlights the importance of considering a complex pattern of factors at different levels when addressing students’ bystander behaviors.
We Are Not Here to Be Bystanders by Linda Sarsour Pdf
Linda Sarsour, co-organizer of the Women’s March, shares an “unforgettable memoir” (Booklist) about how growing up Palestinian Muslim American, feminist, and empowered moved her to become a globally recognized activist on behalf of marginalized communities across the country. On a chilly spring morning in Brooklyn, nineteen-year-old Linda Sarsour stared at her reflection, dressed in a hijab for the first time. She saw in the mirror the woman she was growing to be—a young Muslim American woman unapologetic in her faith and her activism, who would discover her innate sense of justice in the aftermath of 9/11. Now heralded for her award-winning leadership of the Women’s March on Washington, Sarsour offers a “moving memoir [that] is a testament to the power of love in action” (Michelle Alexander, author of The New Jim Crow). From the Brooklyn bodega her father owned, where Linda learned the real meaning of intersectionality, to protests in the streets of Washington, DC, Linda’s experience as a daughter of Palestinian immigrants is a moving portrayal of what it means to find one’s voice and use it for the good of others. We follow Linda as she learns the tenets of successful community organizing, and through decades of fighting for racial, economic, gender, and social justice, as she becomes one of the most recognized activists in the nation. We also see her honoring her grandmother’s dying wish, protecting her children, building resilient friendships, and mentoring others even as she loses her first mentor in a tragic accident. Throughout, she inspires you to take action as she reaffirms that we are not here to be bystanders. In this “book that speaks to our times” (The Washington Post), Harry Belafonte writes of Linda in the foreword, “While we may not have made it to the Promised Land, my peers and I, my brothers and sisters in liberation can rest easy that the future is in the hands of leaders like Linda Sarsour. I have often said to Linda that she embodies the principle and purpose of another great Muslim leader, brother Malcolm X.” This is her story.
Peter Drucker's lively and thoughtful memoirs are now available in paperback with a new introduction by the author. He writes with wit and spirit about people he has encountered in a long and varied life, including Sigmund Freud, Henry Luce, Alfred Sloan, John L. Lewis, and Marshall McLuhan. After beginning with his childhood in Vienna during and after World War I, Drucker moves on to Europe in the 1920s and early 1930s, describing the imminent doom posed by Hitler and the Nazis. He then goes on to describe London during the 1930s, America during the New Deal era, the World War II years, and beyond. According to John Brooks of The New York Times Book Review, "Peter Drucker is at a corner cafe, delightfully regaling anyone who will listen with tales of what must be one of the more varied—and for a practitioner of such a narrow skill as that of management counseling, astonishing—of contemporary professional lives." Dorothy Rabinowitz of the Washington Post writes, "The famous are here as well as the infamous.... All are the beneficiaries, for better or for worse, of Drucker's unerring eye for psychological detail, his remorseless curiosity, and his imaginative sympathy.... Drucker's book appears in a stroke to have restored the art of the memoir and of the essay." Adventures of a Bystander reflects Drucker's vitality, infinite curiosity, and interest in people, ideas, and the forces behind them. His book is a personal and informal account of the rich life of an independent man of letters, a life that spans eight decades and two continents. It will be of interest to scholars and professionals in the business world, historians, sociologists, and admirers of Peter Drucker.
Background: It has been proved that bystander cardiopulmonary resuscitation (CPR) saves lives; however, which training method in CPR is most instructive and whether survival is affected by the training level of the bystander have not yet been fully described. Aim: To identify the factors that may affect 7th grade students’ acquisition of CPR skills during CPR training and their willingness to act, and to describe 30-day survival from outof- hospital cardiac arrest (OHCA) after bystander CPR and the actions performed by laymen versus off-duty medically educated personnel. Methods: Studies I–III investigate a CPR training intervention given to students in 7th grade during 2013–2014. The classes were randomized to the main intervention: the mobile phone application (app) or DVD-based training. Some of the classes were randomized to one or several additional interventions: a practical test with feedback, reflection, a web course, a visit from elite athletes and automated external defibrillator (AED) training. The students’ practical skills, willingness to act and knowledge of stroke symptoms, symptoms of acute myocardial infarction (AMI) and lifestyle factors were assessed directly after training and at 6 months using the Laerdal PC SkillReporting system (and entered into a modified version of the Cardiff test scoring sheet) and a questionnaire. The Cardiff test resulted in a total score of 12–48 points, and the questionnaire resulted in a total score of 0–7 points for stroke symptoms, 0–9 points for symptoms of AMI and 0– 6 points on lifestyle factors. Study IV is based on retrospective data from the national quality register, the Swedish registry of cardiopulmonary resuscitation, 2010-2014. Results: A total of 1339 students were included in the CPR training intervention. The DVD-based group was superior to the app-based group in CPR skills, with a total score of 35 (SD 4.o) vs 33 (SD 4.2) points directly after training (p<0.001) and 33 (SD 4.0) vs 31 (SD 4.2) points at six months (p<0.001). Of the additional interventions, the practical test with feedback had the greatest influence regarding practical skills: at six months the intervention group scored 32 (SD 3.9) points and the control group (CPR only) scored 30 (SD 4.0) points (p<0.001). Reflection, the web course, visits from elite athletes and AED training did not further increase the students’ acquisition of practical CPR skills. The students who completed the web course Help-Brain-Heart received a higher total score for theoretical knowledge in comparison with the control group, directly after training: stroke 3.8 (SD 1.8) vs 2.7 (SD 2.0) points (p<0.001); AMI 4.0 (SD 2.0) vs 2.5 (SD 2.0) points (p<0.001); lifestyle factors 5.4 (SD 1.2) vs 4.5 (SD 2.0) points p<0.001. Most of the students (77% at 6 months), regardless of the intervention applied, expressed that they would perform both chest compressions and ventilations in a cardiac arrest (CA) situation involving a relative. If a stranger had CA, a significantly lower proportion of students (32%; p<0.001) would perform both compressions and ventilations. In this case, however, many would perform compressions only. In most cases of bystander-witnessed OHCA, CPR was performed by laymen. Off-duty health care personnel bystanders initiated CPR within 1 minute vs 2 minutes for laymen (p<0.0001). Thirty-day survival was 14.7% among patients who received CPR from laymen and 17.2% (p=0.02) among patients who received bystander CPR from off-duty health care personnel. Conclusions: The DVD-based method was superior to the app-based method in terms of teaching practical CPR skills to 7th grade students. Of the additional interventions, a practical test with feedback was the most efficient intervention to increase learning outcome. The additional interventions, reflection, web course, visit from elite athletes and AED did not increase CPR skills further. However, the web course Help-Brain-Heart improved the students’ acquisition of theoretical knowledge regarding stroke, AMI and lifestyle factors. For OHCA, off-duty health care personnel bystanders initiated CPR earlier and 30-day survival was higher compared with laymen bystanders.
The Degradation of Ethics Through the Holocaust by Paul E. Wilson Pdf
This book discusses ethical behavior through the genocidal stages of the Holocaust. Paul E. Wilson first looks at the antisemitism in Germany and Europe beginning in the decades preceding the Nazis reign of terror, and goes on to discuss the ethical decisions made in the initial stages that moved society toward genocide. The author maintains that the stages of genocide represent subtle changes that can be happening within a society in response to the moral choices made by actors. By giving attention to the stages of genocide in the Holocaust, this book contributes to the overall understanding of how the Holocaust was possible, and encourages the moral community to join the watch for the development of genocide in the modern world.
"I have never been faced with a moral crisis, let alone a matter of life or death." Peter Simons doesn't spend much time at home in his bachelor apartment. Thanks to his job at a multinational company, he is often flying around the world, enjoying a life of luxurious solitude in five star hotels. So when he returns after being away for nine months and notices a strange smell coming from his neighbour's apartment, he initially tries not to get involved, but when a body is discovered Peter's carefully cultivated detachment begins to crumble. And when new neighbours move into the vacant apartment he gets caught up in a petty dispute that will bring him to the brink of moral ruin. Bystander is a pitiless, bold work of intense psychological realism narrated by a professionally successful but socially bankrupt anti-hero who expects global connection and local anonymity. It excoriates the contingency of contemporary morality, and, at a time of growing isolation, forces the reader to examine what it means to be a good neighbour.
Ten years ago, nine-year-old Freda Opperman walked into a fast-food restaurant and lost control of her future. She was one of twelve people held hostage by a gunman protesting about corporate corruption. Two people died - the restaurant manager and the gunman. Only Freda saw what happened. Now, it's all in the past and she doesn't want to remember - but someone won't let her forget . . .