The Farmer Security Administration Office Of War Information

When examining American photography you must discuss the Farmer Security Administration-Office of War Information, also referred to as the FSA/OWI. This administration was the single and most significant documentary photography project in the history of United States. Photographs taken by members of the FSA/OWI all display and represent American society in different ways to help give a better understanding of major historic events occurring in the United States at this time. The members of the FSA use many formal elements to help illustrate society and its cultural that will enhance our understanding of the FSA/OWI project and United States. In addition, these formal elements such as lighting, framing, subject matter, and detail are used†¦show more content†¦The first photograph I am going to discuss is photo of Ellery Shufelt with his children in Albany County, New York. Arthur Rothstein took this photograph in 1937, which was when the Great Depression was taking place in t he United States. This photograph depicts many of these formal elements and techniques such as, framing, lighting, composition, and space to help portray the true meaning of the image. Arthur Rothstein uses the technique known as composition, which can be defined as the organization of the photograph by inserting elements in particular places and sizes. This assumption can be made because Rothstein places the Ellery Shufelt and his children in specific areas of the photograph to help capture an emotion or option about how people live and work American society at this time. Also, the framing and position of the door and chair outlines the photograph asymmetrically for the viewer. The door offsets the image by dividing the image with a vertical line. This basically crops the photograph making the viewer focus on the father and his children rather than the background itself. In addition, the level the camera intensifies the feeling and framing by making you feel eye level with the s ubjects. The use of framing allowed the photograph to make you focus and control how you perceive the image. Another element I have noticed

Sexuality Among Young Adults The Role Of Parents

Sexuality among Young Adults: the Role of Parents Catherine M Peralta Dr. Fernandez Panther ID 2986720 Childhood psychopathology FALL 2014 Abstract There is no doubt that discussing matters of sexuality with children is a topic that is closely guarded in many communities. However, when parents fail to talk to their children about this topic, the results that ensue are regrettable. When young people are not educated about sex, they end up having premarital unsafe sex. This phenomenon has contributed to high cases of unwanted pregnancies and sexually transmitted disease among adolescents. This paper outlines the significance of talking to children at a very early age. It emphasizes that parents ought to discuss matters of sexuality with their children in order to address the ever increasing cases of sexual irresponsibility among young adults. Sexuality among Young Adults: the Role of Parents Sexuality is a topic that is not easily discussed in the open especially when children are involved. In many cultures, matters pertaining to sexuality are kept secret, and most of the time children learn about sexuality from their peers (Pedlow Carey, 2003). There are so many myths surrounding sexuality in many cultures, and this hinders parents from talking to their children about sexuality (Pedlow Carey, 2003). Consequently, cases of teen pregnancies and sexually transmitted illnesses among the youth has been on the rise in different parts of the world.Show MoreRelatedComprehensive Reality-Based Sexuality Education Essay549 Words   |  3 PagesComprehensive Reality-Based Sexuality Education What is comprehensive, reality-based sexuality education? True comprehensive, reality-based sexuality education seeks to assist young people in understanding a positive view of sexuality, provide them with information and skills about taking care of their sexual health, and help them acquire skills to make decisions now and in the future. Ideally, sexuality education is taught in ways that are age- and experience-appropriate in kindergartenRead MoreAlize Johnson. Mr. Sidney. British Literature . March 27,1280 Words   |  6 PagesAlize Johnson Mr. Sidney British Literature March 27, 2017 Teen Sexuality â€Å"How sexuality, love,and autonomy are perceived and negotiated in parent-child relationships and among teenagers depends on the cultural templates people have available† -Amy Schale, 2010 The controversy over teen sexuality in America seems to be one of the top ranked topics that floods the internet, talk shows, and radio stations. Whether it’s talk about the latest teen pregnancy shows, child pornographyRead MoreYoung Adult Views On Politics, Sexuality, And The Future Impacted The Music Of The 1960 S855 Words   |  4 Pagesknown for it s anti-war movement and it s drive for sex, while the 1990 s became an era of nostalgia (especially for the current adult generation) and melancholy ballads only subdued by birth of bubblegum pop. In our current century, music has become a forefront for young adult s emotions. In this essay, I will contrast how young adult views on politics, sexuality, and the future impacted the music of the 1960 s and the 1990 s. The 1960 s saw a change in political views that was differentRead MoreWhen Should Transgender Identification Begin - Youth or Adulthood866 Words   |  4 PagesResearch on Transgender Identification in Youth or Adulthood The question at hand is whether or not it is more beneficial for a person with gender dysphoria to be able to express the gender for which they identify with at a young age, or later, in adulthood. In regards to sociology, symbolic interactionism is ideal for examining the way in which sociological theory relates to transgender issues. This is because symbolic interactionism is the study of how people relate to one another and theirRead MoreHow Comprehensive Sexuality Educational Class At Young Age Affect Teenagers?1673 Words   |  7 PagesHow Comprehensive Sexuality Educational Class at Young Age Affect Teenagers? When adolescents feel distinct to family, relatives, and school, they could turn into complex activities that put their wellbeing at risk. On the other hand, when parents establish the value of their children, young people more frequently increase positive, healthful thoughts about themselves. Even though most adults desire youth to identify about abstinence, contraception, and how to prevent HIV and other sexually transmittedRead MorePersonality and Sexual Orientation Essay1158 Words   |  5 Pagesaffects children when they are first born. When they are born they are attracted, so to speak, to their parents. They see them every day, and their parents give them what they want and when they want it (Bernstein, 2011, p.22). Most people are familiar with the Oedipus complex. Friedman and Downy (1995) believe that when young boys play with their fathers, it is usually in a rough manner. These young boys fulfill the need to be competitive with their fathers, resulting in an attraction to the fatherRead More Response to The Damned and the Beautiful: American Youth in the 1920s 1408 Words   |  6 Pagescentury, youth played an active role in contemporary life. Adolescents responded to issues through altering their habits, behaviors and viewpoints. Their responses became evident in the public setting and American culture evolved. The transformation of American culture was spearheaded by youth who questioned and went against cultural norms of past generations. Societal changes were visible through family, education, socialization, fashion and style and dating and sexuality. Internal changes withinRead MoreSex Education, Why Should We Care?1310 Words   |  6 Pagesthe mere knowledge of something that is considered taboo by many can change someone ´s life. In his Health Education Research, Professor Lawrence St. Leger states that there seems to be a growing consensus claiming that schools can play an important role teaching the youth make informed decisions and help them shape a healthy lifestyle. That is why high schools are considered as the best environment to implement sex education programs within their syllabus to instruct teenagers not only about abstinenceRead MoreGirls And Sex By Peggy Orenstein Essay1597 Words   |  7 Pages Girls Sex by Peggy Orenstein portrays teenage sexuality as anything but light-hearted. While the title would lead a person to believe that the book is all about girls’ sexuality, it is not. Sexuality among todays teen seems to be more focused on boys than girls. Today’s teenage culture is what is known as a â€Å"hook-up† culture. This hook-up culture seems to be driving teenagers into impersonal relationships consisting of various sexual acts. This book is a must read for educators, mothersRead MoreRelationship Values Between Gender And Sexuality Essay1181 Words   |  5 PagesRelationship values between gender and sexuality Gender is known as the set of expectations and norms linked to how men and women, and boys and girls, should act. Sexuality which refers to the biological characteristics that define men and women. Relationship values are what you believe in and morals that you hold important to you so you can live your life to the fullest. Your values are based on what you have experienced through your life and what you have learned over the years. Gender and sexual

Grand Tour free essay sample

The Grand Tour was the traditional trip of Europe undertaken by mainly upper-class European young men of means. The custom flourished from about 1660 until the advent of large-scale rail transit in the 1840s, and was associated with a standard itinerary. It served as an educational rite of passage. Though primarily associated with the British nobility and wealthy landed gentry, similar trips were made by wealthy young men of Protestant Northern European nations on the Continent, and from the second half of the 18th century some South American, U. S. , and other overseas youth joined in. The tradition was extended to include more of the middle class after rail and steamship travel made the journey less of a burden, and Thomas Cook made the Cooks Tour a byword. The New York Times recently described the Grand Tour in this way: Three hundred years ago, wealthy young Englishmen began taking a post-Oxbridge trek through France and Italy in search of art, culture and the roots of Western civilization. Gross, Matt. ,  Lessons From the Frugal Grand Tour. New York Times 5 September 2008. The primary value of the Grand Tour, it was believed, lay in the exposure both to the cultural legacy of classical antiquity and the Renaissance, and to the aristocratic and fashionably polite society of the European continent. In addition, it provided the only opportunity to view specific works of art, and possibly the only chance to hear certain music. A grand tour could last from several months to several years. It was commonly undertaken in the company of a Cicerone, a knowledgeable guide or tutor. The Grand Tour had more than superficial cultural importance; as E. P. Thompson stated, ruling-class control in the 18th century was located primarily in a cultural hegemony, and only secondarily in an expression of economic or physical (military) power. [1] In essence the Grand Tour was neither a scholars pilgrimage nor a religious one,[2] though a pleasurable stay in Venice and a cautious residence in Rome were essential. Catholic Grand Tourists followed the same routes as Protestant Whigs. Since the 17th century a tour to such places was also considered essential for budding young artists to understand proper painting and sculpture techniques, though the trappings of the Grand Tour— valets and coachmen, perhaps a cook, certainly a bear-leader or scholarly guide— were beyond their reach. The advent of popular guides, such as the Richardsons, did much to popularize such trips, and following the artists themselves, the elite considered travel to such centres as necessary rites of passage. For gentlemen, some works of art were essential to demonstrate the breadth and polish they had received from their tour: in Rome antiquaries like Thomas Jenkins provided access to private collections of antiquities, among which enough proved to be for sale that the English market raised the price of such things, as well as for coins and medals, which formed more portable souvenirs and a respected gentlemans guide to ancient history. Pompeo Batoni made a career of painting English milordi posed with graceful ease among Roman antiquities. Many continued on to Naples, where they viewed Herculaneum and Pompeii, but few ventured far into southern Italy and fewer still to Greece, still under Turkish rule. Contents   [hide]   * 1 History * 2 Travel itinerary * 3 Published accounts * 4 On television * 5 See also * 6 Notes * 7 References * 8 External links| [edit] History Rome for many centuries had been the goal of pilgrims, specially during Jubilee when they visited the Seven Pilgrim Churches of Rome. In Britain, Thomas Coryats travel book Coryats Crudities (1611), published during the Twelve Years Truce, was an early influence on the Grand Tour but it was the far more extensive tour through Italy as far as Naples undertaken by the Collector Earl of Arundel, together with his wife and children in 1613-14 that established the most significant precedent. This is partly because he asked Inigo Jones, not yet established as an architect but already known as a great traveller and masque designer, to act as his cicerone (guide). [3] Larger numbers of tourists began their tours after the Peace of Munster in 1648. According to the Oxford English Dictionary, the first recorded use of the term (perhaps its introduction to English) was by Richard Lassels (c. 1603–1668), an expatriate Roman Catholic priest, in his book The Voyage of Italy, which was published posthumously in Paris in 1670 and then in London. [4] Lasselss introduction listed four areas in which travel furnished an accomplished, consummate Traveller: the intellectual, the social, the ethical (by the opportunity of drawing moral instruction from all the traveller saw), and the political. Portrait of Douglas, 8th Duke of Hamilton, on his Grand Tour with his physician Dr John Moore and the latters son John. A view of Geneva is in the distance where they stayed for two years. Painted by Jean Preudhomme in 1774. The idea of traveling for the sake of curiosity and learning was a developing idea in the 17th century. With John Lockes Essay Concerning Human Understanding (1690), it was argued, and widely accepted, that knowledge comes entirely from the external senses, that what one knows comes from the physical stimuli to which one has been exposed. Thus, one could use up the environment, taking from it all it offers, requiring a change of place. Travel, therefore, was necessary for one to develop the mind and expand knowledge of the world. As a young man at the outset of his account of a repeat Grand Tour, the historian Edward Gibbon remarked that According to the law of custom, and perhaps of reason, foreign travel completes the education of an English gentleman. Consciously adapted for intellectual self-improvement, Gibbon was revisiting the Continent on a larger and more liberal plan; most Grand Tourists did not pause more than briefly in libraries. On the eve of the Romantic era he played a significant part in introducing, William Beckford wrote a vivid account of his Grand Tour that made Gibbons unadventurous Italian tour look distinctly conventional. [5] The typical 18th-century sentiment was that of the studious observer traveling through foreign lands reporting his findings on human nature for those unfortunate enough to have stayed home. Recounting ones observations to society at large to increase its welfare was considered an obligation; the Grand Tour flourished in this mindset. 6] The Grand Tour not only provided a liberal education but allowed those who could afford it the opportunity to buy things otherwise unavailable at home, and it thus increased participants prestige and standing. Grand Tourists would return with crates of art, books, pictures, sculpture, and items of culture, which would be displayed in libraries, cabinets, gardens, and drawing rooms, as well as the galleries built purposely for their display; Th e Grand Tour became a symbol of wealth and freedom. Artists who especially thrived on Grand Tourists included Carlo Maratti, who was first patronized by John Evelyn as early as 1645,[7] Pompeo Batoni the portraitist, and the vedutisti such as Canaletto, Pannini and Guardi. The less well-off could return with an album of Piranesi etchings. The perhaps in Gibbons opening remark cast an ironic shadow over his resounding statement. [8] Critics of the Grand Tour derided its lack of adventure. The tour of Europe is a paltry thing, said one 18th century critic, a tame, uniform, unvaried prospect. 9] The Grand Tour was said to reinforce the old preconceptions and prejudices about national characteristics, as Jean Gailhards Compleat Gentleman (1678) observes: French courteous. Spanish lordly. Italian amorous. German clownish. [9] The deep suspicion with which Tour was viewed at home in England, where it was feared that the very experiences that completed the British gentleman might well undo him, were epitomised in the sarcastic nativist view of the ostentatiously well-travelled maccaroni of the 1760s and 1770s. Northerners found the contrast between Roman ruins and modern peasants of the Roman Campagna an educational lesson in vanities[citation needed] (painting by Nicolaes Pietersz Berchem, 1661, Mauritshuis) After the arrival of steam-powered transportation, around 1825, the Grand Tour custom continued, but it was of a qualitative difference — cheaper to undertake, safer, easier, open to anyone. During much of the 19th century, most educated young men of privilege undertook the Grand Tour. Germany and Switzerland came to be included in a more broadly defined circuit. Later, it became fashionable for young women as well; a trip to Italy, with a spinster aunt as chaperon, was part of the upper-class womans education, as in E. M. Forsters novel A Room with a View. At least into the late 1960s organized bus tours staffed by teachers took American high school graduates on eight-week trips across Europe. These roughly followed the traditional route, but flying the longer segments expanded the area covered to include parts of Scandinavia. [edit] Travel itinerary The most common itinerary of the Grand Tour[10] shifted across generations in the cities it embraced, but the British tourist usually began in Dover, England and crossed the English Channel to Ostend,[11] in the Spanish Netherlands/Belgium, or to Calais or Le Havre in France. From there the tourist, usually accompanied by a tutor (known colloquially as a bear-leader) and (if wealthy enough) a troop of servants, could rent or acquire a coach (which could be resold in any city or disassembled and packed across the Alps, as in Giacomo Casanovas travels, who resold it on completion), or opt to make the trip by boat as far as the Alps, either traveling up the Seine to Paris, or up the Rhine to Basel. Upon hiring a French-speaking guide (French served as the language of the elite in Europe during the 17th and 18th centuries) the tourist and his entourage would travel to Paris. There the traveler might undertake lessons in French, dancing, fencing, and riding. The appeal of Paris lay in the sophisticated language and manners of French high society, including courtly behavior and fashion. This served the purpose of preparing the young man for a leadership position at home, often in government or diplomacy. Robert Spencer, 2nd Earl of Sunderland (1640-1702), painted in classical dress in Rome by Carlo Maratti From Paris he would typically go to urban Switzerland for a while, often to Geneva (the cradle of the Protestant Reformation) or Lausanne. [12] (Alpinism or mountaineering developed in the 19th century. ) From there the traveler would endure a difficult crossing over the Alps into northern Italy (such as at the Great St Bernard Pass), which included dismantling the carriage and luggage. [12] If wealthy enough, he might be carried over the hard terrain by servants. Once in Italy, the tourist would visit Turin (and, less often, Milan), then might spend a few months in Florence, where there was a considerable Anglo-Italian society accessible to traveling Englishmen of quality and where the Tribuna of the Uffizi gallery brought together in one space the monuments of High Renaissance paintings and Roman sculptures that would inspire picture galleries adorned with antiquities at home, with side trips to Pisa, then move on to Padua,[13] Bologna, and Venice. The British idea of Venice as the locus of decadent Italianate allure made it an epitome and cultural setpiece of the Grand Tour. [14][15] From Venice the traveler went to Rome to study the ruins of ancient Rome, and the masterpieces of painting, sculpture, and architecture of Romes Early Christian, Renaissance, and Baroque periods. Some travelers also visited Naples to study music, and (after the mid-18th century) to appreciate the recently-discovered archaeological sites of Herculaneum and Pompeii, and perhaps (for the adventurous) an ascent of Mount Vesuvius. Later in the period the more adventurous, especially if provided with a yacht, might attempt Sicily (the site of Greek ruins) or even Greece itself. But Naples or later Paestum further south was the usual terminus. From here the traveler traversed the Alps heading north through to the German-speaking parts of Europe. The traveler might stop first in Innsbruck before visiting Vienna, Dresden, Berlin and Potsdam, with perhaps some study time at the universities in Munich or Heidelberg. From there travelers visited Holland and Flanders (with more gallery-going and art appreciation) before returning across the Channel to England. [edit] Published accounts William Beckfords Grand Tour through Europe shown in red. Published (and often polished) accounts of personal experiences on the Grand Tour provide illuminating detail and a first-hand perspective of the experience. Of some accounts offered in their own lifetimes, Jeremy Black[16] detects the element of literary artifice in these and cautions that they should be approached as travel literature rather than unvarnished accounts. He lists as examples Joseph Addison, John Andrews,[17] William Thomas Beckford, whose Dreams, Waking Thoughts, and Incidents was a published account of his letters back home in 1780, embellished with stream-of-consciousness associations, William Coxe,[18] Elizabeth Craven,[19] John Moore, tutor to successive dukes of Hamilton,[20] Samuel Jackson Pratt, Tobias Smollett, Philip Thicknesse,[21] and Arthur Young. The letters written by sisters Mary and Ida Saxton of Canton, Ohio in 1869 while on a six-month tour offer insight into the Grand Tour tradition from an American perspective. [22] [edit] On television In 2009, the Grand Tour featured prominently in a PBS miniseries based on the novel Little Dorrit by Charles Dickens. Produced with attention to detail, and in settings, mainly Venice, it portrayed the Grand Tour as an essential ritual for entry to English high society. Kevin McCloud presented Kevin McClouds Grand Tour on Channel 4 during the late summer and early autumn of 2009. The four part series saw Kevin retrace the popular tour by British architects through the last four centuries. In 2005, British art historian Brian Sewell followed in the footsteps of the Grand Tourist for a 10 part television series Brian Sewells Grand Tour. Produced by UKs Channel Five, Sewell travelled across Italy by car stopping off in Rome, Florence, Vesuvius, Naples, Pompeii, Turin, Milan, Cremona, Siena, Bologna, Vicenza, Paestum, Urbino, Tivoli. His journey concluded in Venice at a masked ball. In 1998, the BBC produced an art history series Sister Wendys Grand Tour presented by Carmelite nun Sister Wendy. Ostensibly an art history series, the journey takes her from Madrid to Saint Petersburg with stop offs to see the great masterpieces. [edit]

The Emerald Forest free essay sample

All About â€Å"The Emerald Forest† movie â€Å"The Emerald Forest† is a movie produced by John Boorman in 1985 and based on a true story in the Brazilian Rainforest. The film is a about Tommy, a young boy, quickly and silently taken away by a tribe in the Amazon called, The Invisible People. His dad then, spends 10 years searching for him and eventually succeeds after running into a war party with another tribe called, The Fierce People -enemies of the invisible people- who pursue him. They finally meet by chance, but the boy refuses to go back to his original family and civilization and explains that he belongs to the forest now. The father couldnt understand the choice made by Tommy and asks the chief of the tribe to order the boy to return with him. Then, the chief says : â€Å"If I told a man to do what he does not want to do, I would no longer be chief. We will write a custom essay sample on The Emerald Forest or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † This statement means that the chief always agrees with whatever the members of his tribe plan to do, he simply respects their choices. Thats the difference between these â€Å"primitive† society and our own. For example, in Morocco, it is normal for the state or even your teacher to order you for everything and around every day of your life. Authority is always respected and people are generally more quiet and reserved around their superiors. They will not be upfront or direct with those above them. However, in some cases, it could have meetings and people may debates and speak over with their bosses. Compared to the authority structure of the invisibles, their chief behaves as a counselor, does give advices instead of orders. In my society, the government has the power to command and doesnt care about wishes, wants and opinions of its community. And if we try to make a list of the differences and similarities between the invisibles and us, we will end up hating the system of our life. The Invisibles are peaceful people who live isolated and dont have contact with globalised civilization. Their have their own cultures and believes. They tend to enlarge their community by finding the perfect match for either men or women. They care about each other and cant live separately. Why? Because they believe in working together to face the rude life of the Amazon Forest. At this point, we can say that their lifestyle is a bit similar to ours but we really ignore the huge value of the forest as they do. The technology in general, is known as an application of science or knowledge, in order to perform a specific function and achieve a goal. The invisibles use their knowledge by making for example, knives, arrows †¦ but the Westerns use it for big investment such as building a dam. Actually, our Tommy has been kidnapped while watching his father directing the construction of a huge dam. When the invisible people see the young boy, they figure out he would be better off with them rather than with The Termite People. The name given to the white men,greedy developers, who seem to devour and destroy all the trees as the termite insect. As a conclusion of the meaning of technology, the westerns enjoy using the technology because it helps them to develop and have better life. But, the invisibles disagree with it and can do miracles to stay safe from termite people. You can see that in the end of the movie when Tommy prays for frogs believing that when frogs sing it rains. And rains will make a flood that could tear down the almost complete dam. Its one of the art of fusion with spirits revealed in the culture of the invisibles, such as merging with spirit of an eagle, to know the place of the Emerald stones and get them to camouflage their appearance. As Tomme was raised by the invisibles, he becomes one of them. And at a certain point, he had to go through specific rite of passage so he can become a man. The point being that, if he manages to survive an ordeal – which is letting kind of insects (aunts) bites him without fighting it all night long and dipping him in the water for renewal (like baptism) –, he will then become a true man, ready to take on the real world. After that, he was sent to hunt for the special stones and it is in this quest that Tomme and his real father, Bill, crossed path again. Tomme found him wounded and brought him back to the tribe. He asked the chief of the tribe to help healing Bill. And thats another power that only the chief can use it. He is able to suck any disease out of someone and blend with a spirit useful to have a powerful protection in advance. Bill go better and had also the chance to attend Tommes wedding ceremony. Actually, when one of the invisible tribe would like to get married, he has to give some sacred rocks to his father in law and is supposed to knock out his future wife in front of the villagers, then carry her off into the forest and celebrate the ceremony. Compared to traditions of the wedding night, the funeral ceremonies are totally different. When one of them dies, they used to burn the body and mix the ashes and blood together and drink it one by one. Why? Because the think, y drinking the mixing, they will keep the soul of the dead inside them and never forget it. I really dont blame Tommy for deciding living the rest of his life in the forest. Why? Because the human need that appear to bring happiness are Autonomy – Feeling that your activities are self chosen – , competence – feeling that you are effective – , relatedness – feeling a sense of closeness –, and self esteem. In our deep heart, we know that popularity, money or luxury won t make us happy because none of these can buy love, personality or intelligence. According to Sigmund Freud, there is no way to be truly happy but believes, in general, that happiness is every person’s goal in life, however, there are different social factors that negatively affect a person’s happiness. These include love, sexuality ( Eros ), ourselves, control, death and aggression ( Thanatos ) . Eros is an instinct that leads to reproduction and Thanatos in another instinct that leads to destruction. And this is exactly how the lifestyle of the invisible people is. They love each other, they care about each other, they marry and have children and die at the end. They live without control of any other part, so we can say that they are less repressive than our own culture. Otherwise, civilized humans feel that they are overpowered by nature. Although in many ways we have conquered nature with modern technological advancement, there is still anxiety and question of the unknown as well as evolution itself. Many times, our own personal relations can make one unhappy. Love, friendships, and family all can have both a positive and negative affect on happiness, depending if a person’s individual needs are satisfied. Lastly, society itself can cause unhappiness over law and control. The laws of a civilization reflect the needs of a society as a whole, not the individual person only. To be honest, I dont imagine myself living with the invisible people, especially in the most dangerous forest of the world. Even, they seem to be more sincere and straight than us, I would prefer to live in civilization, wearing clothes, having a real house and a car to move wherever I want, getting a good education and having the opportunity to travel and discover other places in all over the world. I cant live in a place where there is no safety and security, anytime you can get hurt by enemies, like animals, insects or other tribes. Otherwise, we can learn many things from their culture. And the most important thing is they never give up or lose hope and tend to find other ways to survive, help and protect each other. They also have the ability to adapt to changes, they can move from place to place without even thinking to what they can face on their unknown way. And, Im pretty sure that they can be useful to recovery many medical conditions.

Analysis of Confucianism in The Analects by Yao

Analysis of Confucianism in The Analects by Yao In his book, Yao provides a detailed analysis of Confucianism. The author claims that it is hardly possible to give an account of all schools within this philosophical, religious, political and social phenomenon. The author focuses on Confucianism considering it as a religious and philosophical tradition.1 Yao does not take into account the political perspective.Advertising We will write a custom essay sample on Analysis of Confucianism in The Analects by Yao specifically for you for only $16.05 $11/page Learn More He stresses that it is quite inappropriate to consider political perspective as it changed in accordance with development of the societies and it tended to become quite different from the original tradition.2 Thus, the author focuses on major principles of Confucianism. Notably, one of the classical texts, The Analects, can be regarded as evidence for what Yao revealed in his book as the text also provides major values and virtues.3 The readings h elped me to obtain certain understanding of what Confucianism is and what the major principles of the tradition are. In this paper, I will focus on Yao’s view on Confucianism and its representation in the human society and I will also consider the role of Confucian in the creation of Yi Jing.  As has been mentioned above, Yao focuses on religious and literary perspectives when considering Confucianism. The author notes that these perspectives are the closest to the original texts as they have not been influenced by trends that existed at different periods.4 The author is against political perspective as he stresses that people often interpreted the text to fit their political goals. Yao notes that there were two major periods in the history of Confucianism, i.e. creative and interpretative periods. The latter has been associated with lots of changes which were often due to political changes in the society. The author also notes that interpretation of ancient texts was free from bias when it came to religion and literature. People tried to remain as close to the texts as possible. They needed to make people aware of Confucian principles to make people virtuous, not to make them loyal to certain political agendas. Therefore, the author focuses on religious tradition and its major principles. The author considers the three core principles of Confucianism, i.e. heaven, earth and humans. It is necessary to note that Confucianism is based on principles of harmony and respect. According to this tradition, young people should respect older people and obey them5.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More People should obey laws not to escape from punishment but to seek for harmony with the universe.  Yi Jing, also referred to as The Book of Changes, can be regarded as an example of the history of Confucianism. The book includes two parts. The first part is regarde d as a primary source which was written by several sages.6 Confucius played a very special role in the creation of this book as he is thought to write the other part of the book. This book is also a representation of the history of Confucianism and Yao’s idea of the two periods.  To sum up, it is possible to note that Yao considers Confucianism from religious and literary perspectives as he claims they are free from bias. The author is against political perspective as it led to interpretations which were aimed to fit certain political agendas. It is also necessary to note that The Analects and Yi Jing can be regarded as certain evidence of Yao’s assumptions as the former reveals core principles of the tradition and the latter reveals the core values and represents the very nature and history of Confucianism. Bibliography â€Å"Confucian Analects.† Academic Brooklyn CUNY. Web. Yao, Xinzhong. An Introduction to Confucianism. New York, NY: Cambridge University Pr ess, 2000. Footnotes 1. Xinzhong Yao, An Introduction to Confucianism (New York, NY: Cambridge University Press, 2000), 11. 2. Ibid., 7.Advertising We will write a custom essay sample on Analysis of Confucianism in The Analects by Yao specifically for you for only $16.05 $11/page Learn More 3. â€Å"Confucian Analects,† Academic Brooklyn CUNY. 4. Xinzhong Yao, An Introduction to Confucianism (New York, NY: Cambridge University Press, 2000), 5. 5. â€Å"Confucian Analects,† Academic Brooklyn CUNY. 6. Xinzhong Yao, An Introduction to Confucianism (New York, NY: Cambridge University Press, 2000), 59.

Top jobs for administrative assistants who want a fresh start

Top jobs for administrative assistants who want a fresh start It happens to the best of us- in all fields and industries- and administrative assistants aren’t immune. You spend a significant amount of time in a certain job or position, and while once it provided an acceptable level of professional satisfaction and fulfillment, after a while it no longer does the job and you begin to feel as if you’re ready to move on and make a change. It’s called career fatigue, and for those of us who place a real value on what we choose to do for a living, it shouldn’t be ignored.The negative effects of career fatigue may be more serious than you think- according to a recent article by Forbes, the effects of keeping a job you don’t want can include significant physical and mental health consequences that include added stress, weight gain, increased susceptibility to illness, sleeplessness, and more.So yes, keeping a job you no longer want just might be a bad idea. And if you’re an administrative assistant who’ s looking to move on and try something new, here’s some good news- you’ve likely built up a wealth of transferable skills- skills that you developed on the job that can serve you well in whatever field you choose to pursue next. Just make sure your resume and cover letter highlight the key skills in your arsenal that you can leverage for new positions during your job hunt, and you’ll help to put yourself a step ahead of the competition.If you’re an administrative assistant who’s looking to explore other careers, consider one of the following options.Court ReporterAn administrative background can really set you up for a successful transition to becoming a court reporter, which can be a fulfilling and lucrative option. Court reporters are essential components of legal proceedings and are tasked with creating word-for-word transcripts for a wide range of events, from depositions to trials and more. Reporters are becoming increasingly more involved in captioning projects for television and for hearing impaired individuals as well.The good news is that according to the Bureau of Labor Statistics, jobs for court reporters are available in every state at all court levels, and the field is expected to grow approximately 3% over the next decade. Also, certificate programs and on-the-job training is readily available, so you can get started relatively easily.ParalegalIf you have an interested in pursuing a job in the legal world that will allow you to make the most of your existing skill set as a seasoned admin, becoming a paralegal might be a good choice for you. Paralegals are often indispensable components of law offices and legal teams, providing a wealth of support and valuable work to the lawyers who employ them- everything from legal research to drafting documents and maintaining client files and more.Things rarely get boring or slow down for paralegals, so if you’re looking for a new career challenge you may have just la nded on the perfect one for you. Furthermore, flexible work opportunities for paralegals are growing- many professionals in the field are able to find full-time, part-time, and contract opportunities, as well as take advantage of work-from-home and in-office options.Since there are lawyers and law offices everywhere, there’s certainly no absence of opportunities for those looking for employment in the field. According to the Bureau of Labor Statistics, employment opportunities for paralegals are expected to grow by 15% over the next decade.Project ManagersWhat administrative assistant worth their paycheck doesn’t already possess many of the key skills required to be an effective project manager? Project managers are employed in nearly every field imaginable and are tasked with minding all of the key details of company projects- from minor to massive initiatives- and ensuring that all project stakeholders are aware of their responsibilities and deliverables and stay on task and on schedule. Does this sound somewhat similar to what you did as an admin? If so, then the transition to project manager just might be smoother than you think.Although project manager positions are often highly specialized and require some level of industry knowledge, since project managers are in demand and employed in nearly every industry, opportunities are abundant and you’ll have a wide array of options to choose from based on your background and skill set. It’s also a field with plenty of flexible work schedule options, so it may be easier to fit around your existing schedule than a traditional 9 to 5 job.If youre an admin looking for a career change, you definitely have the skills to branch out into many fields. Use the information provided here to help you figure out your next big career move.

Intuition Essay Example | Topics and Well Written Essays - 750 words

Intuition - Essay Example However, it is not so. Arley states that it is necessary to test and improve human intuition, because negligence in this sphere may lead to negative consequences. This is easily proved by the example from his lecture on intuition. Once Arley was in hospital because of serious burn and his conflict with nurses helped him to learn more information about intuition. The nurses did not want to take the bandages slowly and no arguments could change their point of view. However, Dan felt that it would be better to listen to his intuition. He was sure that it is better for him to do the above-mentioned action not so fast. The nurses had much practice and did not wanted to list to a patient. He had no voice during the treatment. Nevertheless, in some time Arley had conducted several experiments that proved the nurses’ mistake. It is really less painful to take bandages slowly. It means that nurses’ intuition was wrong and they need to change it. If they listened to Dan Arleyâ₠¬â„¢s intuition and tested their own feeling concerning the subject of conflict, a lot of patients would feel less pain. It is not very difficult to find the similar situation in everyday life. A lot of problems may occur if people do not listen to their intuition and neglect other’s point of view. ... In a couple of hours the news announced â€Å"the plane was seen blazing down behind the hill, where it crashed.† A lot of people died because they had not listened to the young girl warning about the would-be catastrophe. This is on more example demonstrating that negligence of human intuition may lead to bad consequences. It is necessary to stress that Dan Arley is sure that some kinds of intuitions are just irrationalities. To prove this, he uses an example of cheating. It turns out that a person cheats less when he/she thinks about morality. From theoretical point of view cheating is distinguished as a cost-benefit analysis. After several experiments it turned out that the majority of people cheat by little bit. Moreover, there is a certain level of cheating when people can benefit from it. So, it is necessary to remind people of their morality if we want to stop cheating in educational institutions or any other places. It turns out that intuition occupies a very important role in human life. In fact, it is applied several times during one day. We even do not notice this. What are the examples of these intuitions? They are the following ones: An attempt to guess if your friend likes one of the gifts or surprises you are going to present him/her. You may try to choose the gift according to your intuition. However, in the majority of cases people call it just the capacity to give good presents. If in the evening you are trying to do several things at once while television advertising is on, it means that you try to foresee how long the break between the series of your favorite film will be. Intuition is applied when you have no time to try a dress on, but guess that it is your color. If you are able to find out what is the best

C task1 eval Essay Example | Topics and Well Written Essays - 1000 words

C task1 eval - Essay Example Moreover, leadership skills can be utilized as a major strength in workplace, the ability to take quick decision along with setting up of the goal and objectives which will result profitable for the sensory manufacturing company in the long run. Weakness Weakness needs to be overcome as it has the potential and common ways for being a reason of business failure (Hauser, 2012). Experience team members play a major role in the success of any organization. Thus, the lack of experience in the particular field can become weakness for the organization. However, this weakness can be overcome by the efficient and hard work and focusing more on the strength to overcome the weakness. Strength includes hardworking nature, innovative thinking, and leadership skills which will help to overcome the weakness of being fresher and lead towards the success of the sensor manufacturing company. Role Each and every role of the team member is important for the success of the organization, and each of the members tends to equally contributes towards the success. ... Strengths of the team Each of the members are well versed, knowledgeable and skillful, able to take the responsibilities effectively and efficiently. The core strength lies in the fact that each of the team members’ work together in order to achieve the respective goal. When there is an achievement in the team it is shared among the team members and not only on particular individual. This formula tends to strengthen the team and make it united. In addition, with effective coordination the team will be able to achieve the desired success for the sensory manufacturing company. Adding all the strength together, it can be concluded that skillful and hardworking team members and the team at sensory manufacturing company will be able to achieve the set goal. Weaknesses of the team Different views of the team members along with the different style of working habits might lead to misbalance of working conditions. Some of the team members might not get along well with each other which in return results in the possibility to hamper the work process. This situation might be regarded as a weakness for the organization and the team itself since the internal factors affect the company as a whole. Apart from it, the company has been experiencing low financials which might also affect the effective working conditions resulting in brand weakness. The allocation of budget might not be accurate, and the marketing and promotional strategies might need to be settled in low budget resulting in low brand awareness among the customers. Interaction with the Team The company follows an open communication system with the members of the organization, and the same is followed by the team leader. The team leader follows one to one communication so that interaction between the

Operating System and Microsoft Corporation Essay Example for Free

Operating System and Microsoft Corporation Essay Microsoft Corporation is an American multinational software corporation headquartered in Redmond, Washington that develops, manufactures, licenses, and supports a wide range of products and services related to computing. The company was founded by Bill Gates and Paul Allen on April 4, 1975. Microsoft is the worlds largest software maker measured by revenues.[3] It is also one of theworlds most valuable companies.[4] Microsoft was established to develop and sell BASIC interpreters for the Altair 8800. It rose to dominate the personal computeroperating system market with MS-DOS in the mid-1980s, followed by the Microsoft Windows line of operating systems. The companys 1986 initial public offering, and subsequent rise in its share price, created an estimated three billionaires and 12,000 millionaires from Microsoft employees. Since the 1990s, it has increasingly diversified from the operating system market and has made a number of corporate acquisitions. In May 2011, Microsoft acquired Skype Technologies for $8.5 billion in its largest acquisition to date.[5] As of 2012, Microsoft is market dominant in both the PC operating system and office suite markets (the latter with Microsoft Office). The company also produces a wide range of other software for desktops and servers, and is active in areas including internet search(with Bing), the video game industry (with the Xbox and Xbox 360 consoles), the digital services market (through MSN), and mobile phones (via the Windows Phone OS). In June 2012, Microsoft announced that it would be entering the PC vendor market for the first time, with the launch of the Microsoft Surface tablet computer. In the 1990s, critics began to contend that Microsoft used monopolistic business practices and anti-competitive strategies includingrefusal to deal and tying, put unreason able restrictions in the use of its software, and used misrepresentative marketing tactics; both the U.S. Department of Justice and European Commission found the company in violation of antitrust laws. Microsoft is the undisputed leader in the market for operating systems (Sheremata 1997). The Microsoft Corporation has produced the vast majority of operating systems for all personal computers (PCs); moreover, operating systems that Microsoft has created are Windows95, Windows 3.1, and DOS. They also have produced the leading spreadsheet and word processors for both Windows and Macintosh operating systems. They own 85% of the market share with their office software Word, Excel, Powerpoint, Microsoft Exchange, and Microsoft Access. Not surprisingly, most of us have used some if not all of these products and/ or services provided by the Microsoft Corporation. How did the Microsoft Corporation develop into a software monopoly? For the most part, one or several combinations of the following forge monopolies: an amalgamation of smart business decisions, mistakes by competitors, and at times some shady tactics that a company might employ to become a market leader and monopoly of today. Microsoft had its beginning during the 1970s when IBM was the computer hardware giant of the industry. In 1975 Microsoft was the producer of programming languages for MIPS Altair 7500 (Conigliaro1996). In 1981, Microsoft purchased an operating system for an Intel based 8086 chip from a small company named Seattle Computer Products and redesigned its product to sell it to license it to IBM for its new personal computer (PC) (Conigliaro1996). The redesigned product was released under the name MS DOS 1.0. IBM being a monopoly at that time in the hardware department, by allowing Microsoft to provide the operating system to its PCs, then an outside source, relinquished control of the software industry to this up-and-coming powerhouse. Microsoft retained the right to license their operating system to other manufacturers and helped spur the massive IBM clone industry. Microsoft became one of the leaders in the computer industry during the 1980s with the help of technologies that help provide PCs for an information hungry age and with Microsoft providing the operating systems for a high percentage of the PCs sold. By the late 1980s, Microsoft controlled the operating system market; versions of MS-DOS ran over 80% of personal computers (Conigliaro1996). However, Microsoft did not control any of the application markets, this honor went to Lotus, which at the time had the top spreadsheet, 1-2-3 and WordPerfect had the leading word processors, WordPerfect. When Microsoft introduced Microsoft Windows 3.1 in the 1990s, it locked in Microsoft in the driver seat for what is now the software monopoly that exists. Soon after, Microsoft introduced Excel 3.0 for Windows and Word for Windows 2.0. Lotus and WordPerfect did not realize the effects that Windows 3.0 would have on the industry and did not plan ahead for the evolution (Gleick 1995). The claim has also been made that Microsoft used its control over the operating system and graphical user interface markets to help growth in the applications market. Some executives spoke of the â€Å"Chinese Wall†, that is some of the developers learned to take advantage of the operating system before other companies could who did not have the access (Gleick 1995). They were also accused of when introducing new technology called object linking embedding (OLE) in Windows, they would provide the technology to Excel 3.0 developers to incorporate it into Excel before the technology was available to other companies. Making it possible for applications on a system to work with other applications made by Microsoft before competitors could have a chance to compete and provide the same or a comparable application. With the introduction of Windows 3.1 (an update on 3.0) and Microsoft having the edge, Microsoft’s Excel, Word and Office started to dominate the application market. The dawn of Microsoft the monopoly empire was on the horizon. In the 1990s Microsoft began to diversify with its dominance over the application and operating systems it began to get into producing products for multimedia, business operation systems, and now even games and online services. They have been accused of shady business practices when they attempted to purchase Intuit, the software company that owns Quicken, the world’s most popular personal finance manager. And Microsoft’s pairing Windows 95 with The Microsoft Network, both moves are threatening to new competitors because of the barriers they create. They also generate risks to innovation and competition through the entire industry. Microsoft has used its power as the leader in the market with operating systems to grow into the power that it is now. A combination of good business tactics, regretful business choices by competitors, and finally Microsoft using its new power has made Microsoft untouchable by competitors. We have several examples of monopolies in our past as a nation, and we have found that monopolies have a tendency to stiffen innovation. With computer systems innovation is important to continue and stay ahead of the market. The example we can think about is IBM, when IBM split its business it opened the door to several new businesses that have only helped society. Is Microsoft going to help society if it is ordered to split? We can only wait and see. By making Microsoft split it will open the door to new ideas from small entrepreneurs that might have the next great operating system. # Microsoft has long enjoyed Olympian profit margins, using its monopoly power to maintain prices on its software even in tough times. But now, amid a terrible downturn and rising competition, CEO Steven A. Ballmer is shifting to a scrappier approach. He is cutting prices on a variety of fronts, from flagship Windows and Office products to newfangled Internet services. The idea is to accept lower margins in some businesses but boost overall earnings by going after a grab bag of growth opportunities. These range from expanding its share of big companies software purchases to lowering the price of Office software so consumers in emerging markets pay for it rather than pirate it. With the outlook so cloudy, were focusing on gaining share in those areas that are most critical, says Stephen A. Elop, who heads the business division. On July 13, Elop demonstrated the new Office 2010 in New Orleans. While Microsoft expects most customers to pay for the program the way they always have, less powerful, ad-supported versions will be available free on the Web. The company is also charging a monthly fee for online applications, such as the e-mail program Exchange, which is about a third as profitable as selling the software on CDs. And on Oct. 22, Microsofts new Windows 7 PC operating system will go on sale in stores for $40 less than the $240 it charged when it launched its Vista program in 2007—the biggest price cut on a new version of Windows in years. All of these moves amount to a risky experiment in price elasticity. By lowering prices, the company hopes to increase sales of existing products while making fast headway with new ones. If the company can gain enough market share to cover its massive costs in Web services and Internet search—notably, its vast data centers—every extra dollar will be pure profit. Im not saying it will be easy, says Ballmer. But we have great opportunities to grow total profit dollars. ONLY $29 IN CHINAMicrosoft is cutting the price of Office and offering the free versions of Word, Excel, and other programs to head off competition from Google and other rivals that offer similar software at little or no cost. Microsoft has so many promotions for Office that its effective price is $100, down from $150, and even lower in such countries as Brazil and India. But the experience is sparking optimism at Microsoft about the new strategy. The company says unit sales of Office surged 415% in the second half of last year. The most aggressive price cut has come in China, where Microsoft says 95% of Office installations have been pirated. Since it began testing a $29 offer in China last September, sales have soared morethan 800%. The low price was like taking firewood from under the cauldron of piracy, says Liu Tianxiang, a vice-president with Beijing Federal Software, a Chinese software distributor. He figures Microsoft has sold 80,000 copies of Office in China since the trial started. Now Microsoft intends to make the low price permanent. Not surprisingly, Microsoft continues to hunt for ways to offset price cuts. It hopes to boost the bottom line by encouraging Windows 7 software users to upgrade more often. Since the program CD will come loaded with multiple versions, users who buy the cheaper Starter edition can easily pay later to get premium features. Of course, that risks annoying users—when rivals such as Google are trying to lure customers with cheaper alternatives. But in the current economy, theres no risk-free way to stay ahead.

Perils Of Hope - Analysis :: essays research papers

Analysis of "Peril of Hope" 	 	The poem "Peril of Hope," by Robert Frost is about having hope. The poem speaks about no matter how things are one minute they can always change. Hope, however, is constantly there and will always be there to help get through the tough times until things get better. 	Imagery is used throughout this poem to help describe the extent of the boundaries of hope. Hope has endless boundaries in this poem it goes from one extreme to the next. In the first stanza (lines1-4), the poet describes a late fall scene just before winter when all the leaves have already fallen off of the trees. But in the same stanza, he also depicts a beautiful spring day just after all the leaves have come out before all the blossoms appear on the orchard trees. Frost does this to show the extremes in which hope can be found. The second and third stanzas reiterate the same thing as the first four lines but in a more vivid way using color images and images off a frosty morning that brings a chill to the readers spine. 	"Peril of Hope," has a definite from. It is set up in a quatrain form with three stanzas. The poem has a rhyme scheme ABAB, with the last word of every other line rhyming, such as, lines one and three , there and bare, and also lines two and four, between and green. Lines one, two, and four in every stanza all have five syllables, and line three only has four. The poems lines have a stressed syllable followed by a unstressed syllable. 	The name of the poem has little significance to the meaning of the poem. There is nothing connecting the poem to the title, except the common theme of hope. The title implies that in having hope a person could put themselves in some type of danger of expecting too much. But, the poem just talks about where and when a person may find hope, which could be anytime and anywhere.

The Importance of Teacher’s Part in the Disruptive Behavior

The Importance of Teacher’s Part In the Disruptive Behavior In the Classroom Prepared by Aclan, Olga Enriquez, Zarah Mae Salazar, Aprilyn Prepared to: Mrs. Rose Mae Ann LUmanglas Instructress Table of Contents I. Introduction a. Statement of the Problem b. Significance of the Study II. Body a. Conceptual Literature b. Research Literature III. Summary and Recommendation IV. Bibliography a. Books b. Journals c. Unpublished Materials d. Web Resources I. Introduction Disruptive behavior can be defined as any behavior that disturbs, interferes with, disrupts, or prevents any normal operations and functions.It is the most common reasons children are referred for  mental health  practitioners  for possible treatment. However many children with oppositional defiant disorder or conduct disorder are found to have neurologically related  symptoms  over time, the primary problem is behavior. Study  has known both biological and environmental causes for disruptive behavior diso rders. Young people most at risk for oppositional defiant and conduct disorders are those who have low birth weight, neurological damage or attention deficit.For treating this disorder used behavior therapies to teach young people how to control and express feelings in healthy ways and coordination of services with the young person’s  school  and other involved agencies. Disruptive behavior disorder, characterized by aggression, noncompliance, and negative emotionality, remain a mental health priority. Parents require an arsenal of coping strategies to lessen the behavioral problems at home. Children attend school to become educated members of society, capable of making informed decisions and increasing future career possibilities.However, some children have difficulty adjusting to the classroom environment and act out with disruptive behaviors. Disruptive classroom behaviors not only detract from a child's education experience, but may also lead to social isolation. Unde rstanding the types of disruptive classroom behaviors, and the possible causes and solutions, may help to solve a child's behavior problems, and reduce the likelihood that he will suffer from social isolation. One teacher considers disruptive, another teacher may not. No set criteria or definition exists to determine which behavior qualifies as disruptive.However, some behaviors generally qualify as unacceptable no matter which teacher runs the classroom. Disruptive classroom behaviors include aggressive behaviors, defiant behaviors, social disruptions and emotional disturbances. Aggressive behaviors include intimidating peers, engaging in physical altercations or damaging property. Defiant behaviors include blatant and sometimes vocal disregard of rules, as well as devaluing the teacher's expertise and judgment. Examples of social disruptions include interrupting discussions with off-topic information, engaging in private conversations or passing notes during instructional time.Emo tional disturbances are temper tantrums. A chronic pattern of disruptive behavior may indicate a mental health disorder. Possible disorders indicated by such behavior include attention deficit hyperactivity disorder, also known as ADHD, and oppositional defiant disorder. ADHD, characterized by an inability to pay attention and impulsive behaviors, often causes behavioral problems in class. The symptoms of ADHD clash with the expectations of the classroom environment. Children with ADHD may talk out of turn, have difficulty staying seated and find it challenging to maintain focus during instructional time.Children with oppositional defiant disorder exhibit behaviors of negativity, defiance, disobedience and hostility toward authority figures. These symptoms may lead to problems in school, temper tantrums, aggressiveness toward peers and other disruptive classroom behaviors. Different factors may cause a student’s disruptive behavior and these factors will depend on the surroun ding a student lives in. As this disruptive behavior occurs inside the classroom, this is the time a teacher needs to do his/her part. These are the following examples of disruptive classroom behaviors: Usage of Electronic Devices Using cellular phones, text messaging iPods, MP3 players, laptops, etc. while class is in session Unexcused exits †¢ Leaving to retrieve a soda or other snack items †¢ Leaving to engage in a conversation (i. e. person-to-person or by phone) †¢ Leaving before class is finished for any reason without prior permission from the instructor Non-Permitted Communication During Classroom Instruction †¢ Talking while the instructor is talking †¢ Talking before being recognized by the instructor (i. e. blurting out information) †¢ Talking without permission during classroom instruction (i. . side conversations with an individual or in a group) †¢ Mimicking and/or consistently repeating an instructor’s words Personal Attacks à ¢â‚¬ ¢ Engaging in abusive or mean spirited criticism of another student or an instructor †¢ Questioning an instructor’s authority in front of the class †¢ Continuing to insist on speaking with an instructor during classroom instruction †¢ Telling an instructor to â€Å"shut-up† Threatening Behaviors †¢ Verbally abusing an instructor or student (i. e. cursing or extremely loud talking directed at a particular person) Threatening to physically harm an instructor or student through verbal or body gestures †¢ Intimidating through body gestures and/or posture or persistent staring at an instructor or student Overt Inattentiveness †¢ Sleeping in class †¢ Preventing others from concentrating on classroom instruction †¢ Reading a newspaper, doing homework from another class, etc. Other Distracting Behaviors †¢ Arriving late to class, especially on test dates †¢ Persistent Tardiness †¢ Creating excessive noise from packing up before class has ended †¢ Dressing inappropriately as to cause other students or instructor to be distracted (i. . wearing pajamas, indecent exposure, or offensive words on clothing) Statement of the Problem This study aims to find out the importance of teacher’s part in the disruptive behavior in the classroom. Specifically, this sought to answer the following questions: 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher respond to the disruptive behavior in the classroom? 3. What implication can be drawn from the study conducted/ 4. What recommendation can be proposed on how teachers would discipline the student’s disruptive behavior in the classroom?Significance of the Study Lots of students now are having disruptive behavior in the classroom. Most of the time they use their cellular phones, iPods or any other electronic devices during class discussions. There are times that students have unexcused exits during clas s discussions like leaving to retrieve a soda or other snack items, leaving to engage in a conversation whether it is person – to – person or by phone, leaving before class is finished for any reason without prior permission from the instructor, etc.Other examples of disruptive behavior in the classroom are talking while the instructor is talking, talking before being recognized by the instructor like blurting out information, sleeping in class, reading a newspaper, doing homework from another class, arriving late on class especially on test dates, persistent tardiness, threatening to physically harm an instructor or student through verbal or body gestures, and a lot more. Teachers begin to have problems due to the misbehaviour of the students and it is important for them that they should know how to handle the disruptive behavior of the student in the classroom.Teachers are now aware that this new generation of students could be more disruptive inside the classroom an d even outside. And this misbehaviour could lead them to trouble or worst could bring them to prison. To prevent this thing to happen, teacher’s disciplinary action should be implemented. They should talk to their students, a heart – to – heart talk, for the students to release what’s inside of them that may cause them to have such disruptive behavior. It is important for the teachers to know the reason why students act like that so that they could know the preferred action that they will do.This study will help not only teachers but also students to know the factors of disruptive behaviors and how to prevent it. This will give them more knowledge regarding this disruptive behavior. Students will be educated about the wrong things that they do inside the classroom which they think is not a wrong thing and it is just a common thing. Shown also in this study how important the teacher’s part will be in the disruptive behavior in the classroom. They wi ll be given tips and recommendations that they could use in disciplining a student’s disruptive behavior.II. Body Conceptual Literature * According to Karen Hollowell of eHow Contributor, teachers deal with classroom discipline issues every day. â€Å"Classroom management skills are essential for all teachers. Supervising a group of children with different personalities and backgrounds is a challenging task. You are responsible for their academic growth while ensuring that the learning environment stays welcoming and secure. Establish a discipline plan the first week of school and implement it fairly and consistently.Clearly explain your definition of appropriate classroom behavior as well as your system of rewards and consequences. Be sure your behavior management plan reinforces the school's code of conduct regarding disruptive behavior. † Talk to the student publicly and privately. When students disrupt the classroom with incessant talking or getting out of their se ats, tell them immediately to stop and inform them of the consequences per your class rules and expectations. Talk to them again separately after class or in a conference with the principal if disruptions continue.Determine causes of misbehavior and address them if possible. If a student suddenly starts disrupting class after being quiet and studious all year, the behavior may indicate a problem at home or at school with peers. Talk to your school's counselor about meeting with the student to find out additional information. If you have a rapport with the student, talk to him yourself and offer assistance if appropriate. Meet with the student's parents if disruptions continue. This allows you to collaborate with caregivers and discuss ways to help the child conform to classroom expectations.Ask parents for their input and advice. Do not use a parent conference as a forum for your opinions about how bad their child is or to criticize their parenting style. Establish a behavioral plan and contract for repeat offenders. A counselor or behavioral interventionist at your school can help you with this. A behavior contract outlines specific ways the student will act in class. It also lists possible rewards for meeting behavioral goals. Get the student's, parents' and your signature on this document as a way to demonstrate that this plan is a team effort.Enforce school and classroom rules as stated. If a student continues to display disruptive behavior after enacting a behavioral plan, follow your discipline plan in the order you presented it at the first of the year. Do not let anger and frustration cause you to exact a more severe punishment than the offense warrants. When students see that you treat everyone fairly and respectfully, it can have a positive impact on future behavior. Karen Hollowell gave tips to teachers on how they would handle a student’s disruptive behavior.She gave five steps and instructions on how a teacher should handle a studentâ€℠¢s disruptive behavior inside the classroom. Her first step was teacher should talk to his/her students. Second was teachers should determine the causes of misbehaviour done by a student. Third was teachers should meet with the student’s parents if his/her disruptive behaviors continue. Fourth was teachers should establish a behavioral plan and contract for repeat offenders. And the last one was teacher should enforce school and classroom rules as stated.According to Rosalind Reed Ph. D. Department of Health and Community Services College of Behavioral and Social Sciences California State University, Chico, there are different strategies for dealing with troublesome behaviors in the classroom. For talking and inattention, teachers should make direct eye contact, stop talking or stop whoever has the flood and hold, don’t start talking until have full attention, physically move to that part of the classroom, vary the methods of presenting the content, and speak to the st udent or students privately.For unpreparedness, missed deadlines and tests, and fraudulent excuse making, design class so there are logical consequences to this behavior. Follow through, be consistent. Don’t rescue and don’t enable. Teachers should require evidence of preparation for class like notecards, 2 minute written/on-spot reflective feedback (quiz) on assign and call on students for input. Teachers should also be a good role model. They should consistently meet your agenda deadlines with class.When there are excuses making, clearly state policy at beginning of semester about excuses with regard to absences, missed exams, etc. For example: validate certain excuses, no make-up exams, all make up exams vary, one day in semester only to make up. For lateness and inattendance, teachers should establish a policy and expectations from the beginning. You expect them to be on time and leave on time. As what you expect on them, teachers should start the class on time and finish it on time too, be a good role model to them.If a student is going to absent tell them that they should call and inform ahead of time. Teachers could also have rituals at starting at time especially in large classes. They should also speak to chronically late students. A student could have logical consequences for being late in class. Instructor does not own the problem. And teachers should not reteach the topic due to that late comer student. Students are the one responsible for getting missed assignments and material. Teachers should not rescue the student and let him/her be responsible enough for his/her mistakes.Overt hostility from a student or verbally aggressive students, students usually become verbally abusive in frustrating situations which they see being beyond their control; anger and frustrations becomes displaced onto others; fear of rejection and feeling of righteous indignation are frequently with patterns like talking to student privately. Teachers should ta lk to student in neutral setting and try to find a common ground. Write letter to student describing his/her behavior, how behavior disrupts you and others, restate expectations and request behavior change.Setting classroom norms at the very beginning of a class is one of the best methods of classroom management. Hang a flip chart or poster, or dedicate a section of white board if the room has the space, and list expected classroom behaviors. Refer to this list when disruptions occur. Using a flip chart or white board can be especially useful because it can involve students in the construction of the list on the first day and in that way get buy-in. Start with a few of a teacher’s own  expectations  and ask the group for additional suggestions.When they all agree on how a teacher wants the classroom to be managed, disruptions are minimal. It’s always a good idea to address questions of any kind when disruptive behavior occurs because curiosity provides fabulous tea ching moments, but sometimes it just isn’t appropriate to get off track. Many teachers use a flip chart or white board as a holding place for such questions to ensure they’re not forgotten. Call your holding place something appropriate to the topic. Be creative. When a question being held is eventually answered, mark it off the list.Unless the teacher got a completely obnoxious student in his/her classroom, chances are good that disruptions, when they do occur, will be fairly mild, calling for mild management. Disruptive behaviors like chatting in the back of the room, texting, or someone who is argumentative or disrespectful. It’s generally unprofessional to share frustrations about individual students with other teachers who may be influenced toward that person in the future. This doesn’t mean that teachers can’t consult with others. A teacher could choose confidants carefully.The different strategies and method used by teachers in disciplining a student’s disruptive behavior could be a great help to lessen the disruptive classroom behaviors. As the teachers explain to their students the importance of having good moral values inside the classroom, students may lessen or the best part was they could have no disruptive behaviors done inside the classroom. Teachers are very important in disciplining a student disruptive classroom behavior for they could do a lot of things to make their students a good and effective one.Students would be able to remember the lessons their teachers told them and through it they could make themselves a responsible one as they grow. Research Literature It is important to differentiate between disruptive classroom behavior (that which directly interferes with the ability of the instructor to teach or the ability of other students to benefit from the classroom experience) from behavior that is merely rude or uncivil. While the latter may become disruptive when it is repetitive or persistent, it usually is best addressed by example and influence.Disruptive student behavior is detrimental to the academic community because it interferes with the learning process for other students, inhibits the ability of instructors to teach most effectively, diverts university energy and resources away from the educational mission, and may indicate a significant level of personal problems or distress on the part of the disrupter. Common Types of Disruptive Classroom Behavior Grandstanding: Use the classroom for them by monopolizing class discussion, speaking protractedly and bombastically on favorite subjects with no regard to relevancy to the discussion.Sleeping in Class: While passively disruptive, it sends a message to the other students about the quality of the class or teaching. It is disrespectful to the instructor and the other students. Prolonged Chattering: Small cliques of 2-3 students who engage in private conversations or pass notes to each other. Excessive Lateness: Students who not only come in late, but make an entrance speaking to friends, walking in front of the professor, arranging their belongings. Noisy Electric Devices: Beepers and pagers going off in class or students talking on the telephone uring the class. Disputing the Instructor’s Authority or Expertise: Students may be disappointed or frustrated over a grade and may debunk or devalue the instructor’s judgment, authority, and expertise. This may take the form of comments in the class or memos to department chair or dean. Verbal or Physical Threats to Students or Faculty: Some verbal threats are veiled while others are more explicit. A threatening student may approach the instructor or fellow students menacingly, or actually shove the individual, or worse, physically assault them. Levels of Response Prevention – setting standards for behavior in class, developing a process for notifying students of the standards, developing a process to respond to violations of class s tandards as well as university standards, and responding to violations in a consistent and fair manner. †¢ Intervention by the Instructor. †¢ Reporting behavior to Department Chair for consultation/intervention. †¢ Reporting behavior to Judicial Affairs for disciplinary action. †¢ Reporting behavior to University Police for immediate action. Reasons Why Instructors Don’t Respond to Disruptive Acts by Students â€Å"Benign† Inaction:Some instructors believe if they take no action, that somehow the disruption will stop on its own. They believe that at some point the student will see the error of his/her way and stop the behavior. The instructor may think that the student will see such action as being a â€Å"good guy†, generous and kind and will therefore be grateful to the instructor. However, many students interpret this as fear, naivete, or indifference to their conduct. If this is a highly disruptive student, they often take further advanta ge of their power and the behavior may escalate. Fear of Receiving Inadequate Administrative Support:Some instructors are afraid of receiving adverse reactions from administrators in their department. They may be afraid that the administrator may believe that there had been malice or ineptitude on the part of the instructor. It can happen that the administrator may devalue the instructor’s assessment of the seriousness of the disruption. This is most difficult for instructors who are part-time or untenured. Fear of Harming the Psychologically Fragile Student: Often reports by instructors include reference to the students’ state of mind or psychological status.However, once they convince themselves of the students’ psychological frailty, they think it would be inappropriate to use the discipline process with them. However, many of these students need the direction and limit-setting from others that the discipline process can provide. Fear of Physical Reprisals: I nstructors are often afraid to respond or report disruptive behavior because of real or perceived threats from students. If a real threat has occurred, the instructor may not only be afraid of the student, but may convince themselves that reporting would incite the student to physical action.It is always best for the instructor to take threats or threatening behavior seriously and consult with the appropriate administrator about the appropriate course of action. However, as an agent of the university, all faculties have a duty to report threats of violence. Fear of Legal Reprisals: Instructors sometimes fail to act because they are afraid of being sued. While we live in a litigious time where anyone can sue anyone, if instructors follow the university due process procedures, the likelihood of having to deal with a lawsuit is diminished.Misperceiving the Nature of Discipline: Many instructors attach very negative connotations to the role and nature of discipline and choose not to pla ce themselves the role of disciplinarian, nor want to report to an office that they perceive is punitive. Essentially, determining what constitutes disruptive activity lies at the discretion of each instructor. Behaviors such as routine tardiness, speaking without being recognized, harassing instructors through email, and overt acts of violence are all examples of the range of unacceptable behaviors.According to University policies, disruptive activity is behavior in a classroom or instructional program that interferes with the instructor’s ability to conduct the class or the ability of others to profit from it. Why don’t faculty members report disruptive behavior? Research suggests that instructors do not report disruptions because they hope for a spontaneous resolution; they fear they will not be supported by the administration; they fear it will reflect poorly on their abilities, and/or they fear retaliation.Since there has been an increase in the reporting of probl ems, and in many cases, in the severity of the problems, we would like to remind all faculty and instructors that the academic and Student Affairs staff are committed to ensuring that your decision will be met with support and expeditious resolution. How do I handle disruptive activity? Include on your syllabus the guidelines and consequences regarding behaviors, attendance, and punctuality; repercussions for academic dishonesty.On the first day of class, clearly state behavioral expectations and consequences; discuss protocols for discussions/debates, including how to be recognized; state (or negotiate) what you will allow in class (gum, hats, snacks, etc. ); role model expected behaviors. When it occurs, remain calm and in control, identify and acknowledge the issue; offer a solution or recommend a continuation of the discussion after class or during office hours; document the incident; follow up with the student verbally and in writing. Copy the Dean of Students Office on any cor respondence. f the situation escalates: Dismiss the student from class or dismiss the class entirely; Document the incident with the Dean of Students Office. Remember to never raise your voice, argue with the student, threaten the student, get too close to the student, touch the student, use abusive language toward the student, or put yourself in danger! Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behavior of students with disabilities that they use to manage the behavior of students without disabilities.Much of the undesirable behavior exhibited by both groups is similar in nature. The differences, however, may originate in the teacher's selection of the particular behavioral intervention. When selecting behavior interventions for students with disabilities, teachers should ensure that the strategies are developmentally appropriate and take into consideration the student's disability and due process rights. Here are 10 questions th at may help you diagnostically analyze situations that foster disruptive behavior in students with disabilities.These discussions may provide guidance as you select behavior-reduction strategies. Question 1. Could this misbehavior be a result of inappropriate curriculum or teaching strategies? Inappropriate curriculum and teaching strategies can contribute to student misbehavior – but not all misbehavior is attributable to these factors. Some misbehavior may arise as a function of the teacher's inability to meet the diverse needs of all students. Consider these factors: * Group size. * Group composition. * Limited planning time. * Cultural and linguistic barriers. Lack of access to equipment, materials, and resources. If the misbehavior evolves as a result of inappropriate curriculum or teaching strategies, redress the content and skill level components of your curriculum, its futuristic benefit for the student, and the formats you use in instructional delivery. When you iden tify the instructional needs of students within the context of the classroom, using a diagnostic prescriptive approach, and make curricular adaptations both in content and instructional delivery, you can greatly reduce the occurrence of student misbehavior. Question 2.Could this misbehavior be a result of the student's inability to understand the concepts being taught? When there is a mismatch between teaching style and the learning styles of students, misbehavior inevitably results. Incidents of misbehavior may also result when students refuse to learn concepts because they are unable to see the relationship between the skills being taught and how these skills transcend to the context of the larger environment. In these situations, you should employ strategies and tactics that show students how component skills have meaning in the classroom and in the community.If you find that the cause of the inappropriate behavior is related to the student's lack of prerequisite skills or abilit ies to acquire concepts, you can use a simple procedure known as task analysis. By using this procedure, you can pinpoint specific functional levels of students on targeted skills and provide sequential instructional programs that will move the student with disabilities toward mastery of a targeted goal at a pace appropriate for the student (Moyer ; Dardig, 1978). Question 3. Could this misbehavior be an underlying result of the student's disability?Some disruptive behavior may be a result of the student's disability (e. g. , emotional/behavioral disorders). Meanwhile, other behavior may result from deliberate actions taken by the student to cause classroom disruption. Determining the underlying cause of a student's disruptive behavior involves a careful analysis of the behavior, as follows: * Try to clarify what kinds of behavior are causing concern. * Specify what is wrong with that behavior. * Decide what action should be taken to address the behavior. -Specify what behavior you desire from the student. Implement a plan to correct conditions, variables, or circumstances that contribute to the problem behavior (Charles, 1996). You should analyze the disruptive behavior and render a professional judgment as to its cause. Redl and Wattenberg (cited in Charles, 1996) suggested that teachers employ a procedure of â€Å"diagnostic thinking† when faced with incidents of student misbehavior. These procedures include forming a first hunch, gathering facts, exploring hidden factors, taking action, and remaining flexible. While such a task is not easy, having a knowledge base of the general characteristics (e. . , academic, behavioral, social/emotional, learning, physical) of students with disabilities and the associated etiologies (causes) can be helpful. Question 4. Could this misbehavior be a result of other factors? Many aspects of classroom life may contribute to students' misbehavior: the physical arrangement of the classroom, boredom or frustration, tran sitional periods, lack of awareness of what is going on in every area of the classroom. Remember, however, that classroom climate and physical arrangements can also encourage desirable behavior.You should regularly assess your teaching and learning environment for conditions or procedures that perpetuate or encourage misbehavior. Because inappropriate behavioral manifestations of students can also stem from certain types of teaching behavior, teachers need to become more cognizant of the kinds of behavior they emit and the relationship between their teaching behavior and the resultant behavior of students. Examine your instruction and interactions with students in ongoing classroom life, as follows: * The development of relevant, interesting, and appropriate curriculums. The manner in which you give recognition and understanding of each student as an individual with his or her unique set of characteristics and needs. * Your own behavior as a teacher, and characteristics such as thos e identified by Kounin (1970 – withitness, overlapping – that reduce misbehavior, increase instructional time, and maintain group focus and movement management of students. Question 5. Are there causes of misbehavior that I can control? As a teacher, you can control many variables to thwart undesirable behavior.You may modify or change your curriculum; make adaptations in instruction to address multiple intelligences; and make changes in your communication style, attitude toward students with disabilities, and expectations of these students. Analyze how much positive feedback you give students. If you find that you use limited feedback (encouragement or praise), which accentuates positive behavior of students (and also communicates respect and promotes self-esteem and self-confidence), you may be contributing to behavior problems.Feedback (both verbal and nonverbal) is an important factor in the learning paradigm that is too often neglected, overlooked, or haphazardly orated. Question 6. How do I determine if the misbehavior is classroom based? This is a difficult question. Conducting a self-evaluation of teaching style and instructional practices – as in the previous questions – may provide some insight into whether the behavior is related to the disability or is classroom based.You may find a classroom ecological inventory (Fuchs, Fernstrom, Scott, Fuchs, ; Vandermeer, 1994) helpful in determining cause-effect relationships of student misbehavior. The classroom ecological inventory could help you assess salient features of the learning environment of your school or classroom. In such analysis, you can gather specific information about the student, the behavior, and the environmental conditions and settings associated with the behavior (Evans, Evans, ; Gable, 1989).By taking into account the learning ecology, you can be more decisive and selective in your use of resources for managing student behavior and, at the same time, obtain a more accurate and complete picture of a particular student for developing a more appropriate and comprehensive behavior-change program. Classroom ecological inventories can be useful for collecting information about a wide range of events, variables, and conditions that can influence and affect a student's behavior.Conducting a functional analysis or functional assessment can also be useful in examining cause-effect relationships of students' behavior. Functional assessments can also help you address serious problem behavior displayed by â€Å"target† students. These analyses examine the circumstances or functional relationships between, or surrounding, the occurrence or nonoccurence of the challenging behavior. The assessments can help you identify variables and events that are consistently present in those situations (Dunlap et al. , 1993; Foster-Johnson ; Dunlap, 1993).You may identify events, variables, and circumstances that contribute to the problem. In addition, you may devise a comprehensive, individualized approach to designing interventions logically related to the target behavior – and, in the process, better meet the student's specific needs. Question 7. How do I teach students to self-regulate or self-manage behavior? You can teach students to self-regulate or self-manage their behavior by teaching them to use the skills of self-management: * Self-instruction, self-recording, or self-monitoring. * Self-reinforcement, self-evaluation, and self-punishment. Multiple-component treatment packages (Carter, 1993; Hughes, Ruhl, & Peterson, 1988; Rosenbaum & Drabman, 1979). Many studies (e. g. , McCarl, Svobodny, & Beare, 1991; Nelson, Smith, Young, & Dodd, 1991; Prater, Joy, Chilman, Temple, & Miller, 1991) focusing on self-management techniques have shown the effectiveness of self-management procedures in behavior change and academic productivity. These studies included students from many different populations, ranging from average achiev ers to students with mild, moderate, and severe disabilities.Teachers have found many advantages in using self-monitoring procedures: These procedures improve target behavior, stress the student's role in behavior change, allow generalization to non-school environments, free teachers for other tasks, and teach students responsibility and self-determination (Frith ; Armstrong, 1986). Furthermore, these procedures are relatively simple to implement; they quickly reach a point in which little supervision is required; and, they help students become more successful and independent in their classroom and in everyday life (Dunlap, Dunlap, Koegel, ; Koegel, 1991).Of course, teaching students self-management skills should not be regarded as a substitute for a high-quality curriculum of instruction (Dunlap et al. , 1991) that emphasizes academic and social learning skills. Here are some steps for teaching self-management skills: * Defining the target behavior. * Defining the desired behavior. * Developing the data-collection system. * Teaching the students how to use the self-management system. * Implementing the system. * Evaluating the effectiveness of the system (Carter, 1993). * Additional steps may include identifying functional reinforcers and fading use of the self-Question 8. How do I determine what methods of control are appropriate without violating the rights of students with disabilities mandated under P. L. 105-17? Determining which behavior-reduction methods to use with students with disabilities is not as difficult as you may think. As mentioned previously, the behavioral interventions typically used with students without disabilities can also be used with students with disabilities – with a few exceptions. Yell and Shriner (1997) provided a comprehensive account of major issues effecting the discipline of students with disabilities addressed in Section 615 K of P.L. 105-17 (the IDEA Amendments of 1997): * Disciplinary procedures. * Behavior-interv ention plans. * Manifestation determination. â€Å"Manifestation determination† refers to a review process (conducted by the student's IEP team and other qualified personnel) to determine the relationship between a student's disability and misconduct. This review process is conducted when school officials seek a change of placement, suspension, or expulsion for more than 10 school days. * Interim, alternative educational settings. * The â€Å"stay put† provision. * IDEA protection for students not yet eligible for special education. Referral to law enforcement and judicial authorities. When applying behavior-reduction techniques, use a common sense approach and be reasonable in your application. * Regardless of the behavioral infraction, before you discipline any student with disabilities, you should talk to administrative officials (e. g. , principal, special education supervisors, school attorney) about the rules, policies, regulations, and procedural safeguards outl ined in the IDEA Amendments of 1997 that govern the discipline of students with disabilities. Question 9.How do I use reinforcement strategies to reduce disruptive behavior? Teachers can use many types of reinforcers to teach desirable behavior. Madsen and Madsen (1983) identified five categories of responses available for teaching desired behavior: the use of words, physical expressions, physical closeness, activities, and things used as rewards or positive feedback (see box, â€Å"Positive Feedback†). Remember that the effectiveness of such reinforcers is contingent on continuous, systematic use across time. Also, consider the appropriateness of each response for your individual students.Other reinforcement-based intervention strategies may also be effective: differential reinforcement of low rates of responding (DRL); differential reinforcement of other behavior(s) (DRO), also referred to as differential reinforcement of zero responding; differential reinforcement of incom patible behavior (DRI); and differential reinforcement of alternative behavior(s) (DRA). Many teachers have found such strategies effective in developing alternative response behavior to inappropriate, disruptive, or undesirable behavior.Even though these procedural alternatives use a positive (reinforcement) approach to behavior reduction, teachers have found both advantages and disadvantages in the use of such procedures. In deciding whether to use differential reinforcement procedures, you should review the works of Alberto and Troutman (1995) and Schloss and Smith (1994). Question 10. Is it appropriate for me to use punishment? Punishment, the most controversial aversive behavior management procedure, has been used and abused with students with disabilities (Braaten, Simpson, Rosell, ; Reilly, 1988).Because of its abuse, the use of punishment as a behavioral change procedure continues to raise a number of concerns regarding legal and ethical ramifications. Although punishment is effective in suppressing unacceptable behavior, it does have some limitations: * The reduction in disruptive behavior may not be pervasive across all settings. * The effect may not be persistent over an extended period of time. * The learner may not acquire skills that replace the disruptive behavior (Schloss, 1987). A decision regarding the use of punishment as a behavior reduction technique is an individual one.Some professionals suggest that punishment-based interventions should be eliminated, whereas others favor a variety of behavior-control procedures, including punishers (Braaten et al. , 1988; Cuenin ; Harris, 1986). Inasmuch as the use of punishers inhibit, reduce, or control the future occurrence of an unacceptable behavior, the effects of punishers are limited. By itself, punishment will not teach desirable behavior or reduce the desire of misbehavior (Larrivee, 1992). Whereas the use of punishment remains a matter of individual choice, currently used punishers by classr oom teachers include the following: * Response cost. Time out. * Overcorrection. * Contingent exercise. * Aversive conditioning (Braaten et al. , 1988; Cuenin ; Harris, 1986). Questions such as whether, when, or if you might use punishment will always be tainted with controversy. Whatever decision you make, keep the following cautions in mind: * Punishment should be used discriminately, rather than routinely. * It should be combined with positive procedures. * Punishment should be used only in response to repeated misbehavior for students who persist in the same kinds of misbehavior. It should be employed consciously and deliberately as a part of a planned response to repeated misbehavior. * Punishment should be used only when students are not responsive to reward-based interventions or praise/ignore strategies (Larrivee, 1992). * Punishment should be used only as a â€Å"treatment of last resort† (Larrivee), and only after you have taken appropriate steps to ensure that the due process rights of students will not be violated and that the procedures will not cause psychological or emotional harm to the student.Final Thoughts There is no â€Å"one plan fits all† for determining how teachers should respond to the disruptive behavior of students with disabilities in inclusion settings. An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a meaningful and functional curriculum in which all students can receive learning experiences that can be differentiated, individualized, and integrated.Many publications describe effective classroom-based disciplinary strategies (Carter, 1993; Schloss, 1987), but few (Ayres ; Meyer, 1992; Carpenter ; McKee-Higgins, 1996; Meyer ; Henry, 1993; Murdick ; Petch-Hogan, 1996) address effective classroom-based disciplinary strategies for students with disabilities in inclusion settings. Classroom teachers can use a variety of strategies to discipline students with disabilities in inclusion settings.The approaches most likely to be successful combine humanistic and cognitive behavioral attributes and take into consideration the teacher's diagnostic-reflective thinking and choice-making skills regarding the following: * Student's behavior. * Student's disability. * Curriculum. * Instructional program. * Classroom environment. * Due process rights. In formulating a discipline plan, teachers must first clarify personal values in terms of acceptable and unacceptable classroom behavior.By setting classroom rules, defining limits, clarifying responsibilities, and developing a meaningful and functional curriculum, teachers can begin to build a system of discipline that will accentuate the positive behavior of all students. Finally, classroom teachers should contact appropriate administrators and seek information on administrative policies, rules, and regulations governing disciplinary practices for students with disabilities. Data Analysis Used The weighted mean (WM) was used to obtain how the respondents agree about the different disruptive behavior in the classroom.It is also used to determine how effective are the recommendations on how teachers would discipline the student’s disruptive behavior in the classroom, while the composite mean (CM) was applied to determine how the respondents perceive all the disruptive behaviors and recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. The scale used to analyze different disruptive behaviors in the classroom is presented here. Table I Raw ScoreWeighted Mean RangeVerbal Interpretation 32. 00 – 2. 5Always 21. 50 – 1. 9Sometimes 11. 00 – 1. 49Never The scale used to determine the best recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Table II Raw ScoreWeighted Mean RangeVerbal Interpretation 54 . 50 – 5. 00 Very Effective (VE) 43. 50 – 4. 49Effective (E) 32. 50 – 3. 49Undecided (U) 21. 50 – 2. 49Ineffective (I) 11. 00 – 1. 49 Very Ineffective (VI) Interpretation of Data 1. Different disruptive behaviors inside the classroom The following are the different disruptive behaviors in the classroom.Table I utilizes the weighted mean (WM) and composite mean (CM) to find out the most used/unused disruptive behavior inside the classroom. Table I Different Disruptive Behaviors inside the Classroom Different Disruptive Behaviors inside the Classroom| WM| VI| R| 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session| 1. 94| Sometimes| 1| 2. Leaving to retrieve a soda or other snack items| 1. 66| Sometimes| 7| 3. Leaving to engage in conversation (i. e. person-to-person or by phone)| 1. 68| Sometimes| 6| 4.Talking while the instructor is talking| 1. 92| Sometimes| 2| 5. Talking before being recognized by the instructor ( i. e. blurting out information)| 1. 86| Sometimes| 3| 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group)| 1. 76| Sometimes| 4| 7. Sleeping in class| 1. 26| Never| 10| 8. Reading a newspaper, doing homework from another class, etc. | 1. 72| Sometimes| 5| 9. Arriving late on class, especially test dates| 1. 34| Never| 9| 10. Persistent tardiness| 1. 46| Never| 8| Composite Mean (CM)| 1. 66| | |As shown in the table the most used disruptive behavior in the classroom is using cellular phones, iPods, MP3 players, laptops, etc, while class is in session with a highest weighted mean of 1. 94, followed respectively by talking while the instructor is talking with a weighted mean of 1. 92, talking before being recognized by the instructor (i. e. blurting out information) with a weighted mean of 1. 86. While the most unused disruptive behavior in the classroom is sleeping in class with a weighted mean of 1. 26, followed respectivel y arriving late on class, especially test dates with a weighted mean of 1. 4, persistent tardiness with a weighted mean of 1. 46. Also the table shows that the respondents also agree to the all above mentioned disruptive behavior inside the classroom with a composite mean of 1. 66. 2. Teachers Way in Disciplining the Disruptive Behavior inside the Classroom The following are perceived best recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Table II utilizes the weighted mean and composite mean to determine the most effective recommendations on how teachers would discipline the student’s disruptive behavior in the classroom.Table II Teachers Way in Disciplining the Disruptive Behavior inside the Classroom Teachers Way in Disciplining the Disruptive Behavior inside the Classroom| WM| RI| R| 1. When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents| 3. 74| E| 8| 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class| 3. 44| U| 10| 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. 3. 86| E| 5| 4. When a student is always late, give him/her extra tasks| 3. 6| E| 9| 5. Teacher should talk to his/her students about their disruptive behavior| 3. 94| E| 4| 6. Make direct eye contact to your noisy student| 4. 08| E| 2| 7. Teachers should talk to the parents of their students who did consistently disruptive behaviors| 3. 78| E| 7| 8. Teachers should make agreements with his/her students regarding their disruptive behaviors| 4. 1| E| 3| 9. Teachers should give their expectations at the beginning of the school year| 3. 4| E| 6| 10. Teachers should give punishments appropriate to the disruptive behavior done by the student| 4. 22| E| 1| Composite Mean (CM)| 3. 86| | | As shown in the table the most effective recommen dation on how teachers would discipline the student’s disruptive behavior in the classroom is teachers should give punishments appropriate to the disruptive behavior done by the student with the highest weighted mean of 4. 22, followed respectively by make direct eye contact to your noisy student with a weighted mean of 4. 08.While the very ineffective recommendations on how teachers would discipline the student’s disruptive behavior in the classroom is when eating, teacher should send the student outside and let him/her stay outside for the whole class with a weighted mean of 3. 44, followed respectively by when a student is always late, give him/her extra tasks with a weighted mean of 3. 6. Also the table shows that the respondents considered the all above mentioned recommendations as effective as how teachers should discipline the student’s disruptive behavior in the classroom with a composite mean of 3. 86. III.Summary and Recommendation This chapter present s the summary and recommendations profounded by the researcher in the light of the findings of this sudy. Summary This study dealt with the different disruptive behaviors in the classroom and recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Specifically, this sought to answer the following questions: 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher respond to the disruptive behavior in the classroom? 3. What implication can be drawn from the study conducted/ 4.What recommendation can be proposed on how teachers would discipline the student’s disruptive behavior in the classroom? Findings The following are the different disruptive behaviors inside the classroom that a student usually does. Items| WM| 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session| 1. 94| 2. Leaving to retrieve a soda or other snack items| 1. 66| 3. Leaving to engage in c onversation (i. e. person-to-person or by phone)| 1. 68| 4. Talking while the instructor is talking| 1. 92| 5. Talking before being recognized by the instructor (i. e. lurting out information)| 1. 86| 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group)| 1. 76| 7. Sleeping in class| 1. 26| 8. Reading a newspaper, doing homework from another class, etc. | 1. 72| 9. Arriving late on class, especially test dates| 1. 34| 10. Persistent tardiness| 1. 46| The following are the recommendations on how teachers would discipline the student’s disruptive behavior in the classroom. Items| WM| 1. When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents| 3. 4| 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class| 3. 44| 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. | 3. 86| 4. When a student is always late, give him/her extra tasks| 3. 6| 5. Teacher should talk to his/her students about their disruptive behavior| 3. 94| 6. Make direct eye contact to your noisy student| 4. 08| 7. Teachers should talk to the parents of their students who did consistently disruptive behaviors| 3. 78| 8.Teachers should make agreements with his/her students regarding their disruptive behaviors| 4. 1| 9. Teachers should give their expectations at the beginning of the school year| 3. 84| 10. Teachers should give punishments appropriate to the disruptive behavior done by the student| 4. 22| Recommendations The following are the recommendations make in the light of the findings of this study: 1. Teachers should send the student to the guidance councilor due to the mistakes they commit. 2. Teachers should be strict and serious on the disruptive behavior that a student causes inside the classroom. . Teachers should make an effective mot ivation for his/her student in able for them to lessen the disruptive behavior in the classroom. 4. Teachers should mark the student absent when the student is caught texting while the discussion is going on. 5. Teachers should give time to his/her students and talk about the disruptive behaviors they commit. He/she should explain to them the effects of the disruptive behavior that the students did inside the classroom. IV. Bibliography a. Books * Disruptive behavior: Disorders in Children Treatment – Focused Assessment By: Michael J.Breen and Thomas S. Altepeter * Behavioral Approach to Assessment of Youth with Emotional/Behavioral Disorders: A Handbook for School-based Practitioners Michael J. Breen,  Craig R. Fiedler * Treatment of Childhood Disorders Eric J. Mash,  Russell A. Barkley * Disruptive Behavior Disorders in Children and Adolescents, Volume 18,Issue 2 Robert L. Hendren * Defiant Children: A Clinician's Manual for Assessment and Parent training Russell A. Bar kley b. Journals * The Modern Teacher. Manila: Association Of the Philippines, Inc. , 1986 * Journal for Research in Disruptive Behaviors.April 1986 c. Unpublished Materials Ocampo and Perez. Different Disruptive Behaviors Done by the Student inside a Classroom During the School Year 1991 -1992. Unpublished Thesis. University of Santo Tomas: 1992 d. Web Resources * http://www. teachervision. fen. com/classroom-discipline/resource/2943. html? * http://childparenting. about. com/od/disruptivebehaviorproblem/a/disruptivebehav. htm * http://www. livestrong. com/article/147291-what-is-disruptive-behavior-in-the-classroom/ * http://www. udc. edu/ccdc/disruptive. htm * http://oregonstate. du/studentconduct/faculty/disruptivebehavior. php * http://www. ehow. com/how_2181266_handle-disruptive-students-classroom. html * http://www. fullerton. edu/deanofstudents/judicial/New%20Content/Faculty%20Resources/Disruptive%20Classroom%20Behavior. pdf * http://saweb. memphis. edu/judicialaffairs/pdf/Di sruptiveClassroomBehaviors. pdf * http://www. uky. edu/StudentAffairs/NewStudentPrograms/UK101/pdf/Disruptive. pdf V. Appendix Colegio ng Lungsod ng Batangas An Action Research on the Importance of Teacher’s Part in the Disruptive Behavior in the ClassroomDear Fourth Year Students: This is being conducted in order to determine the importance of teacher’s part in the disruptive behavior in the classroom. The researchers are appealing for your consideration to finish this study. Answer the following honestly and truthfully, then return to us this questionnaire after answering. Rest assured that your information given here will be kept confidentially. Part I Directions: Fill up the following personal information Name: Section: Gender: Age: Address: Part II Directions: Tell how you frequently do the following disruptive behavior in he classroom. Answer this truthfully, put a check mark ( ) on the column that corresponds your answer. Questions| Always| Sometimes| Never| 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session| | | | 2. Leaving to retrieve a soda or other snack items| | | | 3. Leaving to engage in conversation (i. e. person-to-person or by phone)| | | | 4. Talking while the instructor is talking| | | | 5. Talking before being recognized by the instructor (i. e. blurting out information)| | | | 6. Talking without permission during classroom instruction (i. e. ide conversations with an individual or group)| | | | 7. Sleeping in class| | | | 8. Reading a newspaper, doing homework from another class, etc. | | | | 9. Arriving late on class, especially test dates| | | | 10. Persistent tardiness| | | | Part III. Directions: Tell how effective the teacher’s way in disciplining a student’s disruptive behavior. Answer this truthfully using the scale below. Put a check mark ( ) on the column that corresponds the number of scale. 5 – very effective2 – uneffective 4 – effective1 â€⠀œ very uneffective 3 – undecided Questions| 5| 4| 3| 2| 1| 1.When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents| | | | | | 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class| | | | | | 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. | | | | | | 4. When a student is always late, give him/her extra tasks| | | | | | 5. Teacher should talk to his/her students about their disruptive behavior| | | | | | 6. Make direct eye contact to your noisy student| | | | | | 7.Teachers should talk to the parents of their students who did consistently disruptive behaviors| | | | | | 8. Teachers should make agreements with his/her students regarding their disruptive behaviors| | | | | | 9. Teachers should give their expectations at the beginning of the school year| | | | | | 10. Teachers sho uld give punishments appropriate to the disruptive behavior done by the student. | | | | | | Part IV Directions: Write at least three recommendations that a teacher could use to discipline the disruptive behaviors inside the classroom that was not stated above. 1. 2. 3