User talk:Srishti gungun pandey

== Russia-Ukraine War: रूस-यूक्रेन युद्ध (Russia Ukraine War) अब तीसरे विश्व युद्ध (Third World War) की तरफ बढ़ता दिखाई दे रहा है. रूस ने अपने और यूक्रेन के बीच आने वालों को धमकी दी है तो वहीं, अमेरिका ने भी सख्त चेतावनी के साथ कहा है कि अंजाम बहुत बुरा होगा. रूस को कीमत चुकानी होगी. ब्रिटेन और दूसरे देश भी रूस के खिलाफ खड़े हैं. रूस और यूक्रेन के बीच जंग के पीछे की वजह इस बार NATO को माना जा रहा है. NATO यानी North Atlantic Treaty Organization, जिसे साल 1949 में शुरू किया गया था. यूक्रेन NATO में शामिल होना चाहता है लेकिन रूस ऐसा नहीं चाहता. यह जानना जरूरी है कि आखिर इस विवाद की जड़ क्या है? सोवियत संघ के जमाने में कभी मित्र रहे ये प्रांत दो देश बनने के बाद एक दूसरे के शत्रु क्यों बन गए हैं?

रूस की दोस्ती के बीच जानिए कैसे हैं भारत-यूक्रेन के संबंध ==

Sometimes I wonder what would my life be without you dear sister. I wouldn't have a shoulder to cry on, I wouldn't have someone to listen to me, I wouldn't have someone to wipe off my tears nor would there be someone to watch my back. I cannot live without you even in my dreams. May you live forever dearest sister. Wishing you Many Happy Returns of the Day. Srishti gungun pandey (talk) 19:33, 3 January 2023 (UTC)

coalition government
A coalition government is a form of government in which political parties cooperate to form a government. The usual reason for such an arrangement is that no single party has achieved an absolute majority after an election, an atypical outcome in nations with majoritarian electoral systems, but common under proportional representation. A coalition government might also be created in a time of national difficulty or crisis (for example, during wartime or economic crisis) to give a government the high degree of perceived political legitimacy or collective identity, it can also play a role in diminishing internal political strife. In such times, parties have formed all-party coalitions (national unity governments, grand coalitions). If a coalition collapses, the Prime Minister and cabinet may be ousted by a vote of no confidence, call snap elections, form a new majority coalition, or continue as a minority government.Coalitions composed of few parties United Kingdom See also: National Government (United Kingdom) and United Kingdom coalition government (disambiguation) In the United Kingdom, coalition governments (sometimes known as "national governments") usually have only been formed at times of national crisis. The most prominent was the National Government of 1931 to 1940. There were multi-party coalitions during both world wars. Apart from this, when no party has had a majority, minority governments normally have been formed with one or more opposition parties agreeing to vote in favour of the legislation which governments need to function: for instance the Labour government of James Callaghan formed a pact with the Liberals from March 1977 until July 1978, after a series of by-election defeats had eroded Labour's majority of three seats which had been gained at the October 1974 election. However, in the run-up to the 1997 general election, Labour opposition leader Tony Blair was in talks with Liberal Democrat leader Paddy Ashdown about forming a coalition government if Labour failed to win a majority at the election; but there proved to be no need for a coalition as Labour won the election by a landslide.[3] The 2010 general election resulted in a hung parliament (Britain's first for 36 years), and the Conservatives, led by David Cameron, which had won the largest number of seats, formed a coalition with the Liberal Democrats in order to gain a parliamentary majority, ending 13 years of Labour government. This was the first time that the Conservatives and Lib Dems had made a power-sharing deal at Westminster.[4] It was also the first full coalition in Britain since 1945, having been formed 70 years virtually to the day after the establishment of Winston Churchill's wartime coalition,[5] Labour and the Liberal Democrats have entered into a coalition twice in the Scottish Parliament, as well as twice in the Welsh Assembly.

Germany See also: German governing coalition In Germany, coalition governments are the norm, as it is rare for any single party to win a majority in parliament. The German political system makes extensive use of the constructive vote of no confidence, which requires governments to control an absolute majority of seats. Every government since the foundation of the Federal Republic in 1949 has involved at least two political parties. Typically, governments involve one of the two major parties forming a coalition with a smaller party. For example, from 1982 to 1998, the country was governed by a coalition of the CDU/CSU with the minor Free Democratic Party (FDP); from 1998 to 2005, a coalition of the Social Democratic Party of Germany (SPD) and the minor Greens held power.[6] The CDU/CSU comprises an alliance of the Christian Democratic Union of Germany and Christian Social Union in Bavaria, described as "sister parties" which form a joint parliamentary group, and for this purpose are always considered a single party.[7] Coalition arrangements are often given names based on the colours of the parties involved, such as "red-green" for the SPD and Greens. Coalitions of three parties are often named after countries whose flags contain those colours, such as the black-yellow-green Jamaica coalition.[8]

Grand coalitions of the two major parties also occur, but these are relatively rare, as they typically prefer to associate with smaller ones. However, if the major parties are unable to assemble a majority, a grand coalition may be the only practical option. This was the case after the 2005 federal election, in which the incumbent SPD–Green government was defeated but the opposition CDU/CSU–FDP coalition also fell short of a majority. A grand coalition government was subsequently formed between the CDU/CSU and the SPD. Partnerships like these typically involve carefully structured cabinets: Angela Merkel of the CDU/CSU became Chancellor while the SPD was granted the majority of cabinet posts.

Coalition formation has become increasingly complex as voters increasingly migrate away from the major parties during the 2000s and 2010s.[9] While coalitions of more than two parties were extremely rare in preceding decades, they have become common on the state level. These often include the liberal FDP and the Greens alongside one of the major parties, or "red–red–green" coalitions of the SPD, Greens, and The Left. In the eastern states, dwindling support for moderate parties has seen the rise of new forms of grand coalitions such as the Kenya coalition. By 2016, the Greens were participating eleven governing coalitions on the state level in seven different constellations.[10] During campaigns, parties often declare which coalitions or partners they prefer or reject. This tendency toward fragmentation also spread to the federal level, particularly during the 2021 federal election, which saw the CDU/CSU and SPD fall short of a combined majority of votes for the first time in history.[11] Srishti gungun pandey (talk) 19:38, 3 January 2023 (UTC)


 * this is for all students Srishti gungun pandey (talk) 19:39, 3 January 2023 (UTC)
 * this is for all students 🙌 Srishti gungun pandey (talk) 19:39, 3 January 2023 (UTC)

srinivasa ramanujan
Srinivasa Ramanujan, (born December 22, 1887, Erode, India—died April 26, 1920, Kumbakonam), Indian mathematician whose contributions to the theory of numbers include pioneering discoveries of the properties of the partition function.

When he was 15 years old, he obtained a copy of George Shoobridge Carr’s Synopsis of Elementary Results in Pure and Applied Mathematics, 2 vol. (1880–86). This collection of thousands of theorems, many presented with only the briefest of proofs and with no material newer than 1860, aroused his genius. Having verified the results in Carr’s book, Ramanujan went beyond it, developing his own theorems and ideas. In 1903 he secured a scholarship to the University of Madras but lost it the following year because he neglected all other studies in pursuit of mathematics.

Born: December 22, 1887 Erode India Died: April 26, 1920 (aged 32) Kumbakonam lndia Srishti gungun pandey (talk) 19:40, 3 January 2023 (UTC)

about thunderstorms storms tornadoes and cyclone
A thunderstorm, also known as an electrical storm or a lightning storm, is a storm characterized by the presence of lightning[1] and its acoustic effect on the Earth's atmosphere, known as thunder.[2] Relatively weak thunderstorms are sometimes called thundershowers.[3] Thunderstorms occur in a type of cloud known as a cumulonimbus.[4] They are usually accompanied by strong winds[1] and often produce heavy rain[1] and sometimes snow, sleet, or hail,[1] but some thunderstorms produce little precipitation or no precipitation at all. Thunderstorms may line up in a series or become a rainband, known as a squall line. Strong or severe thunderstorms include some of the most dangerous weather phenomena, including large hail, strong winds, and tornadoes. Some of the most persistent severe thunderstorms, known as supercells, rotate as do cyclones. While most thunderstorms move with the mean wind flow through the layer of the troposphere that they occupy, vertical wind shear sometimes causes a deviation in their course at a right angle to the wind shear direction.

Thunderstorms result from the rapid upward movement of warm, moist air, sometimes along a front.[5] However, some kind of cloud forcing, whether it is a front, shortwave trough, or another system is needed for the air to rapidly accelerate upward. As the warm, moist air moves upward, it cools, condenses,[5] and forms a cumulonimbus cloud that can reach heights of over 20 kilometres (12 mi). As the rising air reaches its dew point temperature, water vapor condenses into water droplets or ice, reducing pressure locally within the thunderstorm cell. Any precipitation falls the long distance through the clouds towards the Earth's surface. As the droplets fall, they collide with other droplets and become larger. The falling droplets create a downdraft as it pulls cold air with it, and this cold air spreads out at the Earth's surface, occasionally causing strong winds that are commonly associated with thunderstorms.

tornadoes A tornado is a violently rotating column of air that is in contact with both the surface of the Earth and a cumulonimbus cloud or, in rare cases, the base of a cumulus cloud. It is often referred to as a twister, whirlwind or cyclone,although the word cyclone is used in meteorology to name a weather system with a low-pressure area in the center around which, from an observer looking down toward the surface of the Earth, winds blow counterclockwise in the Northern Hemisphere and clockwise in the Southern.Tornadoes come in many shapes and sizes, and they are often visible in the form of a condensation funnel originating from the base of a cumulonimbus cloud, with a cloud of rotating debris and dust beneath it. Most tornadoes have wind speeds less than 180 km/h (110 mph), are about 80 m (250 feet) across, and travel several kilometers (a few miles) before dissipating. The most extreme tornadoes can attain wind speeds of more than 480 km/h (300 mph), are more than 3 km (2 miles) in diameter, and stay on the ground for more than 100 km (60 miles).

Various types of tornadoes include the multiple vortex tornado, landspout, and waterspout. Waterspouts are characterized by a spiraling funnel-shaped wind current, connecting to a large cumulus or cumulonimbus cloud. They are generally classified as non-supercellular tornadoes that develop over bodies of water, but there is disagreement over whether to classify them as true tornadoes. Other tornado-like phenomena that exist in nature include the gustnado, dust devil, fire whirl, and steam devil.

Tornadoes occur most frequently in North America (particularly in central and southeastern regions of the United States colloquially known as Tornado Alley; the US and Canada have by far the most tornadoes of any countries in the world).[7] Tornados also occur in South Africa, much of Europe (except Spain, most of the Alps, Balkans, and northern Scandinavia), western and eastern Australia, New Zealand, Bangladesh and adjacent eastern India, Japan, the Philippines, and southeastern South America (Uruguay and Argentina).

Tornado rating scales

There are several scales for rating the strength of tornadoes. The Fujita scale rates tornadoes by damage caused and has been replaced in some countries by the updated Enhanced Fujita Scale. An F0 or EF0 tornado, the weakest category, damages trees, but not substantial structures. An F5 or EF5 tornado, the strongest category, rips buildings off their foundations and can deform large skyscrapers. The similar TORRO scale ranges from T0 for extremely weak tornadoes to T11 for the most powerful known tornadoes.[10] Doppler radar data, photogrammetry, and ground swirl patterns (trochoidal marks) may also be analyzed to determine intensity and assign a rating. CYCLONES In meteorology, a cyclone (/'sa?.klo?n/) is a large air mass that rotates around a strong center of low atmospheric pressure, counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere as viewed from above (opposite to an anticyclone).[1][2] Cyclones are characterized by inward-spiraling winds that rotate about a zone of low pressure.[3][4] The largest low-pressure systems are polar vortices and extratropical cyclones of the largest scale (the synoptic scale). Warm-core cyclones such as tropical cyclones and subtropical cyclones also lie within the synoptic scale.[5] Mesocyclones, tornadoes, and dust devils lie within smaller mesoscale.[6] Upper level cyclones can exist without the presence of a surface low, and can pinch off from the base of the tropical upper tropospheric trough during the summer months in the Northern Hemisphere. Cyclones have also been seen on extraterrestrial planets, such as Mars, Jupiter, and Neptune.[7][8] Cyclogenesis is the process of cyclone formation and intensification.[9] Extratropical cyclones begin as waves in large regions of enhanced mid-latitude temperature contrasts called baroclinic zones. These zones contract and form weather fronts as the cyclonic circulation closes and intensifies. Later in their life cycle, extratropical cyclones occlude as cold air masses undercut the warmer air and become cold core systems. A cyclone's track is guided over the course of its 2 to 6 day life cycle by the steering flow of the subtropical jet stream.

Weather fronts mark the boundary between two masses of air of different temperature, humidity, and densities, and are associated with the most prominent meteorological phenomena. Strong cold fronts typically feature narrow bands of thunderstorms and severe weather, and may on occasion be preceded by squall lines or dry lines. Such fronts form west of the circulation center and generally move from west to east; warm fronts form east of the cyclone center and are usually preceded by stratiform precipitation and fog. Warm fronts move poleward ahead of the cyclone path. Occluded fronts form late in the cyclone life cycle near the center of the cyclone and often wrap around the storm center.

STROMS A storm is any disturbed state of the natural environment or the atmosphere of an astronomical body.[citation needed] It may be marked by significant disruptions to normal conditions such as strong wind, tornadoes, hail, thunder and lightning (a thunderstorm), heavy precipitation (snowstorm, rainstorm), heavy freezing rain (ice storm), strong winds (tropical cyclone, windstorm), wind transporting some substance through the atmosphere such as in a dust storm, among other forms of severe weather.

Storms have the potential to harm lives and property via storm surge, heavy rain or snow causing flooding or road impassibility, lightning, wildfires, and vertical and horizontal wind shear. Systems with significant rainfall and duration help alleviate drought in places they move through. Heavy snowfall can allow special recreational activities to take place which would not be possible otherwise, such as skiing and snowmobiling.

The English word comes from Proto-Germanic *sturmaz meaning "noise, tumult".[1]

Storms are created when a center of low pressure develops with the system of high pressure surrounding it. This combination of opposing forces can create winds and result in the formation of storm clouds such as cumulonimbus. Small localized areas of low pressure can form from hot air rising off hot ground, resulting in smaller disturbances such as dust devils and whirlwinds. Srishti gungun pandey (talk) 19:43, 3 January 2023 (UTC)

school bullying
School bullying, like bullying outside the school context, refers to one or more perpetrators who have greater physical strength or more social power than their victim repeatedly by acting aggressively toward their victim. Bullying can be verbal or physical. Bullying, with its ongoing character, is distinct from one-off types of peer conflict. Different types of school bullying include ongoing physical, emotional, and/or verbal aggression. Cyberbullying and sexual bullying are also types of bullying. Bullying even exists in higher education. There are warning signs that suggest that a child is being bullied, a child is acting as a bully, or a child has witnessed bullying at school.

Bullying, one form of which is depicted in this staged photograph, is detrimental to students' well-being and development.

The cost of school violence is significant across many nations but there are educational leaders who have had success in reducing school bullying by implementing certain strategies. Some strategies used to reduce or prevent school bullying include educating the students about bullying, restricting of recording devices in the classroom, employing security technology, and hiring school safety officers. How schools respond to bullying, however, varies widely. Effects on the victims of school bullying include feelings of depression, anxiety, anger, stress, helplessness, and reduced school performance Some victims of school bullying have attempted to committed suicide.

This behavior is not a one-off episode; it must be repetitive and habitual to be considered bullying. Students who are LGBT, have parents of lower educational levels, are thought to be provocative, are perceived to be vulnerable, or are atypical or considered outsiders are at higher risk of being victimized by bullies. Baron (1977) defined such "aggressive behaviour as behaviour that is directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment".

Historically, Thomas Hughes's 1857 novel Tom Brown's School Days details intensive school bullying, but the first major scholarly journal article to address school bullying appears to have been written in 1897. Research in school bullying has dramatically expanded over time, rising from 62 citations in the 90 years between 1900 and 1990, to 562 in the 4 years between 2000 and 2004. Since 2004, research on school bullying has mushroomed.

Criteria

Bullying is a subcategory of aggressive behavior that is characterised by hostile intent (the harm caused is deliberate), imbalance of power (real or perceived power inequality between bully and victim), and repetition over a period of time. More ordinary types of student-student conflicts, which are sometimes part of everyday school life, are not associated with an imbalance of power. In contrast to more ordinary conflicts, school bullying can severely harm victimized students.

Difference between normal peer conflicts and bullying victimization and implications for teachers

Power imbalance

By definition, bullying involves an imbalance of power. A bully has power over another student because of factors such as size, gender, age, standing among peers, and/or assistance by other students. Among boys, bullying tends to involve differences in strength; among girls bullying is more focused on differences in physical appearance, emotional life, and/or academic status.

Some bullies target peers with physical impairments, such as speech impediments (e.g., stuttering). Many stutterers experience some degree of bullying, harassment, or ridicule from peers and, sometimes, teachers.

Warning signs

Signs that a child is being bullied may include: unexplainable injuries, symptoms of anxiety and post-traumatic stress, lost or destroyed clothing, changes in eating habits, declining grades, continual school absences, self-harm, suicidal ideations, and becoming overly apologetic.

Signs that a child is bullying others may include: getting into

physical or verbal fights, getting sent to the principal's office frequently, having friends who bully others, and becoming increasingly aggressive in normal activities.

Signs that a child has witnessed bullying include: poor school behaviour, emotional disturbance, depression, post-traumatic stress, drug and alcohol abuse, and suicidal ideation.

Control of bullying

There are two main methods employed in controlling bullying: Prevention (acting before something happens) or reaction (acting when something is happening or has just happened).

Preventative solutions may include:

Education: The education of students, parents, and teachers as to what constitutes bullying may help people understand the harmful nature of bullying. Teachers, school bus drivers, and other school professionals are taught how and when to intervene. Examples of activities used to teach students about bullying include: presentations, role-play, discussions about identifying and reporting bullying, teaching bystanders how and when to help, use of arts and crafts to build understanding of the effects of bullying, and classroom meetings to talk about peer relations.[citation needed] A systematic review found that bullying is an indicator for later criminal behaviour, regardless of other major childhood risk factors, suggesting that anti-bullying programmes may be viewed as a form of early crime prevention.Restrictions on recording devices: It has been suggested that the use of mobile phones can lead to an increase in cyberbullying, which is why some schools have banned them throughout the school day.Security technologies: Schools may opt to install video cameras to monitor behaviour. However, skeptics argue that cameras may invade the students' privacy, especially if lax restrictions on the longevity of, and access to, the recordings leads to their misuse.Guards in the school: Schools may choose to employ internal security guards or watchmen to ensure the students' safety. Experts believe that the use of security guards inside the schools may assist in reducing incidents of bullying as the guards get to know the students and who may then be able to predict and prevent issues before they arise.

The recommended reactions to cases of bullying are manifold, and various methods may be called for, depending on the type of bullying, and the people who are involved.[citation needed] Some suggestions for appropriate reaction are:

Avoid rigid confrontations: It is recommended that bullies not be met with physical violence, to avoid contributing to promoting the apparition of violent environments in society.Reports of the witnesses: Witnesses, whether known to the victim or not, are an important source of information in cases of bullying. It is recommended that anonymity be maintained where possible.Intervention by a bystander: It is recommended that bystanders, and other third persons, avoid intervening in a conflict situation, due to their potential to aggravate the situation.[citation needed]Parental response: Experts advise that involved parents avoid talking directly to each other. Instead it is recommended to contact the school and allow the appropriate school personnel to take action, assume responsibility, and act as a mediator.Teacher response: Teacher interventions are considered important in many anti-bullying programs. In many countries teachers have a legal obligation to prevent their students from harm. Teachers can intervene by using authority-based interventions, by using non-punitive approaches to bullying, by supporting victims, and by involving other teachers or professionals. Some other teacher interventions have been found to be helpful in reducing bullying. These interventions include clearly pointing out boundaries, making it clear that the behavior exhibited is not acceptable, and involving school principals. Discussing school bullying and the associated negative consequences with the entire class has also been found to be helpful in reducing bullying.Suspension and Expulsion: Where no other solution for bullying is working, or in cases where the bullying is very severe, it maybe necessary to suspend or expel the offender.[citation needed] Severe measures such as detention, expulsion, and suspension could however also have iatrogenic effects and increase aggression.Moving: In cases that are more difficult to solve, the victim may consider a change of institution or even moving with his or her family to another location.Psychosocial support: After the bullying ends, victims of bullying may require support, such as help with making new friends and/or taking up new activities.

Types of bullying

There are a number of ways in which school bullying takes place. These include verbal, physical, psychological, cyber, and sexual bullying. Direct bullying refers to an open physical or verbal attack on a victim. Indirect bullying is more subtle and harder to detect, but involves one or more forms of relational aggression, including social isolation via intentional exclusion, spreading rumors to defame the target's character or reputation, making faces or obscene gestures behind the target's back, and manipulating friendships or other relationships. Pack bullying is bullying undertaken by a group. There is evidence that pack bullying was more common in high schools than in lower grades and lasts longer than bullying undertaken by individuals.

A female bully, portrayed in the 1917 silent film Rebecca of Sunnybrook FarmPhysical

See also: Physical abuse

Physical bullying is any unwanted physical contact between the bully and the victim. This is one of the most easily identifiable forms of bullying. Examples include: fighting, hazing, headlocks, inappropriate touching, kicking, pinching, poking, hair pulling, punching, pushing, slapping, spitting, stalking, or making unwanted and persistent eye contact with a victim, spilling liquids onto a victim, throwing small and lightweight objects at a victim, teasing, threatening, tickling, using weapons including improvised ones, theft and/or damaging of personal belongings.

Emotional

See also: Psychological abuse

Emotional bullying is any form of bullying that causes damage to a victim's psyche and/or emotional well-being. Examples include: spreading malicious rumors about people, "ganging up" on others (this could also be considered physical bullying), ignoring people (e.g. the silent treatment or pretending the victim is non-existent), provoking others, belittling or saying hurtful things (which are also forms of verbal bullying).

Verbal

See also: Verbal abuse

Verbal bullying are slanderous statements or accusations that cause the victim undue emotional distress. Examples include: foul language or (profanity) directed at the victim; using derogatory terms or deriding the person's name; commenting negatively on someone's looks, clothes, body, etc., (personal abuse); tormenting physical or verbal fights, getting sent to the principal's office frequently, having friends who bully others, and becoming increasingly aggressive in normal activities.

Signs that a child has witnessed bullying include: poor school behaviour, emotional disturbance, depression, post-traumatic stress, drug and alcohol abuse, and suicidal ideation.

Control of bullying

There are two main methods employed in controlling bullying: Prevention (acting before something happens) or reaction (acting when something is happening or has just happened).

Preventative solutions may include:

Education: The education of students, parents, and teachers as to what constitutes bullying may help people understand the harmful nature of bullying. Teachers, school bus drivers, and other school professionals are taught how and when to intervene. Examples of activities used to teach students about bullying include: presentations, role-play, discussions about identifying and reporting bullying, teaching bystanders how and when to help, use of arts and crafts to build understanding of the effects of bullying, and classroom meetings to talk about peer relations.[citation needed] A systematic review found that bullying is an indicator for later criminal behaviour, regardless of other major childhood risk factors, suggesting that anti-bullying programmes may be viewed as a form of early crime prevention.Restrictions on recording devices: It has been suggested that the use of mobile phones can lead to an increase in cyberbullying, which is why some schools have banned them throughout the school day.Security technologies: Schools may opt to install video cameras to monitor behaviour. However, skeptics argue that cameras may invade the students' privacy, especially if lax restrictions on the longevity of, and access to, the recordings leads to their misuse.Guards in the school: Schools may choose to employ internal security guards or watchmen to ensure the students' safety. Experts believe that the use of security guards inside the schools may assist in reducing incidents of bullying as the guards get to know the students and who may then be able to predict and prevent issues before they arise.

The recommended reactions to cases of bullying are manifold, and various methods may be called for, depending on the type of bullying, and the people who are involved.[citation needed] Some suggestions for appropriate reaction are:

Avoid rigid confrontations: It is recommended that bullies not be met with physical violence, to avoid contributing to promoting the apparition of violent environments in society.Reports of the witnesses: Witnesses, whether known to the victim or not, are an important source of information in cases of bullying. It is recommended that anonymity be maintained where possible.Intervention by a bystander: It is recommended that bystanders, and other third persons, avoid intervening in a conflict situation, due to their potential to aggravate the situation.[citation needed]Parental response: Experts advise that involved parents avoid talking directly to each other. Instead it is recommended to contact the school and allow the appropriate school personnel to take action, assume responsibility, and act as a mediator.Teacher response: Teacher interventions are considered important in many anti-bullying programs. In many countries teachers have a legal obligation to prevent their students from harm. Teachers can intervene by using authority-based interventions, by using non-punitive approaches to bullying, by supporting victims, and by involving other teachers or professionals. Some other teacher interventions have been found to be helpful in reducing bullying. These interventions include clearly pointing out boundaries, making it clear that the behavior exhibited is not acceptable, and involving school principals. Discussing school bullying and the associated negative consequences with the entire class has also been found to be helpful in reducing bullying.Suspension and Expulsion: Where no other solution for bullying is working, or in cases where the bullying is very severe, it maybe necessary to suspend or expel the offender.[citation needed] Severe measures such as detention, expulsion, and suspension could however also have iatrogenic effects and increase aggression.Moving: In cases that are more difficult to solve, the victim may consider a change of institution or even moving with his or her family to another location.Psychosocial support: After the bullying ends, victims of bullying may require support, such as help with making new friends and/or taking up new activities.

Types of bullying

There are a number of ways in which school bullying takes place. These include verbal, physical, psychological, cyber, and sexual bullying. Direct bullying refers to an open physical or verbal attack on a victim. Indirect bullying is more subtle and harder to detect, but involves one or more forms of relational aggression, including social isolation via intentional exclusion, spreading rumors to defame the target's character or reputation, making faces or obscene gestures behind the target's back, and manipulating friendships or other relationships. Pack bullying is bullying undertaken by a group. There is evidence that pack bullying was more common in high schools than in lower grades and lasts longer than bullying undertaken by individuals.

A female bully, portrayed in the 1917 silent film Rebecca of Sunnybrook FarmPhysical

See also: Physical abuse

Physical bullying is any unwanted physical contact between the bully and the victim. This is one of the most easily identifiable forms of bullying. Examples include: fighting, hazing, headlocks, inappropriate touching, kicking, pinching, poking, hair pulling, punching, pushing, slapping, spitting, stalking, or making unwanted and persistent eye contact with a victim, spilling liquids onto a victim, throwing small and lightweight objects at a victim, teasing, threatening, tickling, using weapons including improvised ones, theft and/or damaging of personal belongings.

Emotional

See also: Psychological abuse

Emotional bullying is any form of bullying that causes damage to a victim's psyche and/or emotional well-being. Examples include: spreading malicious rumors about people, "ganging up" on others (this could also be considered physical bullying), ignoring people (e.g. the silent treatment or pretending the victim is non-existent), provoking others, belittling or saying hurtful things (which are also forms of verbal bullying).

Verbal

See also: Verbal abuse

Verbal bullying are slanderous statements or accusations that cause the victim undue emotional distress. Examples include: foul language or (profanity) directed at the victim; using derogatory terms or deriding the person's name; commenting negatively on someone's looks, clothes, body, etc., (personal abuse); tormenting Srishti gungun pandey (talk) 20:05, 3 January 2023 (UTC)