NCPS - Bullying in Canada

From: Subject: NCPS - Bullying in Canada Date: Tue, 7 Oct 2008 08:57:28 -0400 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0000_01C9285A.B97FADD0" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.5512 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C9285A.B97FADD0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://ww4.ps-sp.gc.ca/en/library/publications/fact_sheets/bullying/index.html NCPS - Bullying in Canada

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Bullying in Canada

National Strategy on Community = Safety and=20 Crime Prevention

What=20 is Bullying?
How=20 Widespread Is Bullying?
Who=20 are the Bullies?=20
Who=20 are the Victims?
What=20 Role Do Peers Play?
What=20 Role Does the Family Play?
What=20 Role Does the School Play?
What=20 Role Does Broader Society Play?=20
What=20 Can We Do To Reduce Bullying?=20
Conclusion=20
References=20

Canadians are concerned with the level of violence in = today's=20 society, the safety of their communities, and the welfare of = their=20 children. As we know, too many children are victims of = violence and=20 aggression in the schoolyard, the playground and elsewhere. = Some=20 studies indicate that violent behaviour of young people is=20 increasing, that the violence is directed at other young = people, and=20 that the violence is committed by younger people than was = the case=20 in the past. To prevent youth violence and reduce the rate = of=20 violent crime, research indicates that focusing on the early = signs=20 of antisocial behaviour is effective. Bullying is one = phenomenon=20 that contributes to the development of such behaviour = patterns.

Bullying is a serious problem for those who engage in it, = for its=20 victims, and for the communities in which it takes place. It = is not=20 a normal part of growing up. It can make children feel = frightened,=20 sick, lonely and unhappy. Unfortunately, these childhood = bullies are=20 also more likely to develop anti-social behaviours = (Farrington,=20 1993). Studies indicate that 30% to 40% of children with = aggression=20 problems grow up to have problems with violence as adults = (Public=20 Legal Education and Information Service of New = Brunswick).

Bullying changes its form with age:

Younger children's playground bullying often involves = pushing,=20 shoving, name calling teasing and isolation;
=20
Teenage bullying may begin to include sexual = harassment, gang=20 attacks, dating violence; and
=20
Adult bullying may become assaults, marital violence, = child=20 abuse, workplace harassment, and senior abuse (Public = Legal=20 Education and Information Service of New Brunswick). =

For victims, repeated bullying can cause psychological = distress=20 and many related difficulties (Besag, 1989; Olweus, 1993). = The=20 impact of bullying extends beyond the bully and victim to = the peer=20 group, school, and community as a whole. It is important to = stop=20 bullying at a young age and strive to create a safe and = peaceful=20 environment for everyone.

With an understanding of factors related to bullying, we = can=20 design prevention and intervention efforts that decrease = bullying=20 and increase the likelihood that teachers, parents and other = children will intervene when it does occur.

The Government of Canada's National Strategy on = Community=20 Safety and Crime Prevention was launched in 1998 to = help=20 Canadians deal with the difficult problems of crime = and=20 victimization. The National Strategy is built on the = common=20 sense principle that the surest way to reduce crime is = to=20 focus on the factors that put individuals at = risk-factors such=20 as family violence, school problems, and drug abuse -=20 preventing crime before it starts. By providing tools, = knowledge, and support, communities are able to = address their=20 unique issues of crime and victimization. In its work = with=20 communities, the National Strategy has placed a = particular=20 emphasis on children, youth, women, and Aboriginal = people.=20

The National Strategy endeavours to intervene early in = the lives=20 of our young people, addressing issues of antisocial = behaviour=20 before they become more serious problems. Building = resiliency and=20 healthy environments for children and youth today will reap = benefits=20 far into the future. The Strategy supports communities and = schools -=20 working with students, parents, educators, and = practitioners, and=20 others in developing, and sharing, grass-roots initiatives = to combat=20 bullying.

What is Bullying?

Bullying is the assertion of power through aggression. = Bullies=20 acquire power over their victims physically, emotionally and = socially. This can be done in many ways: by physical size = and=20 strength, by status within the peer group, by knowing the = victim's=20 weaknesses or by recruiting support from other children, as = in group=20 bullying. Emotional and social bullying may perhaps be the = most=20 frequent and harmful forms. Bullying can be physical or = verbal. It=20 can be direct (face-to-face) or indirect (gossip or = exclusion)=20 (Olweus, 1991). With repeated bullying, the bully's = dominance over=20 the victim is established and the victim becomes = increasingly=20 distressed and fearful.

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How Widespread Is Bullying?

A 1997 survey of Canadians revealed that 6% of children = admitted=20 bullying others "more than once or twice" over a six-week = span and=20 15% of children reported that they had been victimized at = the same=20 rate (Pepler, et al.). Researchers' observations of children = on=20 playgrounds and in classrooms confirm that bullying occurs=20 frequently: once every 7 minutes on the playground and once = every 25=20 minutes in class (Craig and Pepler, 1997). To understand the = problem=20 of bullying, we must consider the characteristics of = everyone=20 involved in the bullying scenario: the bully, the victim and = the=20 bystander. We must also examine the social contexts in which = bullying occurs, such as the family, peer group, school, and = community.

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Who are the Bullies?

Children bully in many different ways-there is not a = single type=20 of bully. The following characteristics have been identified = primarily through research on boys who bully.

Gender: Both boys and girls are involved in bullying = as either=20 bullies, victims or bystanders at approximately the same = rate,=20 although each gender expresses bullying in different ways. = More=20 boys report their bullying than girls; boys report more = physical=20 forms of bullying, while girls report indirect forms of = bullying,=20 such as gossiping and excluding (Craig and Pepler, = 1997)
=20
Age: Ages 4-10, aggression is mainly confined to = same-sex=20 peers, whereas ages 11-18 expand their aggression to = involve=20 opposite-sex peers as well. In addition, 11 to 12-year-old = students reported bullying others more than did younger or = older=20 student groups (Pepler, et al.).
=20
Temperament: Bullies tend to be hyperactive, = disruptive, and=20 impulsive (Lowenstein, 1978; Olweus, 1987).
=20
Aggression: Bullies are generally aggressive toward = their=20 peers, teachers, parents, and siblings, and others = (Olweus, 1991).=20 Bullies tend to be assertive and easily provoked. They are = attracted to situations with aggressive content and have = positive=20 attitudes about aggression (Stephenson and Smith, = 1989).
=20
Physical Strength: Boys who bully are physically = stronger and=20 have a need to dominate others (Olweus, 1987).
=20
Lack of Empathy: Bullies have little empathy for their = victims=20 and show little or no remorse for bullying (Olweus, 1987). =

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Who are the Victims?

Children become victimized for many different reasons - = there is=20 not a single victim type. For some children, the following=20 characteristics are present before bullying occurs; for = others, they=20 develop as a result of bullying.

Gender: Boys and girls are equally likely to report being = victimized (Charach et al., 1995; Pepler et al., 1977).

Age: Victimization decreases across grade levels: 26% of = children=20 in Grades 1-3 report victimization compared to 15% in Grades = 4-6 and=20 12% in Grades 7-8 (Pepler et al.). Children in lower grades = are more=20 likely to be victims of older bullies, whereas children in = higher=20 grades are more likely to be victims of same-age bullies. = Younger=20 students experience more direct bullying, whereas older = students=20 experience more indirect bullying (Olweus, 1993).

Temperament: Victimized children have a tendency to be = anxious=20 and withdrawn. There is more evidence of this among = preschool=20 children than among school-aged children.

Physical Appearance: Research has not supported the = popular=20 stereotype that victims have unusual physical traits = (Olweus,=20 1991).

Self-Esteem: Victims often report low self-esteem, likely = because=20 of repeated exposure to victimization (Besag, 1989).

Depression: Both boys and girls who are victimized report = symptoms of depression, such as sadness, and loss of = interest in=20 activities (Slee, 1995; Craig, 1997).

Anxiety: Boys and girls who are victims report symptoms = of=20 anxiety, such as tension, fears and worries (Neary and = Joseph, 1994;=20 Slee, 1995).

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What Role Do Peers Play?

Bullying usually involves more than the bully and = victim-85% of=20 bullying episodes occur in the context of a peer group = (Atlas and=20 Pepler, 1997; Craig and Pepler, 1997). Although 83% of = students=20 indicate that watching bullying makes them feel = uncomfortable=20 (Pepler et al., 1997), observations indicate that peers = assume many=20 roles in the bullying episode: joining in, cheering, = passively=20 watching and occasionally intervening.

Peers tend to give positive attention to the bully, = rather=20 than the victim. Their reinforcement of the bully may = serve to=20 maintain the bully's power over the victim and within the = peer=20 group. The bully may also affect the peers who are=20 watching.
=20
Peers who watch bullying may become excited and more = likely to=20 join in.
=20
Compared to girls, boys are more likely to be actively = drawn=20 into bullying episodes (Craig and Pepler, 1997; Salmivalli = et al.,=20 1996).
=20
In playground observations, peers intervened in = significantly=20 more episodes than did adults: 11% of episodes versus 4% = (Craig=20 and Pepler, 1997).

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What Role Does the Family Play?

Children's behaviour patterns are first established at = home. It=20 is important that parents create a home environment that = discourages=20 bullying behaviour and supports children who are = victimized.

Bullies often come from homes that are neglectful, = hostile and=20 that use harsh punishment (Olweus, 1993). Bullying may be = learned=20 by observing conflict between parents. Care needs to be = taken by=20 parents so that they do not model bullying for their=20 children.
=20
Fighting amongst siblings to solve problems can = inadvertently=20 support bullying when it is accepted as a normal part of = growing=20 up.
=20
Victims often keep their problems a secret because = they feel=20 that they should handle bullying themselves. Often they = worry=20 about the bully's revenge or other children's disapproval, = and/or=20 they think adults can do little to help them (Garfalo et = al.,=20 1987; Olweus, 1991).
=20
When they are courageous enough to tell, victims talk = more=20 often to parents than to teachers. As their children's = most=20 important advocates, parents must support their victimized = children by working with the school to ensure their = children's=20 safety.

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What Role Does the School Play?

Schools play an important role in shaping children's = development.=20 As with families, schools must strike a balance between = clear,=20 consistent discipline and warm, supportive = relationships.

Principals: Principals set the tone for their = schools.=20 Bullying is reduced if the principal is committed to = addressing=20 bullying (Charach et al., 1995). Strategies used by = principals=20 include: consistent and formative consequences for = bullies; an=20 open-door policy for victims, with empathetic responses to = their=20 concerns; and working together with teachers on classroom=20 management, and strategies for troubled = children.
=20
Student-Staff Relations: Bullying is less = prevalent in=20 schools where there are supportive relations among school = staff,=20 warm relations between staff and students, shared = decision-making=20 among staff and students, and where the adults do not = model=20 bullying for the students (Olweus, 1987).
=20
School Policy: They key to reducing bullying in = schools=20 is a clear policy regarding bullying with consistently = applied=20 consequences (Olweus, 1991).
=20
School Organization: Schools which emphasize = academic=20 success without respecting children's individual strengths = and=20 weaknesses tend to have more bullying (Tattum, = 1982).
=20
Playground Supervision: Students report that = the=20 majority of bullying occurs on the playground (Olweus, = 1991;=20 Pepler et al., 1997). Bullying occurs where there is = little=20 supervision or when large groups of children engage in=20 rough-and-tumble play or competitive sports (Murphy et = al., 1983).=20

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What Role Does Broader Society = Play?

Bullying problems may reflect Canada's cultural tolerance = of=20 aggression. Much of this tolerance is created through the = popular=20 media, including television, movies, music and video games. = The=20 consistent message presented by these media is that = aggression is an=20 effective solution to social problems. Aggressive children = are more=20 likely than non-aggressive children to be drawn to and = imitate media=20 violence (Huesmann et al., 1984).

Because Canada is culturally diverse, children may be = bullied due=20 to their race or ethnicity. Within schools, anti-racism and=20 anti-sexism initiatives are often considered together with=20 anti-bullying programs to promote positive social = behaviour.

As children enter adolescence, bullying declines somewhat = and=20 sexual harassment, both between boys and girls and within=20 same-gender groups, increases. Unwanted sexual harassment, = including=20 comments, looks, gestures, and name-calling, is reported by = 48% of=20 12-year-old children (McMaster et al., 1997). Although equal = numbers=20 of boys and girls report experiencing this form of bullying, = more=20 boys than girls acknowledge that they have sexually harassed = other=20 students.

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What Can We Do To Reduce Bullying?

To be effective, bullying interventions must focus beyond = the=20 aggressive child and the victim to include peers, school = staff,=20 parents and the broader community. Although there are = substantial=20 differences among schools, comprehensive anti-bullying = initiatives=20 can help reduce occurrences of bullying (Olweus, 1991; = Pepler et=20 al., 1996). The central feature of the intervention must be = a=20 clearly stated code of behaviour, such as respect for one = another,=20 and enforced by consistent and supportive follow-through. It = takes=20 considerable time to bring about both attitudinal and = behavioural=20 changes among the staff, students, and parents in the school = community. The following sections provide a brief overview = of=20 components of an anti-bullying program.

School Staff: Motivation and support from the = school=20 staff are essential. All school staff should be included = in=20 educational sessions. Staff, together with parent and = student=20 representatives, should be responsible for updating the = code of=20 behaviour and its consequences. Teachers' attitudes are = reflected=20 in their behaviour. When adults recognize the problem of = bullying=20 and their central role in reducing it, they supervise = actively and=20 intervene to stop bullying.
=20
Parents: Parent meetings and newsletters should = inform=20 parents about the problems of bullying. Parents should = talk to=20 their children about bullying and be aware of signs of = potential=20 victimization. Communication between parents and the = school is=20 essential, as parents are often the first to know that = their=20 children are being victimized.
=20
Peers: Peers play a critical role in bullying.=20 Interventions must aim to change attitudes, behaviours and = norms=20 around bullying for all children in a school. Under = teachers'=20 guidance, students can recognize the problem of bullying = and their=20 potential contributions. With teachers' support, they can = develop=20 strategies for intervening themselves, or seeking adult = assistance=20 to stop bullying. Promoting attitudes in the peer group = which=20 support empathy for the victim and condemn aggression will = reduce=20 bullying.
=20
Bullies and Victims: Children involved as = bullies or=20 victims require individual attention. Talks with bullies = should=20 emphasize that bullying is not acceptable and point out = the=20 consequences established in the code of behaviour. If a = group of=20 children is involved in bullying, the bully and bystanders = are=20 made to understand their role and responsibility. Talks = with=20 victims encourage them to speak up and confirm the = school's=20 intention to ensure that they are protected from further=20 harassment. Talks with parents inform them of their = children's=20 difficulties and enlist their cooperation in disciplining = bullying=20 behaviour and/or monitoring for further occurrences of = bullying or=20 victimization.

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Conclusion

This review is not a comprehensive description of all = factors=20 related to bullying and victimization, but it does attempt = to=20 capture those most frequently addressed in the literature. = Children=20 involved in bullying, whether as bullies or victims, may = have=20 negative attitudes, poor social skills and emotional = difficulties=20 which begin at home. These problems are transferred to the = school=20 and peer contexts, where they may be reinforced. The = development of=20 antisocial behaviour problems depends on the interaction of=20 individual characteristics and exposure to risk factors at = critical=20 developmental periods.

The National Strategy on Community Safety and Crime = Prevention=20 supports community initiatives that strive to create better=20 opportunities for children. High-quality and consistent = nurturing,=20 combined with a secure, physically and emotionally safe = environment=20 through childhood will improve each child's prospects of = success in=20 life and make it less likely that they will later be = victimized or=20 become offenders. Programs that teach children resilience, = empathy=20 and social skills can help protect children from negative=20 experiences.

Interventions for the issue of bullying should extend to = all=20 those involved: bullies, victims, peers, school staff, = parents, and=20 the broader community. We all have a role to play in = declaring=20 bullying is not a rite of passage for Canadian children.

This fact sheet was developed by the National Strategy on = Community Safety and Crime Prevention in cooperation with = Debra J.=20 Pepler of the LaMarsh Centre for Research on Violence and = Conflict=20 Resolution and Department of Psychology, York University, = and Wendy=20 M. Craig of the Department of Psychology, Queen's = University.

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References

Atlas, R., and Pepler, D. (1997). Observations of = bullying in the=20 classroom. LaMarsh Centre for Research on Violence and = Conflict=20 Resolution, York University, Submitted for publication.

Bentley, K.M., and Li, A. (1995). "Bully and victim = problems in=20 elementary schools and students' beliefs about aggression." = Canadian=20 journal of School Psychology, 11, 153-165.

Besag, V.E. (1989). Bullies and victims in schools. A = guide to=20 understanding and management. England: Open University = Press.

Boulton, M.J., and Underwood, K. (1992). "Bully/ victim = problems=20 among middle school children." British journal of = Educational=20 Psychology, 62, 73-87.

Charach, A., Pepler, D., and Ziegler, S. (1995). = "Bullying at=20 School: A Canadian perspective." Education Canada, 35, = 12-18.

Craig, W. (1997). "The relationship among aggression = types,=20 depression, and anxiety in bullies, victims, and = bully/victims."=20 Personality and Individual Differences, in press.

Craig, W., and Pepler, D. (1997). Naturalistic = observations of=20 bullying and victimization on the playground. LaMarsh Centre = for=20 Research on Violence and Conflict Resolution, York = University.=20 Unpublished report.

Craig, W.M., and Pepler, D.J. (1995). "Aggression and=20 victimization: Are they related?" Paper presented at the = Biennial=20 Meeting of the Society for Research on Child Development,=20 Indianapolis, March 1995.

Cunningham, C.E. (1997). The effects of primary division, = student-mediated conflict resolution programs on playground=20 aggression. Department of Psychology, Chedoke-McMaster = Hospitals,=20 Hamilton, Ontario L8N 3Z5.

Farrington, D. P. (1993). "Understanding and preventing=20 bullying." In M. Tonry (ed.), Crime and Justice, 17, = Chicago:=20 University of Chicago Press.

Fine, E.S., Lacey, A., and Baer, J. (1995). Children as=20 Peacemakers. Portsmouth, N.H.: Heinemann.

Garfalo, J., Siegel, L., and Laub, M. (1987). = "School-related=20 victimization among adolescents: An analysis of National = Crime=20 Survey narratives." Journal of Quantitative Criminology, 3,=20 321-337.

Huesmann, L.R., Lagerspetz, K., and Eron, L.D. (1984).=20 "Intervening variables in the TV violence-aggression = relation:=20 Evidence from two countries." Developmental Psychology, 20,=20 746-775.

Lowenstein, L.,(1978). "Who is the bully?" Bulletin of = the=20 British Psychological Society, 31, 147-149.

Maines, B., and Robinson, G. (1992). The No Blame = Approach.=20 Bristol: Lame Duck Publishing.

McMaster, L., Connolly, J., Craig, W., and Pepler, D. = (1997).=20 "Sexual harassment and dating violence among early = adolescents."=20 Paper presented at the Biennial Meetings of the Society for = Research=20 in Child Development, Washington, D.C., March 1997.

Murphy, H.A., Hutchinson, J.M., and Bailey, J.S. (1983).=20 "Behavioral school psychology goes outdoors: The effect of = organized=20 games on playground aggression." Journal of Applied = Behavioral=20 Analyses, 16, 29-35.

Neary, A., and Joseph, S. (1994). "Peer victimization and = its=20 relationship to self-concept and depression among = schoolgirls."=20 Personality and Individual Differences, 16,183-186.

Olweus, D. (1993) Bullying at School: What We Know and = What We=20 Can Do. Oxford: Blackwell.

Olweus, D. (1991). "Bully/victim problems among school = children:=20 Some basic facts and effects of a school-based intervention=20 program." In D. Pepler and K. Rubin (eds.), The Development = and=20 Treatment of Childhood Aggression, Hillsdale, 411-448.

Olweus, D. (1987). "School-yard bullying-Grounds for=20 intervention." School Safety, 6, 4-11.

O'Moore, A.M. (1989). "Bullying in Britain and Ireland: = An=20 Overview." In E. Roland and E. Munthe (eds.), Bullying: An=20 International Perspective. London: David Fulton, 3-21.

Patterson, G.R. (1986). "The contribution of siblings to = training=20 for fighting: A microsocial analysis." In D. Olweus, J. = Block and M.=20 Radke-Yarrow (eds.), Development of antisocial and prosocial = behavior: Research, Theories, and Issues. New York: Academic = Press.

Pepler, D.J., Craig, W.M., Ziegler, S., and Charach, A. = (1993).=20 "A school-based antibullying intervention: Preliminary = evaluation."=20 In D. Tattum (ed.), Understanding and managing bullying. = Oxford:=20 Heinemann Books, 76-91

Pepler, D.J., Craig, W., Ziegler, S., and Charach, A. = (1994). "An=20 Evaluation of an Anti-Bullying Intervention in Toronto = Schools.=20 "Canadian Journal of Community Mental Health, 13, = 95-100.

Pepler, D.J., Craig, W., Atlas, R., O'Connell, R., Smith, = C., and=20 Sedligdeilami, F. (1996). "AntiBullying Interventions in = Schools: A=20 Systemic Evaluation." Symposium presented at the University = of=20 Waterloo Conference on Child Development, May 1996.

Pepler, D.J., Craig, W., O'Connell, R, Connolly, J., = Atlas, R.,=20 Sedigdeilami, F., Smith, C., and Kent, D. (1997). = "Prevalence of=20 bullying and victimization among Canadian elementary and = middle=20 school children." Manuscript in preparation.

Pepler, D.J., and Craig, W. (1997). "Bullying: Research = and=20 Interventions." Youth Update. Publication of the Institute = for the=20 Study of Antisocial Youth.

Pikas, A. (1989). "The common concern method for the = treatment of=20 mobbing. "In E.

Public Legal Education and Information Service of New = Brunswick,=20 2001, Let's Stop Bullying! A Guide for Parents and Other = Adults.

Salmivalli, C. Lagerspetz, K., Bjorkqvist, K., Osterman, = K., and=20 Kaukiainen, A. (1996). "Bullying as a group process: = Participant=20 roles and their relation to social status within the group." = Aggressive Behavior, 22,1-15.

Slee, P. (1995). "Peer victimization and its relationship = to=20 depression among Australian primary school students." = Personality=20 and Individual Differences, 18, 57-62.

Smith, P.K. and Sharpe, S. (1994). Tackling Bullying in = Your=20 School: A Practical Handbook for Teachers. London: = Routledge.

Stephenson, P,. and Smith, D. (1989). "Bullying in two = English=20 comprehensive schools. " In E. Roland and E. Munthe (eds.),=20 Bullying: An International Perspective. London: Fulton.

Straus, M.A., Gelles, RJ., and Steinmetz, S.K. (1981). = Behind=20 closed doors: Violence in the American family. Garden City, = N.Y:=20 Anchor Books.

Tattum, D. (1982). Disruptive Behaviour in Schools. John=20 Wiley.


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A.breadlit:active { FONT-SIZE: 80%; COLOR: #7e7e7e; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: none } A.breadlit:hover { FONT-SIZE: 80%; COLOR: #7e7e7e; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: none } A.breadlit { FONT-SIZE: 80%; COLOR: #7e7e7e; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: none } A.yearlit:visited { FONT-WEIGHT: bold; TEXT-DECORATION: none } A.yearlit:active { FONT-WEIGHT: bold; TEXT-DECORATION: none } A.yearlit:hover { FONT-WEIGHT: bold; TEXT-DECORATION: none } A.yearlit:link { FONT-WEIGHT: bold; TEXT-DECORATION: none } A.year:visited { FONT-WEIGHT: bold; TEXT-DECORATION: none } A.year:active { FONT-WEIGHT: bold; TEXT-DECORATION: none } A.year:hover { FONT-WEIGHT: bold; TEXT-DECORATION: none } A.year:link { FONT-WEIGHT: bold; TEXT-DECORATION: underline } SPAN.thirdlevel { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevel:visited { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevel:active { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevel:link { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevel:hover { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevellit:visited { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevellit:active { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevellit:hover { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.thirdlevellit:link { FONT-WEIGHT: normal; FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } SPAN.secondlevel { FONT-WEIGHT: bold; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.secondlevel:visited { FONT-WEIGHT: bold; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.secondlevel:active { FONT-WEIGHT: bold; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.secondlevel:link { FONT-WEIGHT: bold; FONT-SIZE: 75%; COLOR: #ffffff; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-DECORATION: none } A.secondlevel:hover { FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: underline } A.secondlevellit:visited { FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: underline } A.secondlevellit:active { FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: underline } A.secondlevellit:hover { FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: underline } A.secondlevellit:link { FONT-SIZE: 75%; COLOR: #c81f32; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-DECORATION: underline } A.print:visited { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #7e7e7e; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: underline } A.print:link { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #7e7e7e; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: underline } A.print:active { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #7e7e7e; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: none } A.print:hover { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #7e7e7e; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: none } A.graphic:visited { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #496374; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: underline } A.graphic:link { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #496374; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: underline } A.graphic:active { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #767676; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: none } A.graphic:hover { FONT-WEIGHT: bold; FONT-SIZE: 80%; COLOR: #767676; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: none } A.footersections:visited { FONT-WEIGHT: bold; FONT-SIZE: 65%; COLOR: #000000; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: underline } A.footersections:link { FONT-WEIGHT: bold; FONT-SIZE: 65%; COLOR: #000000; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: underline } A.footersections:active { FONT-WEIGHT: bold; FONT-SIZE: 65%; COLOR: #496374; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: none } A.footersections:hover { FONT-WEIGHT: bold; FONT-SIZE: 65%; COLOR: #496374; FONT-FAMILY: = arial,verdana,sans-serif; TEXT-DECORATION: none } A.sitefirstlevel:visited { FONT-WEIGHT: bold; FONT-SIZE: 80%; FONT-FAMILY: = verdana,arial,sans-serif } A.sitefirstlevel:active { FONT-WEIGHT: bold; FONT-SIZE: 80%; FONT-FAMILY: = verdana,arial,sans-serif } A.sitefirstlevel:hover { FONT-WEIGHT: bold; FONT-SIZE: 80%; FONT-FAMILY: = verdana,arial,sans-serif } A.sitefirstlevel:link { FONT-WEIGHT: bold; FONT-SIZE: 80%; FONT-FAMILY: = verdana,arial,sans-serif } A.sitesecondlevel:visited { FONT-WEIGHT: normal; FONT-SIZE: 78%; FONT-FAMILY: = verdana,arial,sans-serif } A.sitesecondlevel:active { FONT-WEIGHT: normal; FONT-SIZE: 78%; FONT-FAMILY: = verdana,arial,sans-serif } A.sitesecondlevel:hover { FONT-WEIGHT: normal; FONT-SIZE: 78%; FONT-FAMILY: = verdana,arial,sans-serif } A.sitesecondlevel:link { FONT-WEIGHT: normal; FONT-SIZE: 78%; FONT-FAMILY: = verdana,arial,sans-serif } .welcome { FONT-WEIGHT: bold; FONT-SIZE: 85%; COLOR: #000000; FONT-FAMILY: = arial,verdana,sans-serif } .btnTlbr { FONT-WEIGHT: normal; FONT-SIZE: xx-small; WIDTH: 25px; FONT-FAMILY: = Verdana, Arial, Helvetica, Sans-Serif; HEIGHT: 20px } .selTlbr { FONT-WEIGHT: normal; FONT-SIZE: xx-small; BACKGROUND: #ffffff; COLOR: = #000000; FONT-FAMILY: Verdana, Arial, Helvetica, Sans-Serif } .tdTlbr { FONT-WEIGHT: normal; FONT-SIZE: x-small; COLOR: #000000; FONT-FAMILY: = Verdana, Arial, Helvetica, Sans-Serif; BACKGROUND-COLOR: #003399 } A.rightnavitem:visited { FONT-WEIGHT: bold; FONT-SIZE: 70%; WIDTH: 145px; COLOR: #7e7e7e; = FONT-FAMILY: verdana,sans-serif; TEXT-DECORATION: underline } A.rightnavitem:active { FONT-WEIGHT: bold; FONT-SIZE: 70%; WIDTH: 145px; COLOR: #7e7e7e; = FONT-FAMILY: verdana,sans-serif; TEXT-DECORATION: underline } A.rightnavitem:link { FONT-WEIGHT: bold; FONT-SIZE: 70%; WIDTH: 145px; COLOR: #7e7e7e; = FONT-FAMILY: verdana,sans-serif; TEXT-DECORATION: underline } SPAN.rightnavitem { FONT-WEIGHT: bold; FONT-SIZE: 70%; WIDTH: 145px; COLOR: #7e7e7e; = FONT-FAMILY: verdana,sans-serif; TEXT-DECORATION: underline } A.rightnavitem:hover { FONT-WEIGHT: bold; FONT-SIZE: 70%; WIDTH: 145px; COLOR: #7e7e7e; = FONT-FAMILY: verdana,sans-serif; TEXT-DECORATION: none } A.rightnavheader:visited { FONT-WEIGHT: bold; FONT-SIZE: 70%; TEXT-TRANSFORM: uppercase; COLOR: = #fb0000; FONT-FAMILY: verdana,sans-serif } A.rightnavheader:active { FONT-WEIGHT: bold; FONT-SIZE: 70%; TEXT-TRANSFORM: uppercase; COLOR: = #fb0000; FONT-FAMILY: verdana,sans-serif } A.rightnavheader:link { FONT-WEIGHT: bold; FONT-SIZE: 70%; TEXT-TRANSFORM: uppercase; COLOR: = #fb0000; FONT-FAMILY: verdana,sans-serif } SPAN.rightnavheader { FONT-WEIGHT: bold; FONT-SIZE: 70%; TEXT-TRANSFORM: uppercase; COLOR: = #fb0000; FONT-FAMILY: verdana,sans-serif } A.rightnavheader:hover { FONT-WEIGHT: bold; FONT-SIZE: 70%; TEXT-TRANSFORM: uppercase; COLOR: = #fb0000; FONT-FAMILY: verdana,arial,sans-serif; TEXT-DECORATION: = underline } A.notice:link { FONT-SIZE: 70%; COLOR: #0000ff } A.notice:visited { FONT-SIZE: 70%; COLOR: #0000ff } A.notice:active { FONT-SIZE: 70%; COLOR: #0000ff } .box_dkgreyhd { BORDER-RIGHT: #888888 1px solid; PADDING-RIGHT: 0px; BORDER-TOP: = #888888 1px solid; PADDING-LEFT: 4px; FONT-WEIGHT: bold; FONT-SIZE: = 100%; PADDING-BOTTOM: 1px; BORDER-LEFT: #888888 1px solid; COLOR: = #ffffff; PADDING-TOP: 0px; BORDER-BOTTOM: #888888 1px solid; = BACKGROUND-COLOR: #888888 } .box_ltblue { BORDER-RIGHT: #e1e2e4 1px solid; PADDING-RIGHT: 4px; BORDER-TOP: = #e1e2e4 1px solid; PADDING-LEFT: 4px; PADDING-BOTTOM: 4px; BORDER-LEFT: = #e1e2e4 1px solid; COLOR: #000000; PADDING-TOP: 4px; BORDER-BOTTOM: = #e1e2e4 1px solid; BACKGROUND-COLOR: #fafbfd } .homelink { FONT-SIZE: 70%; COLOR: #7e7e7e; FONT-FAMILY: verdana,sans-serif; = TEXT-DECORATION: underline } .tablink { FONT-WEIGHT: normal; FONT-SIZE: 85%; COLOR: #7e7e7e } .seealsolink { FONT-WEIGHT: normal; FONT-SIZE: 85%; COLOR: #7e7e7e; TEXT-DECORATION: = underline } .seealsolink:hover { FONT-WEIGHT: normal; FONT-SIZE: 85%; COLOR: #7e7e7e } .seealsolink:visited { FONT-WEIGHT: normal; FONT-SIZE: 85%; COLOR: #7e7e7e } .seealsolink:active { FONT-WEIGHT: normal; FONT-SIZE: 85%; COLOR: #7e7e7e } UL { PADDING-RIGHT: 0px; PADDING-LEFT: 0.8em; LIST-STYLE-IMAGE: = url(../images/bulletsm.gif); PADDING-BOTTOM: 0px; MARGIN: 0px 0px 0px = 0.8em; PADDING-TOP: 0px; LIST-STYLE-TYPE: none } LI { PADDING-TOP: 0.4em } .homehead { BORDER-RIGHT: #b7bdc3 0px; BORDER-TOP: #b7bdc3 0px; FONT-WEIGHT: bold; = FONT-SIZE: 1.1em; BORDER-LEFT: #b7bdc3 0px; TEXT-INDENT: 1.3em; = BORDER-BOTTOM: #b7bdc3 1px solid } .seealsohdr { PADDING-RIGHT: 0px; PADDING-LEFT: 4px; FONT-WEIGHT: bold; FONT-SIZE: = 0.8em; PADDING-BOTTOM: 4px; COLOR: #ffffff; LINE-HEIGHT: 0.8em; = PADDING-TOP: 4px; BACKGROUND-COLOR: #999999 } ------=_NextPart_000_0000_01C9285A.B97FADD0--