Current Business Themes Dissertation Example | Topics and Well Written Essays - 5250 words

Current Business Themes - Dissertation Example According to the paper the two major natural disasters caused by these firms have been discussed here. Also the report states the corrective measures undertaken by these firms. It can be concluded from the study that the occurrence of oil spillage is fundamentally a subject highly dependent on probability. A probabilistic occurrence like oil spill incident or oil spill spreading and affecting the marine ecology as well as the human lives is a matter that can’t be anticipated; only an estimation of its possibility can be made.   When an organization takes steps for sustainability practices, it becomes essential for it to know the probable causes of risk. Thus considering the environment prior to the business objectives should be the main aim of every firm related to this industry.From this study it is clear that in the present corporate era, all the firms strive to gain the trust of its stakeholders so that a long term business relationship can grow between them. A long term relationship in business depends on product quality, customer service, and good reputation. Reputation is the concept that many successful firms fail to achieve. Business reputation is considered as an asset that is intangible which distinguishes a company from other firms and draws consumers to make them buy things again and again from the same company and at the same at time the consumers readily pay a top price for the goods and services.... Business reputation is considered as an asset that is intangible which distinguishes a company from other firms and draws consumers to make them buy things again and again from the same company and at the same at time the consumers readily pay a top price for the goods and services. However, in spite of the discerning involvement between financial performance and reputation, pragmatic studies account for questionable findings. Reputation is an exclusive element of a business that can be achieved by it through its good work and goodwill (Lee & Roh, 2012). One of the greatest sources of reputation is the sustainability framework practiced by the firm. Sustainability can be attained by the means of numerous activities that comprises of the reputation of the management. These activities comprises of the formation of the environment-friendly goods, motivating and retaining employees, saving energy etc. which aids the business to preserve value via return and growth on capital. The aim of the present study is to focus on the various facets of the oil exploration and production industry and the corporate social responsibility practice followed by the firms of this sector to maintain sustainability. The two main firms that will be covered in our study are BP and Shell. It will be a comparative analysis between the environmental policies of both the firms that will further discuss about the various measures taken by these firms to repair the damages. For the present study the research question happens to be, how do the oil exploration and production plants deal with the issues of environmental pollution and what are their approach to a sustainable environment? The topic in hand will be studied by the conduction

Political rhetoric Essay Example | Topics and Well Written Essays - 500 words - 1

Political rhetoric - Essay Example Given the variations in the economic state of the United States of America, Obama used his annual State of the Union podium to adopt a new trend in his executive authority as the President. The speech entailed rhetoric speech through the use of defiant words such as â€Å"with or without Congress† as an individual step in advancement of the economy. The President also adopted the use of alliteration in a number of paragraphs such as â€Å"It is our unfinished task to restore the basic bargain that built this country, the idea that if you work hard and meet your responsibilities, you can get ahead, no matter where you come from, what you look like, or who you love.† These words outline the repetition of words alongside words that soften the attention of the audience. In addition, the president insisted the use of rhetoric using character development by stating. â€Å"I’m eager to work with all of you,† â€Å"But America does not stand still and neither wil l I. So wherever and whenever I can take steps without legislation to expand opportunity for more American families, that’s what I’m going to do (Baker, n.d).† At the same time, republicans were not left out in responding to the rhetoric speech of Obama in the state of the Union. The five term congress woman, Cathy McMorris Rodgers rhetorically responded by blaming Obama for the current economic problems. She stated, â€Å"Too many people are falling further and further behind because, right now, the president’s policies are making people’s lives harder,† she said. â€Å"Republicans have plans to close the gap.† Her speech incorporated alliteration as a way of outlining how her 6 year old son, Cole was born with Down syndrome under the Obama’s health care program that had many regulations and a record in expenditure (Franke-Ruta, n.d). Obama’s speech at the annual State of the Union podium resembles that of Julius

Why Quit Smoking Essay Example | Topics and Well Written Essays - 1000 words

Why Quit Smoking - Essay Example Recent studies about tobacco smoking have revealed that it is a leading cause of lung cancer and other respiratory diseases. For the record, these lung cancer and other respiratory diseases were virtually unknown up until the surge of cigarette sales during World War II. Now lung cancer is considered as one of the leading killer diseases of the 21st century, killing an estimate of 3 million people around the world annually. Millions of people still continue to smoke tobacco despite its harmful effects to their health. But there are some smokers who want to quit their ugly habit, these are those smokers who have suddenly realized the negative effects of smoking and have decided to lead on a healthier nicotine free life through the help of various quitting methods. These individuals themselves have decided not just to quit smoking for themselves but also for the welfare of other smokers who wishes to kick the bad habit out of their system. Discussed herein are the dangers of tobacco smoking along with the various ways in which a smoker can quit this ugly habit in exchange for a healthier and happier life. Cigars and cigarettes are the primary sources of carcinogenic (cancer-causing) smoke. What distinguishes the two is that cigars are typically made from a single tobacco leaf without any wrappings or filter added to it while cigarettes are smaller versions of cigars. A typical cigarette is made up of tobacco leaf shreds wrapped in a special paper attached to a filter on one end. While cigarettes are widely available, cigars are usually sold in specialty stores equipped with humidors to preserve those. Differences aside both are still major sources of carcinogens and other substances that pose major health threats for humans Smokers have given various reasons on why they smoke. Many smoke for the sake of smoking. Some smoke to alleviate their self-destructive while others smoke because they are addicted to nicotine. Other smokers are bit more casual, saying that they smoke because they want to lessen the stress they experience in their daily lives. Whatever the reason is, most smokers will stick on the habit for the rest of their lives while developing various smoking related symptoms and diseases. A significant number of smokers on the other hand, have realized the various negative health and environmental effects of smoking and thus decided to quit smoking. Cigarette smoke inhaled by the smokers themselves is called mainstream smoke and it is reported to increase the risk of many types of cancer, which includes lip cancer, oral cancer, cancer of the esophagus, cancer of the pancreas, cancer of the larynx , cancer of the lungs; uterine and cervix cancers, cancer of the urinary bladder; and kidney cancer. On the other hand, smoke inhaled by non-smokers is called second-hand smoke. The effects of second-hand smoke seems to be much worse than mainstream smoke, the U.S. Surgeon General has updated some evidences showing that second-hand smoke causes heart disease and lung cancer in adults while it also causes sudden infant death syndrome and respiratory problems in infants and children respectively. It also found out that there is no "risk-free" level of second hand that exists; even the briefest exposure to secondhand smoke is enough to increase that risk of acquiring cardiovascular and respiratory diseases in adults. The only solution to this

The content of the newspapers Essay Example for Free

The content of the newspapers Essay The content of the newspapers is not fact about the world, but in a very general sense ideas. Fowler (Roger Folwer Language in the News Routledge 1991 Pg.1) In todays society it would be naà ¯ve to assume that the news we receive is unbiased. It is safe to say the facts are reported if someone is murdered, the story maybe covered in the news, but the placement of the piece, emotive language used, duration or any other factors involved would immediately inform the audience to the merit of the story. In effect dictating to the viewer the version of reality they., the media/government want us, the audience to see. The factors that govern what is reported are news valves and as it is recognised that this code of conduct exists we can, I personally feel, say that the media can, and does, reflect the political agenda or climate. The question of the news being created has been a topic of discussion since the dawn of media studies. There are several different political theories or traditions of thought. The three I have chosen to concentrate on are the liberal, Marxist and pluralist theories. All to some extent see society as maintainable, they agree that the structure of society can be altered not by personal level events but by major structures, such as legalisation and reform. To understand each theory better we must first look at how each theory or idea is applied to our society and in this case the construction of the news, starting first with liberalism. This body of thought was established by the end of the eighteenth-century. Its economic theories favour the development of capitalism, seeing society as a group of rational individuals in pursuit of their self-interest. Direction from the state is not needed, its job is merely to provide external defence and internal order. James Curran wrote: A view of society as a system of class exploitation gave way to a new definition of reality in which different sections of the community were portrayed as being independent, with shared interest in common. The portrayal of labour as the source of wealth was replaced by the portrayal; of profit as the mainspring of the economy. ( Ed. James Curran Mass Communication as a social force, in the media: Context of Study Open University 1997 Pg.51) They believe that talent is rewarded in a society where people are free and equal, the state is merely there to regulate the individuals personal freedom. The mass media is seen as accurate and reliable, run by groups of talented entrepreneurs, it should not be state run, but if necessary, sensibly regulated. Pluralism takes a more simplistic approach it depicts the message of the media as a circuit from society as source to society as audience it doesnt believe news is created it accepts news values exist but hold them as a reflection of current public attitudes. The news is not constructed the media, having no power, being used only to confirm and uphold the preconceived beliefs of society. Sir Nick Lloyd, the then editor of The Daily Express, was interviewed in 1991 by Nina Arnott for a communication studies project entitled Political Bias in the Press, he was reported as saying: You can only get over to your own readers. The Express has four and a half million. Thats only a small percentage of the electorate and if people buy newspapers that reinforce their political view then you wont change much. (Stuart Price Media studies Longman 1996 Pg.374) This mode of thought sees the audience as educated and selective and understands, unlike some effect studies, for example the hypodermic syringe or magic bullet that the audience is not passive and the message not direct, that ideas cannot be simply injected into the consciousness of an audience. The Marxist theory is more complex and can be broken into many subsections. Marxism, unlike liberalism, doesnt support the idea that competition leads society onwards. Marx argued that workers co-operation would lead to a better future. He was concerned with the class system. Those who owned factories or shops, the bourgeoisie were comfortably supported by the labour of others. He wanted a society not controlled by the division between capital and labour. Marxism states that we live in a capitalist society divided into classes broadly speaking, working, middle and ruling classes. The power in society is found in the state, the mass media only exist to uphold the capitalist state in power. The Marxist manipulative model, as its name suggests, believes the news is constructed and in some cases invented to influence public opinion and change society for political gain. The hegemonic model was developed by Antonio Gramsci he believed that the media whether knowingly or not is used to promote beliefs and ideologies of the dominant class in society. The masses, working class, need to believe that the views they are being given support their existing beliefs. The media does create the news and reality is being constructed not to bring about change but to maintain the balance of the governing body. The ruling ideas become the ideas of the whole society to allow capitalism to survive. Chomsky extended the hegemonic model instead of the media reflecting the dominant views of the elite, he thought the media was the elite. A countering view that could destroy the hegemonic model is that technology will and is shaping societys views and beliefs. New technologies are allowing more people not just the elite to promote their ideas via the Internet or cheaper more accessible equipment. If this were the case the elite would no longer own the means of control and capitalism could fold if the masses were no longer spoon fed by the dominant class. The theories of the Frankfurt school are another take on Marxism. They see the news as created and reality as constructed but instead of seeing society as a sponge and the masses merely absorbing the message, it believes there are differing levels of attention. Resistance to the message is found against marginal groups believing the sub-groups such as the young, ethnic minorities or women are less susceptible to the message. Regardless of whether the media constructs the news the effect on the audience will differ. Over the years many theories have been developed and documented to help understand the effect of the message on the audience, these are known as the effects studies. There are two I have chosen to look at in brief, they are the two step flow theory by Katz and Lazarfeld, inoculation theory and the psychodynamic effects study as well as earlier mentioning the hyperdermic syringe or magic bullet theory. The two step flow theory by Lazarfeld Berelson and Gaudet studied the 19 40 US presidential election. It was based on the stimulus-response theory leaning on uses and gratifications. It proved inadequate so Katz and Lazarfeld published a new edition of the model. It highlighted the concept of opinion leaders who pass the message from the media, to the less active members of society. This theory sees the opinion leader as a go between from the elite/media to the opinion leader to the masses. The inoculation theory believes that continued exposure to a specific message can lea to desensitisation. When we are continually bombarded with pictures of starving children in the third world, they do stop existing in an emotive sense and we do, to a degree, become desensitised to the original message. The phychodynamic effect is an extension or modification of the original cause and effect thesis. It recognises the importance of the interpretation by the individual. The effect of the message depends on the internal psychological structure of the individual. The effect studies help us to understand if, and how, manipulated society can be. Even if the news is trying to convey a particular message to maintain balance, effects change or merely agree with existing beliefs, we have to understand that everyone will process the information differently. With this taken into account there is a code of conduct that allows journalists to pick stories on set valves, that will give the clearest message, so no matter how it is processed the end outcome of a piece is constant. The operation of the selection of news is known as news valves. These are ideas or assumptions that form the ideological background to the work of those involved in gathering the news. A number of writers have categorised the valves, none more concisely than Brain Dutton, who concludes that there are twelve main valves. These range from continuity, frequency and unexpectedness to unambiguity and reference to elite nations. They help to define whether a story is newsworthy; it would be if it had one or more of these elements. A story may have some or most of the news valves yet still not be newsworthy. Philip Jones- Griffiths a journalist during the Vietnamese conflict was interviewed by the photographic magazine 10/8 for a piece entitled Vietnam after the apocalypse No. 5/6 Spring 1981. He remarked: If I had gone back to Saigon and into one of the agencies and had said, Ive got a story about Americans killing Vietnamese civilians, they would have said, So whats new? it was horrible, but certainly not exceptional, and it just wasnt news. (Stuart P rice Media Studies Longman 1996 Pg.207) This statement clarifies and answers the question, in my opinion; yes the news is constructed. It is hard to pick just one political stance as I agree to some extent with all of them. The manipulation model and Marxist theory is closest to my view but it does not take into account the viewers understanding of the media. I feel, as I am aware there is a selection process to what is shown and an unbiased view cannot exist, as a viewer I am less susceptible to the message than others may be. I think we should question what we are told and consider carefully who will benefit. The more man evolves the quicker we are to manipulate the views of others for political, monetary or consumer gain. It has become such an art that we tend not to see it is happening. We should be vigilant and make sure that the control does not lie prominently in the hands of a few elite. The immense power of the media especially the news should be carefully welded. As long as we understand the greater implications and see there may be a hidden agenda or something more manipulative afoot. The London Correspondent for CNN, Richard Blystone once said: If you go to TV for your only news, then youre lazy. If you go to TV for the truth, then youre a loony. (Stuart Price Media Studies Longman 1996 Pg.78) BIBLOGRAPHY Ed. James Curran Mass Communication as a social force in history: in the Media Context of Study (Open University 1997) Stuart Price Media Studies (Longman, 1996) J. Hartley Understanding News (Methuen, 1982) Roger Folwer Language in the News *Routledge 1991) S. Hall The Manufacturing of News (Owen and Young, 1981)

Disruptive Behavior in Classroom

Disruptive Behavior in Classroom According to Utley (2002), the statistics of violence and discipline problems in public school showed that aggressive and violent behaviors are increasing among children and youth in schools and that school discipline is critical to the prevention of student behavior problems. Leaders of educational organizations are attempting to solve the problems through research and then implementing various solutions. Disruptive behaviors are occurring more frequently in educational facilities. Disruptive behaviors interrupt classroom instruction which in turn has a significant negative impact on all students. Students with behavioral problems may strain even the most competent classroom teacher. More children from troubled homes are bringing well-developed patterns of antisocial behavior to school. Their disruptive, aggressive, and defiant behavior (a) wastes teaching time, (b) disrupts the learning process of other students, and (c) threatens the safety of others (Walker, Ramsey, Gresham, 20 03). Knowing that students perform better in classrooms that are safe, secure, and orderly is one of the most important concepts teachers learn and strive to maintain Need to add references (Christensen, Marchant, Young, 2004; Horner, Sugai, Lewis-Palmer, Todd, 2001; Utley,Kozleski, Smith, Draper, 2002). However, general education classroom teacher surveys routinely identify discipline as one of the topics considered most important or in need of improvement (Witt, VanDerHeyden Gilberston, 2004). A study indicated that general education teachers reported on average, one in five of their students exhibited disruptive behaviors and one in twenty exhibited aggressive behaviors to the point intervention was necessary (Myers Holland, 2000). Those that are significantly at-risk for school failure are children who exhibit behavior problems at an early age. Disruptive behavior is a student-initiated act that ranges from tardiness to violence. It may consist of behavior that is disrespectful, offensive, or threatening and may present itself physically, verbally, or psychologically. It has a negative impact in any learning environment and interferes with the learning activities of the perpetrator and other students. It must be kept in mind that all disruptions, regardless of perceived seriousness, detract from academic learning time. Even small, annoying problems such as tardiness can create a serious problem for educators and fellow students and must be dealt with promptly (DeFrance, 1997). Numerous labels exist when describing types of behavior children exhibit such as violent, aggressive, oppositional, challenging and disruptive. According to Kaiser and Rasminsky (2003), psychologists often define aggression as behavior that is aimed at harming or injuring others. Each of these behaviors, impact the student, teacher and classroom envi ronment. There are numerous reasons for the negative behaviors that more and more students are exhibiting (Greene, 2001). According to Adelman and Taylor (2002), between 12-22 percent of all children in schools suffer from mental, emotional, or behavioral disorders. Many of these students do not respond to behavior strategies and expectations that work with the other students. Hardman (2003) stated that for most secondary school teachers, maintaining classroom discipline is a daily concern that can be rewarding and also a source of frustration. On a regular basis, teachers and staff members are affected by the extreme challenges that these students create. These extreme challenges include continuously talking out of turn, inattentiveness, fidgety, acts of defiance, noncompliance, and belligerence (Boynton Boynton, 2005). The Association of School Counselors reports that 18% of students have special needs and require extraordinary interventions and treatments that go beyond the typical resou rces available to the classroom (Dunn Baker, 2002). Although classroom teachers may not be in a position to directly service students with these types of needs, teachers must be well-equipped to meet the needs of all students. A number of factors can influence students classroom behaviors, and teachers have to be prepared with methods and models to manage the classroom successfully to ensure an environment conducive to learning. Educators continue to rely on traditional discipline practices that generally involve punishment, especially for the most challenging behaviors. The assumption is that punishment-based discipline implemented in response to rule violations will deter future occurrences and somehow teach and promote more pro-social skills (Sugai Homer, 2002). The zero tolerance approach to discipline has proven ineffective in reducing problem behavior (Skiba, 2002). Zero tolerance policies began being adopted in reaction to an increase in violence in schools as well as society. Schools are in charge of educating students; however, they are constantly suspending students for minor infractions (Cox, 2009). It was reported in 2008 in USA Today, that tens of thousands of students are suspended each year from Maryland schools for minor infractions under the zero tolerance policy. Nine percent of students were suspended with the higher rate being African Americans, special education and boys. There is increased interest in programs designed to decrease problem behavior and behavioral referrals (Tidewell et al., 2003). The Classroom Management Checklists (appendices A, B, C) provides teachers with descriptions of effective models and methods in which teachers can utilize and monitor in their classroom daily. Although the importance of classroom management is widely recognized in research, its definition is elusive (Marzano, 2003). Marzano (2003) defined classroom management as the following: Classroom management is the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures, (2) carrying out disciplinary actions, (3) maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management. Only when effective practices in these four areas are employed and working in concert is a classroom effectively managed. (p.18) One analysis of five decades of research on classroom management reviewed some 228 variables influencing student achievement. Nothing, it found, affected student achievement more than skillful classroom management (NEA Today, 2004). In addition, research has shown us that teachers actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, Marzano, Pickering, 2003). Unfortunately, the implementation of positive and proactive behavioral approaches in our public schools is rare (Snell, 2005). Instead schools often rely on less effective reactive and exclusionary approaches that hinder students educational progress (Christle, Jolivette, Nelson, 2007). END OF INTRODUCTION School discipline has always been perceived as essential for the proper functioning of a public school. Expectations are clear that discipline is necessary for students to learn and that educators are expected to establish and maintain well disciplined schools (Covin, 2007). All stakeholders historically have taken pride in maintaining well disciplined schools. The following highlighted are comes from resource saved as disst Resource 2.8.10 According to Sugai (2007), schools are complex environments where skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Educators are challenged to provide effective and explicit instruction that maximizes students knowledge of concepts and skills. In the educational environment, students are challenged to remain focused, responsive, and engaged to benefit from instruction. These goals are enriched and complicated by students with diverse learning styles, unique strengths and weaknesses, and defining cultural influences. Additionally, schools, students, and families must adapt to maximize benefits from the school experience. Nevertheless, there continues to be a growing concern about the number of disruptive behaviors and lack of discipline in the educational facility (Covin, 2007). These disruptive behaviors make it more challenging for educators to accomplish goals. Luiselli, Putnam, Handler, and Feinberg (2005) stated, Many students attending public schools exhibit discipline problems such as disruptive classroom behaviors, vandalism, bullying, and violence. . . Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment (p. 183). According to McAdams and Lambie (2003), public schools are facing increasing challenges with regards to the rise in disruptive behaviors amongst children. Curwin and Mendler (1999), includes unclear limits, student boredom, sense of failure and attacks on student dignity, lack of acceptable outlets for feelings and a sense of powerlessness as basic causes of discipline issues. Students at the elementary level are becoming more violent. They are kicking, biting, scratching, and hitting both their classmates and teachers (Toppo, 2003). Many educators are extremely concerned about the danger and disorder in school environments. Unbelievable scenarios of violence in schools have made teachers, administrators, parents, and children aware that violence can happen anywhere in the United States. However, compared to other settings in terms of physically safety, most schools are safe environments (Dwyer, Osher, Hoffman, 2000). Approximately, 3% of teachers and students in urban schools and between 1% and 2% of teachers and students in rural schools are attacked physically or robbed each month (Cotton, 2007). These types of extreme disruptive behaviors in a school setting are an ever-increasing concern (Eber, Sugai, Smith, Scott, 2002). Elementary school principals say theyre seeing more violence and aggression amongst their youngest students, than ever. In Philadelphia, 22 kindergarteners were suspended in the first part of the year (Toppo, 2003). Violence in schools is an urgent problem. In school settings, it is an extension of the violence that occurs among children in communities throughout our Nation. The effects of school violence take a toll on the education of the poor and minorities. On reviewing research on youth violence, some of the risk factors within the school setting were; negative peer influences, low commitment to school, academic failure, and certain school environments/practices, such as undisciplined classes, and lax enforcement of school rules (Rosenberg, 1999). Prior to age 13, children who exhibit violent behaviors are confirmed to be on a path of criminal tendencies and escalating violence throughout childhood (U.S. Surgeon General, 2001, chap.1). It is easier to recognize behaviors, that suggest a child is troubled than to predict that the childs behavior will lead to violence. Theres no single sign or early warning signs that can accurately predict whether a child will be violent or not (Dwyer, Osher, Hoffman, 2000). There are identifiable risk factors in individuals that increase the likelihood for developing problem behavior. Risk factors include poor anger management skills and lack of academic interest (Hunt, Meyers, Davies, Meyers, Grogg, Neel, 2002). Other identifiable risk factors include disruptive classroom behavior, defiance of adults, and poor school readiness (Walker, H., Severson, H., Feil, E., Stiller, B. Golly, A., 1998). According to Porter (2009), some reasons for student discipline problems are boredom, powerlessne ss, unclear limits, lack of acceptable outlets for feelings and attacks on diginity. School violence affects all of society and interferes with the learning process (Taub, 2002). In a Greensboro elementary school, parents are concerned that well-behaved students are having difficult times learning because of the continuous outburst and violent acts in the classroom (Benscoter, 2007). Some students who exhibit aggressive reactions often overreact to even small incidences and have a limited threshold for frustration (McAdams Lambie, 2003). If any of these negative reactions or incidences is repeated over a period of time towards others, it is considered bullying. Bullying behaviors can include physical, verbal, sexual or social ostracism (Boynton Boynton, 2005). Students who exhibit these behaviors are often viewed by educators and parents as unpredictable (McAdams Lambie, 2003). Statistically, children who engage in bullying behavior are more likely to commit crimes as adults (Taub, 2002). There are studies that show that bullies are five times as likely to have serious criminal records by 30 years of age (Boynton Boynton, 2005). If youth violence is not averted, it will be costly to society (Connor, 2002). The longer a child continues to use aggressive behavior, the more difficult it becomes to change his direction (Kaiser Rasminsky, 2003). Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and control in schools (Rose Gallup, 2005). School administrators, parents, community members and policy makers all recognize that the safety of public schools is of the utmost importance (Barnoski, 2001; Snell, 2005). The Juvenile Offenders and Victims: National Report (Synder Sickmund, 2006) describes continuing concerns with violence in schools; even though, there has been some increase in public school safety. The survey reports that there are less severe forms of school violence that is problematic. In a survey conducted in Washington State, teachers indicated that decreasing disruptive behavior was one of the top three priorities at their schools (Barnoski, 2001). Disruptive behaviors were noted as having a significantly negative effect on students learning ability. Some of those behaviors are considered of low-severity. Those behaviors may include noncompliance, classroom disruptions, teasing, theft bullying. Of these behaviors, bullying is the most prevalent (Whitted Dupper, 2005). According to Bowman (2001), 30% o f students reported being bullied, bullying others, or both, in grades 6-10. According to Snell (2005), 29% of schools reported bullying to be a serious problem. Approximately one third of students reported being involved in fights, being victimized by theft, or vandalized while at school (Synder Sickmund, 2006). These disruptive behaviors negatively affect student learning (Barnoski, 2001). As a result, schools establish policies that try to increase discipline and control, often by adopting get tough practices. When the initial policies prove ineffective, schools often respond by getting tougher. That is, they invest in other security and punitive measures that actually have little impact on student behavior (Skiba Peterson, 2000). As administrators seek ways to address behavior problems in their schools, the norm is to be a reactionary approach rather than a proactive approach (Tidewell, Flannery Lewis-Palmer, 2003). The methods used are often a get tough approach to problem behaviors rather than efforts grounded in experimental research (Muscott, Mann, Benjamin, Gately, 2004; Sugai Homer, 2006). Researchers have found that general approaches to disruptive behaviors are often successful and may actually exacerbate these behaviors (Tidwell, et al.). Common solutions to continuous discipline problems such as suspending and expelling students from school do not solve the problem (Muscott, et al.). As previously mentioned, schools are meant to be places that provide students with a safe, secure, and orderly environment. However, school professionals have recently seen as an increase in violent behaviors that have taken place in a setting that was once considered safe (Metzler, Biglan Rusby, 2001). Although behavior issues in the school setting are not a new problem, there has been a plea for more effective discipline procedures especially in the face of recent school violence (Muscott, et al, 2004.). The reform and accountability of schools has added new demands for restructuring systems of discipline as well as restructuring the school day (Frey, Lingo, Nelson, 2008). According to Metzler, et al (2001), the search for plans and procedures to impact increasing behavior problems is not just an issue of safety but is also associated with other issues including school failure and delinquent behavior. In the need to increase student achievement, many administrators, educators, and counselors are spending much of their time and effort addressing students negative or problem behaviors (George, Harrower, Knoster, 2003). A variety of models and approaches have been used in an attempt to decrease discipline referrals due to the complex problems created by students disruptive behavior. The decrease of problem behaviors allows the students quality of life in other areas to increase (Hendley Lock, 2007). Effective behavioral models have included a variety of strategies structured in multilevel process (Muscott, et al., 2004); however, in the last 25 years, many schools have adopted more punitive approaches to violence prevention in public schools. These include the use of metal detectors, video surveillance, searches and zero-tolerance policies (Van Acker, 2007). All 50 states have enacted zero-tolerance legislation that requires suspension or explosion and provides for no administrator discretion in determining appropriate punishment for certain types of infractions (Yell Rozanski, 2000). In some cases students are referred to law enforcement agencies for infractions. These methods are not effective at preventing or reducing disruptive behavior; however, they are associated with student dropouts (Wald Losen, 2003; Yell Rozanski, 2000). The Federal Government included in its Goals 2000: Educate America Act, that by the year 2000, every school will offer a disciplined environment conducive to learning (Marzano, 2003). Teachers have been receiving additional training on how to handle classroom misbehavior (Tuleya, 2002). Having a solid tool (behavior plan) and continuous staff training will be key in averting negative behaviors. Providing these students with the tools to monitor their own feelings may assist in halting some of the explosions before they occur (Smallwood, 2003). According to Gartrell (2004), in appropriate teaching practices, teachers facilitate the development of self-control, social skills, and self-regulation in children by using positive guidance techniques. These activities include modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits, and intervening to enforce consequences for unacceptable, harmful behavior. In appropriate teaching practices, teachers expectations respect childrens developing capabilities and teachers are patient, realizing that not every minor infraction deserves a response. When dealing with students exhibiting reactive aggressive behavior, adults must be cognizant of the following: relationship building, stimulus control, cognitive restructures, self-control training, and social skill training (McAdams and Lambie, 2003, p. 129) Conroy and Davis (2000) discuss the importance of taking a proactive stance when dealing with inappropriate behaviors. Leadership plays an important role in dealing with students exhibiting explosive behaviors. To increase the likelihood of success, a learning environment has to be created that promotes positive interactions and focuses on teaching the skills necessary to prevent outburst. According to Smallwood (2003), one will significantly increase effectiveness if comprehensive prevention strategies are put in place. An intervention process that emphasizes problem solving, not punishment, and facilitates collaboration between all stakeholders will also increase the likelihood of success. Smallwood (2005) provides the following strategies for averting and/or solving issues. Have teachers introduce expectations at the beginning of the year and regularly incorporate opportunities for learning coping skills into the school day. Give students praise when you see them make a good choice. Model the skills you want the students to learn. Provide teachers and support staff, cafeteria monitors and bus drivers with training. Develop a problem solving team approach with the staff. Designate an office or special place as a time out room for students who need to regain self control. Students should know where the room is and what adult(s) will be there to help them. This is often the counselors office or the administrators office. Build trust with students by being accessible and encouraging. Many teachers turn to the Special Education department because chances are the student will be identified as a Special Needs student and will receive specific services. A specific plan and strategies are developed to help the staff work together for the students benefit (Boynton Boynton, 2005). Prevention and early intervention are key in the process of reducing and ultimately eliminating many of the issues that continually require the attention of the classroom teacher and those that prevent the occurrence of academic and social skills instruction. Early intervention for school violence is favorable because the behaviors are found to increase over time (Stormont, 2002). However, for early intervention to have an impact, we have to provide the at-risk children with environments that both directly teach and actively support adaptive behaviors. Its not the children that we should focus on modifying; it is the environment that needs modification. Effective intervention takes into account child characteristics as well as the characteristics and cultural expectations of the setting in which they live and learn (Hester, Baltodano, Hendrickson, Tonelson, Conroy, Gable, 2004). According to Elliott (2003), many of the school programs geared towards preventing these type behaviors have not been thoroughly evaluated or have been evaluated and found to be ineffective. Less attention has been devoted to assessing social validity of primary prevention efforts such as school-wide positive support plans (Lane, Kalberg, Edwards, 2008). As a result, a review of primary prevention program with a behavioral component was conducted on the elementary level. This review suggested that approximate one-third of the school-wide primary prevention efforts mentioned and reported social validity. Social validity had been assessed using surveys wit h unknown psychometric qualities which makes it unreliable (Lane, Kalberg, Bruhn, Driscoll, Wehby Elliott, 2009). END OF EXAMPLES OF NEGATIVE BEHAVIORS What does the literature indicate as the key elements to include in a successful discipline plan to affect student behavior and achievement? Discipline in the 21st century should be proactive. This type of discipline should not be focused on one punishing behavior. The focus should be prevention of conflicts and disruptions. Students have to be taught responsibility, self-management, problem solving, and decision-making. External control and compliance are not congruent with the 21st century values. Self-control should be the goal of discipline for todays student (McLeod, Fisher Hoover, 2003). According to Hester, et al (2004), to ensure system-wide intervention, changing the structure and culture of the school, the classroom and curriculum of daily instruction in ways that teach, reinforce, and otherwise strengthen appropriate student behavior is necessary. A system-wide change requires that teachers establish nurturing classroom environments that are conducive to learning. The following highlighted are comes from resource saved as disst Resource 2.8.10 In order for schools to achieve effective and explicit instruction that maximizes students knowledge of concepts, skills, and information and ensure students are challenged to remain focused, responsive, and engaged, the following must take place: increase instructional accountability and justification improve the alignment between assessment information and intervention development enhance use of limited resources and time make decisions with accurate and relevant information initiate important instructional decisions earlier and in a more timely manner engage in regular and comprehensive screening for successful and at-risk learners provide effective and relevant support for students who do not respond to core curricula enhance fidelity of instructional implementation (Sugai, 2007). Accomplishing that goal requires integrating social behavioral and academic aspects of group-individual instruction. A successful educational environment is punctuated by clear expectations, high rates of engagement and academic success, high rates of student and teacher praise statements, acknowledgements of appropriate behavior (e.g., verbal and nonverbal positive feedback) and direct systematic instruction that included modeling and role playing activities to replace behavior that disrupts classroom instruction (Hester, et al, 2004). It is evident even in schools, where the most serious offenses have occurred, that there is lack of a proactive plan. A review of information regarding school discipline procedures revealed that of 25 schools, only 2 had a comprehensive and proactive approach to managing student behavior after shooting incidents. The remaining 23 schools had adopted reactive and punitive approaches (Gagnon, Rockwell, Scott, 2008). Schools need something more than a r eactive approach to behavior management (Crone Horner, 2003). The capacity to identify, adopt, and sustain systems that are effective and efficient in meeting the needs of students is what many schools lack. The research showed that, without a successful plan to handle these disruptive behaviors of children, the learning of all children within the environment can be negatively affected. Others affected by these significant disruptive behaviors are school personnel, families and community (Sugai et al., 2000). Thats why its important to have a school-wide, positive, behavior support program. Six thousand schools in 37 states use Positive Behavior Support (PBS) (Danielson, Cobb, Sanchez, Horner, 2007). In Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS, Scott Barrett (2004) describe positive behavior support as the application of positive behavioral interventions and systems to achieve social change. Walker, Cheney, Stage and Blum (2005) describe PBS as a 3-tiered model for early intervention with students to prevent school failure due to behavioral difficulties. According to George, et al. (2003), the focal point of PBS is problem behavior prevention using a 3-tiered approach that includes primary, secondary and tertiary prevention. Tier 1 aims at school-wide prevention by setting behavioral expectations, teaching students and reinforcing expectation. Tier 2 is for those students who did not respond favorably to Tier 1 and are at risk of social and behavioral problems. Tier 3 is for extreme nonresponders who continue to struggle. These students require individual interventions (Gagnon, Rockwell, Scott, 2008). The Office of Special Education Programs (2004) recommends that the PBS team include an administrator, teachers from each grade level, support staff and parents. They are responsible for developing school-wide behavioral expectations and plans for teaching and reinforcing appropriate behavior. The PBS team is also instrumental in problem solving and data-based decision making. The teams critical role is to ensure that the program is being implemented and any new information is being delivered to the staff (Netzel Eber, 2003). PBS professional development will help the staff understand the program; therefore, commitment and support will arise. This professional development should take place before staff begins planning (Luiselli et al., 2005; Metzler et al., 2001; Netzel Eber, 2003; Oswald et al., 2005; Scott, 2001). Brainstorming activities such as setting behavioral expectations and planning teaching and reinforcement activities is an approach that helps engage the staff (Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). To increase the likelihood of the plan being followed, ensure that the PBS action plan is one thats agreeable to the staff. Program implementation can be promoted by reinforcement of staff for helping to implement the action plan (Netzel Eber, 2003). According to Scott (2001), in order to be effective, all school personnel must be committed to the program. The effectiveness of PBS has been the focus of research. Evidence shows that PBS is an effective approach to student behavior in regular public schools (Sugai Horner, 2005). Cohn (2001) believed that PBS is an empirically validated, function-based approach to eliminate challenging behaviors and replace them with prosocial skills. The use of PBS decreases the need for more intrusive or aversive intervention (i.e., punishment or suspension) and can lead to both systematic as well as individualized change. According to Hendley and Lock (2007), when schools properly and effectively implement PBS, students benefit by improved academic achievement and increased appropriate behaviors. Horner, Sugai, and Todd (2001) indicated that office referrals for discipline decrease on average 40-60% when schools implement PBS effectively. Students with behavioral concerns receive increased positive support through behavior interventions that focus on the teaching and reinforcement of appropriate behaviors and social skills development and result in the prevention of behaviors of concern. Numerous studies of office discipline referrals and suspension data indicate that PBS is effective in reducing behavior problems (Kartub et al., 2000; Metzler, Biglan, Rusby, Sprague, 2001; Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). These studies also show that PBS reduces the number of students with repeated behavioral incidences not just those with behavioral problems. Scott and Barrett (2004) studied the impact of reduced disciplinary problems on instructional time and found that following PBS implementation, students experienced many hours of instruction. This is a result of less student time spent in exclusionary punishment and less instructional time was spent on behavioral concerns. Horner et al. (2001) stated that the framework of PBS The following is from resource marked red star dated 1/20/10 pg1 Progress has been made in understanding and developing solutions for disruptive behaviors (Burns, 2002). Teaching experience has been found to be helpful, but not always necessary, when relating to teachers and fostering positive school environments (Smith, Crutchfield, Culbreth, 2001). Recognizing the seriousness of behavior in a classroom is an essential part of teaching. Teacher preparation programs should understand the problems confronting teachers with regard

Personal Narrative: Almost Drowning :: essays research papers

Have you ever had a moment in time that seems like minutes or hours even though it was only a few seconds? Have you ever seen everything before you play out in slow motion, where you are aware of everything around you, yet not knowing what was going on? I have, and as I look back on it, I feel very blessed and protected. On December 22, 01, I decided to take a little swim in our swimming pool and almost drowned. I still can remember it like yesterday. This incident almost cost me my life, I was disobedient and it still has a big effect on me now. It all started when it was my seventh birthday party. There was a certain girl I liked. So I decided to show-off and do crazy stuff to impress her. First I tried drinking soda off the bottle but I spilled it on the rug. Everyone laughed so hard that their heads fell off! The girl I liked just sat there, not smiling. For my next attempt, I tried to wrestle my friends but I ended up breaking a lamp. Everyone laughed again. I thought about what I could do to impress the girl I liked. It was finally time to swim. I finally came up with a plan and decided to swim in the deep side of the pool even though I didn’t know how to swim. I knew it would work but I was also scared. As I walked to the swimming pool, everyone laughed at me again for wearing a speedo. I dived into the deep side of the pool and noticed everyone was staring at me in amazement. Then I swam up and hung onto the side of the pool. Everyone was shocked and puzzled. Even the girl I liked looked surprised. When everybody left to get cake, I had to clean up the swimming toys. Because one toy was in the middle of the deep end of the pool, I dived into the water. I picked it up and tried to swim up. My hair was stuck to the ladder! I didn’t know what to do! Running out of oxygen, I tried to yell for help.

Future of English

Future of English as a global language â€Å"A language achieves a genuinely global status when it develops a special role that is recognized in every country† (Crystal 1997). In the 21st century, English is increasingly becoming the dominant language in global communication. However, the question of where the future of English lies remains unclear. Will English in the future increase in popularity or should we adopt a better alternative? English is undoubtedly one of the most influential languages in the world as more and more people use English as their official or second language. It has been given a variety of labels to represent its popularity. However, social inequalities and injustices have also emerged in the same process, revealing the controversial role English has had internationally. In order to critically examine the future of English as a global language this essay will discuss the following topics in this literature review. 1. Rise of English World-wide 2. English as the language of Science and Technology 3. English language teaching world-wide The number of English speakers in the world has increased at an astonishing rate throughout the last few centuries. According to Crystal he states that by 1983, the number of people speaking English as an official language was over 1,400 million world wide. Moreover in India and its subcontinent, the English language has an official standing. In the late 1990’s the number of English speaking citizens in China was approximately 220 million. The Olympics provided the motivation for an increase to double these numbers. English has brought benefits, social inequalities and injustices. It remains questionable as to whether or not English would remain a global standard language. Tsuda discuss how the political and cultural neutrality of the common language used internationally is extremely important and is required within the English language. By incorporating English into any society, countries are able to have some share of the globalization benefits but this necessitates the force of implementing English. If this way is adopted, the independence and uniqueness of other cultures will diminish because of one language dominating other ways worldwide and homogenize them into a Western and more particularly an American way of life. Esperanto has been suggested by Tsuda is a language that could be used for the purpose of an equal communication. The Esperanto movement has its philosophy as peace. The author questions whether English has a similar philosophy. THE RISE OF ENGLISH WORLD ·WIDE English has undoubtedly dominated other languages in the past 20 years. How it came to be so is another story altogether, although some stress it on historical or political spurs while others believe that modern-day socio-economic and scientific motivations led to its popularity. However in my opinion and with some research it is believed that the popularity of English began by the end of World War II. The only major industrialized country unaffected by war was the United States. The United States rapidly began working on scientific discoveries, such as the computer, this led to an increase in exchange of information globally, by design English became the source language for storage of information and its retrieval. The United States spent 40 years, after the war, working on setting up research universities, research and development departments, economic stability and computer networking. Hence becoming the supreme user of information technology as well as its biggest contributor. When you contribute towards something you eventually become its manager, similarly the United States began managing information such as its categorization, storage as well as operating languages and computer system designs. And the only medium it knew best to manage was in the programmer’s natural language i. e. English. So now English not only became the global language of Science but also ecame the global language of Information Technology. The position of English as a dominant language in areas of science and Technology is now quiet secure since most of the modern-day information assemblage are English based. English as the language of Science and Technology: Over the last 20 years, the spread of English has been enormous. Developing Countries desires for economic development, their need for information access and transfer of technology have been the key catalyst behind this domina nce. Although some might see this dominance as a negative impact that will not last for long, in Baileys 1983 article he states: â€Å"People bent on imposing their ways on others have no difficulty in contriving arguments to justify their doing so. The historical and present-day spread of English is no exception to that principle. Also â€Å"The hegemony of English that has steadily grown with the increase in global communication is now beginning to diminish and will shrink further in the immediate future† Although such a notion puts forward that English does represent part hegemony, it is the sort of hegemony that will not fade away or diminish in the near future due to some revolution but if it does it will not be as most have expect. However if evidence to date is considered, English is far from being diminished, it is now more than ever still expanding and continuing to secure its role as a global language hence further emphasizing the importance of English in our modern day lives. It should be made clear that any country that wishes to modernize itself and grow in the areas of science and technology and eventually com pete in global markets cannot show a resistance towards English. It is imperative for any country wishing to make its place in the world for any form of trade to communicate in English. Such will be the case until a time comes in the future when other languages are able to provide access to larger information and better technological development, or until a computer’s ability is developed to such an extent that it becomes independent of any specific natural language. Many have termed this statement as an argument for English for Science and Technology (EST) instruction. Of late Garfield (1987) pointed out that 88% of articles present in the Science Citation Index were in English, and from 1978 till 1982 data indicates that this development has been quiet consistent. He further adds that if citation data is to be considered then the dominance of English is seen at large. Around 96% of all citations, from 1978 to 1982, present in the index journal are written in English. Garfield also surveyed that most countries that had an option to publish in their language or a foreign language often chose to publish in English as frequently as in their own language. For example according to Garfield’s research, from 1978 to 1982, the Japanese Scientists cited their own publications 3 times as much as their Japanese publications. While according to Swinburne (1983) the French scientists cited their publications in English four times as much as their French publications. In the same way the Russian Scientists cited their publications quiet often in English as well. All this suggests that even those countries that value their natural language more are now giving a lot of importance to the use of English as a global language as well as a medium for scientific progression. The major reason behind this acceptance of English is due to the fact that 80 to 85% of all information stored in a computerized data bases around the world are written in either English or in some way abstracted in English. (Kaplan 1980-1982) and (McCrum et al 1986) English is not only the language for Technology but now is widely being used in Medical publications, in a study by Maher(1986) it is pointed out that from 1966 to 1980 a 19% increase in use of English in medical publications can been seen, from 53% to 72% respectively. In more recent research Maher shows that, with Japan being an exception, there is an incline towards the trend in general rather than a decline. English is undoubtedly the prevailing and widely used language of Science and Technology. Therefore it must be understood that for any country to ecome modernize and industrialize and technologically competitive, it is imperative that they access or use information that has been written in English. In the past 20 years the exponential growth in publications, the need for even faster retrieval and access of information and the stark demands generated by private multinational corporations and government industries have created a competition amongst countries to an extent that t he only access to information they have, technological or otherwise is basically in English. So any public or private modern day business or industries wanting to compete in the global markets and magnify their production need to have access to some form of information, latest researches and technological applications. And in order to utilize the research, applications or information the managers or administrators must be able to use English because English will be the language used to acquire information out of a system. This competition and the need for latest information make the position of English as a global language unwavering and steadfast for years to come. According to Forey & Nunan â€Å"Hong Kong is a major international trading, business, banking, and communications center, and English is seen as a key to maintaining its position in these areas. †(Forey & Nunan, 2002) ENGLISH LANGUAGE TEACHING WORLD ·WIDE In extension to the above rationale that English is the language of Science, it won’t be wrong to say that wherever a need exists English is to be taught. Over the past 20 years this awareness has grown world-wide and more and more countries are giving English a great deal of importance in their school curriculum. Although the level of English being taught and the measures to be taken for its proper learning is a different issue altogether. Asian countries like China, Honk Kong, Taiwan, Korea, Philippines and Malaysia have added English language in their school curriculum at an early age, with teaching time ranging from minimum 4 hours a week to maximum 50 hours a week. Also a shift in the age at which English is taught is seen, from secondary classes to primary classes. It should be made clear that not all citizens of a country need to understand English, although in doing so they are denying themselves the access to the enormous information available world-wide. Even a country like Japan that holds a strong resistance towards English has introduced the language at high school level. English in China is in some way considered or has become the language for the elite; those who are unable to learn proper English in schools and have a sound family background begin taking private tuitions in order to learn English. This introduction of English in schools at such primary level, as well as the steps various governments have taken to ensure its proper learning of the language simply shows the dominance and importance of English world-wide. CONCLUSION To draw a conclusion that English is indeed a global language and will likely remain one in the near future seems reasonable. English plays a vital role is areas of information retrieval and its access, as well as in Science and Technology. Any country wishing to explore or expand in these areas will need to understand English. Although coming to such a conclusion is not as simple as it may seem, there are many complex issues at stake here but nevertheless, in light of the evidence provided in this paper it will not be wrong to say that English has clearly achieved world dominance and will continue to maintain its position not only as the language for Science and technology but also as world language in general. As Kaplan (1983b) has noted in an editorial in Science: â€Å"It seems reasonable to assert, however difficult it may be to accept, that knowledge of a world language, especially English, is essential to the welfare of the new nations . . New nations must find a balance between the cultivation of indigenous culture-rich language and the need for a world language . . . Any other course is tantamount to restricting their capability for modernization. † Reference List ? Bailey, R. W. (1983) Literacy in English: an international perspective. In Literacy for Life. Edited by R. W. Bailey and R. Fos heim. New York: MLA. pp. 30-44. ? Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. ? Crystal, D. (2000). Language death. Cambridge: Cambridge University Press. Curriculum Development Council. (1999). Syllabuses for secondary schools Englishlanguage (Secondary 1–5). Hong Kong, Special Administrative Region, China: Hong Kong Education Department. ? Education Commission. (1990). Education commission report number 4. Hong Kong, Special Administrative Region, China: Hong Kong Education Department. ? Forey, G. , & Nunan, D. (2002). The role of language and culture within the accountancy workforce. In C. Barron, N. Bruce, & D. Nunan (Eds. ), Knowledge and discourse: Towards an ecology of language. London: Longman/Pearson. ? Garfield, E. (1987) English spoken here. The Scientist, 1, 9 (7 September). ? Graddol, D. (1997). The future of English. London: British Council. ? Kaplan, R. B. (1980) A language-planning rationale for English for special purposes. In Language Policy and Language Teaching: Essays in Honor of Clifford H. Prator. Edited by J. Povey. Culver City, CA: ELS. pp. 53-64. ? Kaplan, R. B. (1982) Information science and ESP. Paper presented at the 16th Annual TESOL Convention, Honolulu, HI, May 1982. Kaplan, R. B. (1983b) Language and science policies of new nations. (Editorial) Science, 221,4614 (2 September). ? McCrum, R. , Cran, W. and MacNeil. R. (1986) The Story of English. New York: Viking. ? Maher, J. (1986) The development of English as an international langiage of m&ine. Applied Linguistics, 7, 206-218. ? Swinburne, J. (1983) Information use and transfer by British and French scientists: a study of two groups. Journal of information science 6, 75-80 — ——————– 2010