Emplyment Relation Essay Example | Topics and Well Written Essays - 1000 words

Emplyment Relation - Essay Example Another difficult which is disturbing the circumstance is the course of action of accounts for the back-pays and the future compensation increments by the boards. The question goals procedure can be isolated into three stages dependent on the kinds of complaints. All the three stages will be grinding away all the while with three separate HR groups taking a shot at the task. The main stage will address the issues of the representatives who have been exposed to pay cuts. It is clear that no representative will acquiesce to their pay cut on the guise of social equity. Be that as it may, the budgetary reasonability of actualizing the equivalent compensation strategy necessitates that some financing of climb in compensation be done through some pay cuts. In this way, the primary thing that should be possible is to reconsider the evaluations of those representatives who have been exposed to pay cuts. This will be a tedious exercise, anyway it will help in staying away from any further case. Some time can be spared by taking a gander at information from past suits by such representatives. It has been seen that some specific employments had been rede signed subsequent to going into case. This information can be useful in re-reviewing. An objective time can be set for this stage and during this time the compensations and other work terms stay unaltered. For those whose evaluations are redesigned after the re-assessment work out, overdue debts can be paid at a later settled upon time. With this progression the issues of the most oppressed segment of representatives can be tended to. The timespan for this re-assessment of evaluations ought not be over 9 months. For those whose compensations will be overhauled after the re-evaluating exercise, there will be proper pay raise. For other people, whose evaluations despite everything should be reexamined towards the lower side, there will be no decrease in pay yet just grade change. There different advantages will be minimized however not the pay. They will be given a marking reward as 2.5% of their pay increase. These

Watership Down Essays - Watership Down, Tales From Watership Down

Watership Down Watership Down was composed by Richard Adams, who was conceived May 9, 1920, in Berkshire, England. He won two honors for this novel. He is as yet living. CHARACTERS Hazel turned into the pioneer of the bunnies once they left their unique warren. He was a brilliant and dubious hare who won the regard and trust of different hares by his boldness and numerous incredible deeds. He generally dealt with issues smoothly so others would likewise tried to avoid panicking. At whatever point an arrangement was required, Hazel would consistently think of one. Fiver, the more youthful sibling of Hazel, was interesting due to his little estimate and capacity to anticipate threat. He spared the hares from death by notice a few hares of the peril. Fat cat, an incredible battling and gallant hare, was fundamental for the achievement of the voyaging hares. He wanted to battle and consistently gave a valiant effort to secure the others. He was likewise the flying creature Kehaar's closest companion and delighted in investing energy with him. Blackberry was the most clever bunny in the gathering. For instance, he made a vessel to cross a waterway despite the fact that the others had never at any point seen or comprehended the coasting idea. Blackberry consistently helped Hazel to consider thoughts when issues emerged. Dandelion, another savvy bunny, was known for his speed and for his incredible narrating of El-ahrairah, the bunny society legend. He could generally tell stories which diverted and facilitated the bunnies from issues. Pipkin, a great companion of Fiver, was little similar to Fiver yet went about as though he was as large as Bigwig. He generally did what he was told and never grumbled. PLOT One day Fiver, detecting peril, persuaded his sibling Hazel that they should leave their warren. Hazel attempted to caution the Chief Rabbit of the peril, however he didn't tune in. Hazel assembled a gathering and came the stream until they arrived at another warren of hares. These hares were extremely bizarre and acted uniquely in contrast to other bunnies. Hazel and his gathering chose to leave after Bigwig got trapped in a wire. The man would take care of the bunnies so they would turn out to be huge and sound; at that point the man would murder them. After numerous long periods of movement, Hazel and the others came to Watership Down, which was an amazing spot for a warren. The dirt was great, also, adversaries could be spotted from numerous miles away. Here they burrowed a tunnels where the bunnies were upbeat. Hazel warmed up to creatures, for example, mice and even a winged animal named Kehaar. Hazel at that point understood that the warren required does to endure. He utilized Kehaar to discover a few does. They made an attack on a ranch and brought back two does. At that point three of four bunnies left to visit a major warren to request more does. Be that as it may, the gathering returned drained and harmed in light of the fact that the warren Efrafa didn't consent to surrender the does; the gathering needed to get away. Hazel concluded that practically the entirety of the bunnies must proceed to take a few does. The bunnies thought of an extraordinary arrangement where Bigwig would ask General Woundwort, the pioneer, in the event that he could be in the military. Fat cat was acknowledged and driven ten does onto a pontoon in the waterway. Efrafa attempted to stop Bigwig, however they fizzled. After some time at Watership Down, the Efrafa military and Woundwort returned to take the does from Watership Down. Hazel idea of a novel intend to fill all the gaps with earth. All packed into one stay with Bigwig guarding the one passageway. Hazel and two others went to bait the canine from the ranch to the warren to murder the foe. The arrangement worked, and Woundwort had vanished. The remainder of the foe left while some remained to live at Watership Down. Efrafa and Watership Down made harmony and chosen to begin another warren with certain hares from every one of the two warrens. Finally, after Hazel saw the warren succeed with new infants and cheerful bunnies, he left his body to run with unprecedented quality and speed over the fields. SETTING This book happens in New Hampshire in May through the winter. The story starts in the Saddleford Warren and finishes in Watership Down. Recognizing Characteristics::::::::: Richard Adams' composing keeps the peruser's consideration what's more, intrigue. He causes the hares to show up and act like people. He habitually utilizes a few expressions and words in Lapine, a creature language. His depictions of nature are extremely itemized and simple to envision.

Be A Blogger (2018)!

Be A Blogger (2018)! Its summer in Cambridge, which means three things: Im taking advantage of running around the Charles River (and all the public water fountains alongside) There are lots of smol nerds running around the various MIT summer camps  and programs Its time for those of you who might want to be bloggers to embrace the GOOD TIMES What does it mean to be an admissions blogger? The best representatives of MIT students are MIT students. Admissions officers can write about holistic admissions authentically, but we can’t write about what it’s like to live in Conner 2, or plan stuff for REX, or UROP, or decide how to pick your classes, or a really cool new thing you learned today in class, and so forth. MIT works by giving people high standards and great autonomy; the blogs are a specific example of this general case. The mission of the blogs is to allow our bloggers to communicate what being a student at MIT is like. You should interpret this mandate expansively. In the main, we are looking for bloggers with good judgment who can write clearly and regularly to help communicate to their readers something about what its like to be an MIT student through their own experience. We expect you to blog at least once every two weeks and create other kinds of content as the mood strikes. We may ask you to help advise creative projects in the office and serve as a shibboleth for student culture. We pay you for this. Its a pretty good gig to be honest. Please note that *only* current MIT students may apply to be bloggers (i.e. no prospective students or students at other colleges). Your application will be read by a small committee of admissions officers who work on the blogs + some senior bloggers. If this sounds like something you might like to do, then head on over to Slideroom and fill out  the blogger application,  due July 31. If anything isnt clear, let me know in the comments or via email!

Significance of the Study Predictive Power of High School...

Significance of the Study The findings of this study can be valuable in three ways. First, they may guide admissions personnel and decision makers at the ministry of higher education and scientific research in identifying whether high school GPA and admission test scores help in predicting academic performance of students attending higher education institutions. This study might also help them in the development of future admission plans and student retention programs at Yemeni universities and colleges, resulting in changing the admissions policies all together. Further, the results of this study can help high school counselors at the ministry of education assist with college transition needs of their graduating students, by being able†¦show more content†¦In test validity studies, correlation coefficients between a predictor and a criterion are often called validity coefficients. Imam: is an Islamic leadership position, often the leader of a mosque and the community. Summary The purpose of this study was to examine the validity and predictive power of the high school GPA and the Admission Test scores on college academic performance. This investigation was limited to undergraduate students attending the University of Umm Alqur’a in Saudi Arabia. Specifically, the aim of this study was to identify which one of the two previous predictor variables that contributes more in the prediction of academic performance of college students. This study addressed five questions that asked if the predictor variables, high school GPA and the Admission Test scores, were related to the academic performance in first year grade point average in the university. How well these two variables predict academic performance of students attending the University of Umm Alqur’a during fall 2004 and spring 2005. Four hypotheses were tested using multiple regression analyses. CHAPTER II Introduction This chapter consists of three major areas. First, general information about Yemen. an overview of Yemeni education system before and after the unification is introduced to provide a background about the studyShow MoreRelatedPredicting Performance Of Post Graduate Education From Admissions Information -- -comparisons Of Health Professions With Pharmacy5563 Words   |  23 PagesPredicting performance in post-graduate education from admissions information ---comparisons of health professions with pharmacy Richard E Wilcox, PhD* and Kenneth A Lawson, PhD ABSTRACT Objectives. The goal of the present review was to assess the state of performance prediction in health care programs generally, versus performance in pharmacy schools, using didactic and non-didactic admissions measures. This is important because clinical success represents a combination of skills that are notRead MoreIncreasing Student Retention : A Predictive Model Of Undergraduate Degree Non Completion5882 Words   |  24 PagesIncreasing Student Retention: A Predictive Model of Undergraduate Degree Non-Completion Abstract This study seeks to develop a predictive model of college student dropout, using aggregate high school variables and individual postsecondary achievement variables to predict non-graduating students’ academic year of departure. After performing multiple linear regression and discriminant function analysis, the research found that a cohort of students admitted in the fall 2007 semester from several universitiesRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesIntroduction to Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third EditionRead MoreStephen P. Robbins Timothy A. 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Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Read MoreFundamentals of Hrm263904 Words   |  1056 PagesStudents achieve concept mastery in a rich, structured environment that’s available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  »

Hamlet Themes and Literary Devices

William Shakespeares Hamlet is considered of the most thematically-rich works of literature in the English language. The tragic play, which follows Prince Hamlet as he decides whether to revenge his fathers death by murdering his uncle, includes themes of appearance vs. reality, revenge, action vs. inaction, and the nature of death and the afterlife. Appearance vs. Reality Appearance versus reality is a recurrent theme within Shakespeare’s plays, which often question the boundary between actors and people. At the beginning of Hamlet, Hamlet finds himself questioning how much he can trust the ghostly apparition. Is it really the ghost of his father, or is it an evil spirit meant to lead him into murderous sin? The uncertainty remains central to the narrative throughout the play, as the ghosts statements determine much of the narrative’s action. Hamlet’s madness blurs the line between appearance and reality. In Act I, Hamlet clearly states that he plans to feign madness. However, over the course of the play, it becomes less and less clear that he is only pretending to be mad. Perhaps the best example of this confusion takes place in Act III, when Hamlet spurns Ophelia leaving her utterly confused about the state of his affection for her. In this scene, Shakespeare brilliantly reflects the confusion in his choice of language. As Hamlet tells Ophelia to â€Å"get thee to a nunnery,† an Elizabethan audience would hear a pun on â€Å"nunnery† as a place of piety and chastity as well as the contemporary slang term â€Å"nunnery† for brothel. This collapse of opposites reflects not only the confused state of Hamlet’s mind, but also Ophelia’s (and our own) inability to interpret him correctly. This moment echoes the broader theme of the impossibility of interpreting reality, which in turn l eads to Hamlets struggle with revenge and inaction. Literary Device: Play-Within-a-Play The theme of appearance versus reality is reflected in the Shakespearean trope of the play-within-a-play. (Consider the often-quoted â€Å"all the world’s a stage† remarks in Shakespeare’s As You Like It.) As the audience watches the actors of the play Hamlet watching a play (here, The Murder of Gonzago), it is suggested that they zoom out and consider the ways in which they themselves might be upon a stage. For example, within the play, Claudius’s lies and diplomacy are clearly simple pretense, as is Hamlet’s feigning madness. But is not Ophelia’s innocent acquiescence to her father’s demand that she stop seeing Hamlet another pretense, as she clearly does not want to spurn her lover? Shakespeare is thus preoccupied with the ways we are actors in our everyday life, even when we don’t mean to be. Revenge and Action vs. Inaction Revenge is the catalyst for action in Hamlet. After all, it is the ghost’s injunction to Hamlet to seek revenge for his death that forces Hamlet into action (or inaction, as the case may be). However, Hamlet is no simple drama of vengeance. Instead, Hamlet continually puts off the revenge he is supposed to seize. He even considers his own suicide instead of killing Claudius; however, the question of the afterlife, and whether he would be punished for taking his own life, stays his hand. Similarly, when Claudius decides he must have Hamlet killed off, Claudius sends the prince to England with a note to have him executed, rather than doing the deed himself. In direct contrast to the inaction of Hamlet and Claudius is the forceful action of Laertes. As soon as he hears of his father’s murder, Laertes returns to Denmark, ready to wreak revenge on those responsible. It is only through careful and clever diplomacy that Claudius manages to convince the enraged Laertes that Hamlet is at fault for the murder. Of course, at the end of the play, everyone is revenged: Hamlet’s father, as Claudius dies; Polonius and Ophelia, as Laertes kills Hamlet; Hamlet himself, as he kills Laertes; even Gertrude, for her adultery, is killed drinking from the poisoned goblet. In addition, Prince Fortinbras of Norway, who was searching for revenge for his father’s death at Denmark’s hands, enters to find most of the offending royal family killed. But perhaps this fatally interlocking network has a more sobering message: namely, the destructive consequences of a society that values vengeance. Death, Guilt, and the Afterlife From the very beginning of the play, the question of death looms. The ghost of Hamlet’s father makes the audience wonder about the religious forces at work within the play. Does the ghost’s appearance mean Hamlet’s father is in heaven, or hell? Hamlet struggles with the question of the afterlife. He wonders whether, if he kills Claudius, he will end up in hell himself. Particularly given his lack of trust in the ghost’s words, Hamlet wonders if Claudius is even as guilty as the ghost says. Hamlets desire to prove Claudiuss guilt beyond all doubt results in much of the action in the play, including the play-within-a-play he commissions. Even when Hamlet comes close to killing Claudius, raising his sword to murder the oblivious Claudius in church, he pauses with the question of the afterlife in mind: if he kills Claudius while he is praying, does that mean Claudius will go to heaven? (Notably, in this scene, the audience has just witnessed the difficulty Claudius faces in being able to pray, his own heart burdened by guilt.) Suicide is another aspect of this theme. Hamlet takes place in era when the prevailing Christian belief asserted that suicide would damn its victim to hell. Yet Ophelia, who is considered to have died by suicide, is buried in hallowed ground. Indeed, her final appearance onstage, singing simple songs and distributing flowers, seems to indicate her innocence—a stark contrast with the allegedly sinful nature of her death. Hamlet grapples with the question of suicide in his famous to be, or not to be soliloquy. In thus considering suicide, Hamlet finds that â€Å"the dread of something after death† gives him pause. This theme is echoed by the skulls Hamlet encounters in one of the final scenes; he is amazed by the anonymity of each skull, unable to recognize even that of his favorite jester Yorick. Thus, Shakespeare presents Hamlet’s struggle to understand the mystery of death, which divides us from even seemingly the most fundamental aspects of our identity.

Psychology and Behavior Free Essays

1. Abstract The research area is classroom management, and specifically dealing with student’s behavior problems in a real classroom situation. It is universally recognized that the teacher is the key person in an education system and a well-managed classroom can provide an exciting and dynamic learning experience for everyone involved. We will write a custom essay sample on Psychology and Behavior or any similar topic only for you Order Now The main objective of the research is to identify approaches for managing student behavior in order to apply valuable ways to achieve effective and positive classroom management. The present research was cross-sectional, and researcher used this type of research because it can be both qualitative and quantitative. Researcher hence endeavors to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. 2. Introduction Statement of the research is â€Å"Student Behavior Problems† The present research was cross-sectional as the researcher focused on one particular point. The major advantage of cross-sectional research is that data can be collected from different type of people in a short time period. The researcher used this type of research because it can be both qualitative and quantitative. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. The researcher used the questionnaire survey and classroom observation as research tool. 2. 1. Research Problem How should a teacher deals with students’ behavior problems in a practical classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey. It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total number of sample population was 60 students. Age of the students was 12-13 years old. Next chapter talks about the literature review. 3. Literature Review 3. 1. What Is Classroom Management? Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes some to leave teaching altogether. Canter. 1997) Teachers feel overwhelmed and â€Å"powerless† in dealing with behavior problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was sufficient to shape up a classroom. â€Å"Misbehavior,† as Doyle contends, â€Å"is any action by one or more students that threatens to disrupt the activity flow or pull the class toward a program of action that threatens the safety of the group or violates norm of appropriate classroom behavior held by the teacher, the students, or the school’s staff† (Doyle, 1986; p. 396). 3. . The Emphasis in Classroom Management 3. 3. Influences on Classroom Management: According to Emmer and Stough (2001), some studies have used student achievement or attitude as outcomes. But most classroom management research today has been concerned with identifying how teachers bring about student engagement with each other and limit the disruptions in the classroom. The following account will summarize the work of some important behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1. Burrhus Frederick Skinner Burrhus Frederick Skinner’s philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) emphasized his research on how the organism learns, regardless of its inherited potential, regardless of its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for good behavior and ignoring or punishing wrong behavior, students would come to understand how to behave in a classroom environment. . 3. 2. William Glasser Glasser’s Reality Therapy (Emmer and Stough, 2001) stressed the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making value judgments about their behavior. By making value judgments, students would come to realize the importance of â€Å"good† choices in behavior and continue to make them again in the future. Therefore, student s were taught the difference between a â€Å"good judgment†, and a â€Å"bad judgment. In today’s classrooms, rewards are given for â€Å"good choices† and consequences are given for â€Å"bad choices†. This process t is used to promote good behavior and diminish bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in substantial classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson characteristics, including, wittiness, smoothness, momentum, overlapping and group alerting. These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a time. Kounin (Conte, 1994) thought teachers who could be that â€Å"aware† would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslow’s research on hierarchy of needs has also influenced effective classroom management. Helping students meet their own needs is of the utmost importance to enhance student learning opportunities and to maintain teacher longevity in the classroom. Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of motivation theory, has suggested that there is a definite order in which individuals attempt to satisfy their needs. Maslow had declared there is an â€Å"order-of-importance† that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students’ basic needs and the order which those needs must be met to produce well balanced members of society. 3. 4. Role of Teacher as Classroom Manager: According to Honeyford (1982) a major limiting factor in any classroom is the teacher; not only do his character, personality and competence play a large part in determining the atmosphere of the lesson, the sort of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teacher also performs a key role in influencing the pupils’ view of himself and the sort of progress he/she makes. Successful classroom management has been defined as producing a high rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984). Well-managed classrooms did not result from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management skill Academic learning time in the classroom has emerged as an important variable. Studies have shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. Even how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficiently you have your lessons, how long you take to get started, how you handle digressions, off-task behavior, discipline and how you handle transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. Seating arrangement Arrangements of space and furniture in ways that bunch students together or obstruct the teacher’s view make it more difficult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture. Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arranged so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tables can be arranged in a variety of ways; light and temperature can be increased or decreased. 3. 4. 3. Discipline in the classroom Callahan (1996) asserts that the best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to create an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or before the school year begins. Rules are best if they are few in number, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the first day of school. 3. 4. 4. Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful: †¢Deal with the present, current problem immediately, not with the past instances of the student misbehavior. †¢Talk to the student directly, instead of talking about him with others. †¢Don’t be harsh and provoked. Stay calm and address firmly. Anger, empty threats and physical handling must be avoided. †¢If the student’s misbehavior is impeding the teacher in teaching, â€Å"1statements† be used by explaining to the student why you are upset by his behavior. 3. 4. 5. Exhibit Assertive Behavior Assertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teacher’s display assertive behavior in the classroom when they: †¢Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students. †¢Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nationally in Pakistan, not only in th e classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or â€Å"classroom incivilities† include: †¢Lateness or leaving early †¢Side conversations †¢Disregard for deadlines Grade grubbing †¢Sniping remarks †¢Cheating These behaviors are not just instructors’ pet peeves; they have real costs including: †¢Distracting other students and instructor in class †¢Reducing student participation †¢Lowering other students’ and instructor’s motivation in or out of class †¢Affecting fairness in grading †¢Using instructor time unproductively †¢Feeling disrespected as a fellow learner or authority figure 3. 6. Possible Causes: In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by seeking attention, and whe n this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students don’t hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . Avoidance of Failure Wanting to avoid repeated failure, some students appear to be discouraged and helpless. This phenomenon, described as â€Å"learned helplessness† by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. `3. 7. Possible Strategies: Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at the outset. †¢Make good use of the first day of class. Use the first day to create the right climate for productive interaction. †¢Allow student participation in setting ground rules. Having students participate in setting the rules for classroom behavior and interaction 3. 7. 2. Decrease anonymity †¢Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. †¢Learn and use names consistently and let students know that you are trying to memorize their names in the first weeks. 3. 7. 3. Encourage active learning. Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effectively, students †¢Feel more responsible for coming to class, and coming prepared †¢Pay more attention in class †¢Feel more responsible for their learning. The next chapter deals with research methodology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions: The present study focused on the following two questions: 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How far do the classroom rules have a significant effect on student’s behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the resear cher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey. It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total number of sample population was 60 students. Age of the students was 12-13 years old. 4. 3. Research Instruments: The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Researcher has used licked scale for this, which include five options such as strongly agree, agree, neutral, disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided rather than answering in their own words. Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are widely used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students. The researcher visited 5 different schools, and observed the students of Grade 7th in the real classroom situation. Classroom observation as a research and evaluation method can provide reliable and valid data on how teachers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what circumstances classroom observation protocols can be used effectively. In the context of the current study special emphasis was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. Ethical Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed consent form was signed by all the participants before the study was started. 4. 6. Procedure The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have enough time to fill them. 5. Analysis For the coding of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to determine which management techniques and practices were most effective in the classroom in controlling student behavior, based upon critical analysis of the research literature. The aim of the research was to enable students to develop the knowled ge, skills and attitudes about classroom management and the objective was to identify approaches for managing student behavior. However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eyes of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom. How to cite Psychology and Behavior, Papers Psychology and Behavior Free Essays Psychology as a discipline relies upon the scientific method of inquiry in order to observe and describe the behavior of its subjects. More specifically, in the realm of behavioral psychology, psychologies rely heavily upon empirical research and a theoretical approach to understanding the diverse and changing ways that humans behave. This brief essay will discuss how behavioral psychology understands the human condition. We will write a custom essay sample on Psychology and Behavior or any similar topic only for you Order Now Behavioral psychologists, according to the American Psychological Association, form their base of inquiry on experimental, cognitive, developmental, physiological, and social psychology in addition to learning theories, human development, biological bases of behavior, cognitive aspects of behavior, affective aspects of behavior, psychopathology, principles of measurement, ethics, clinical decision making, ethnic and cultural diversity issues, research methods, and group and single-subject experimental designs (Archival). They are further concerned with how all of these discourses interact and impact one another. From this foundation, behavioral psychology has been applied to a wide range of issues, such as depression, anxiety, health related problems, childhood development, violence and aggressive behavior, and substance abuse, among others (Archival). As related to the scientific method, behavioral psychology utilizes classical conditioning methods, operant approaches, social learning and cognitive therapy approaches to observe and describe the behavior of its subjects. Works Cited Archival Description of Behavioral Psychology. (2009). Graduate Education: American Psychological Association. Retrieved 4 March 2009, from http://www. apa. org/crsppp/archivbehav. html How to cite Psychology and Behavior, Papers

E E Cummings Essay Example For Students

E E Cummings Essay Is the of style e. e. cummings poetry its true genius, or the very reason the works should be called drivel? Alfred Kazin says that the poets style is arrogant and slap stick and that cummings is the duality of the traditionalist and the clown(155). Others, such as Richard P. Blackmur, say his technique is an insult to the writing profession. He says that cummings poetry would only appeal to those with a childish spirit(140). It was Mark Van Doren, though, who probably said the truth about cummings. He has a richly sensuous mind; his verse is distinguished by fluidity and weight; he is equipped to range lustily and long among the major passions(140) Through examples of his work, from spiralling ecstatically this, Buffalo Bills, next to of course god america I, and whippoorwill this, it can be show that cummings is a deliberate, inventive, and precise poet who uses his own, unique style. Style throughout cummings work is usually difficult to piece together and the works meanings are even harder to decipher, but they all conjure the reader to think. Cummings uses an assortment of tools for his style. In from spiralling ecstatically this cummings uses imaginative new words and line breaks. Cummings creates the word unmiracle in line five. This word implies destruction of what has just taken place, the birth of a baby. Perhapsless is another new word, also of pessimistic connotations. Perhaps is a hopeful word, meaning there is a chance, perhapsless implies that failure is inevitable and that trying is futile. The line breaks of this poem were meant to emphasize the single lines of the poem. From spiralling ecstatically this suggests that one is going throughout life with no sense of direction or meaning. Perhapsless mystery of paradise implies that the afterlife is non existent. Whose only secret all creation sings is that the mothers love provides the universal rhythm . . . despite mans attempt to change or stop the rhythm, it marks the limits on his destructive power (Powers 237) and who knows what lies beyond. In Buffalo Bills cummings style not only includes line breaks, but run on and joined words as well. His line breaks and technique of separating words is a precise and deliberate method which causes the reader to think. Separating defunct by itself could also mean death (Dilworth 176). Using the word Jesus in a place by itself with a long space, indicating a pause, before and after it, indicate that it is not being used to describe Jesus Christ, but rather as an expression of amazement and awe, common in everyday speech. Cummings, throughout this poem, uses space in order to indicate pauses, much as a comma would do. In this poem he also uses run on and joined words to emphasize description of Buffalo Bill. In line four of the poem cummings wrote watersmooth-silver to describe the stallion in line five. The combination of the words are referring to the fluidity and grace of the mighty stallion, but suggest that it is a coward by describing its blood as water. This image does not coincide with the masculinity Buffalo Bill, himself, portrayed by not acting like a coward. Silver, used in conjunction with watersmooth, that described the stallion, Dilworth stated, could also refer to the silver-haired Bill Cody in old age(175). Cummings also uses the combined words onetwothreefourfive and pigeonsjustlikethat. These emphasize what made Buffalo Bill famous in the first place, his sharp-shooting as well as the diction of the speaker. Onetwothreefourfive is the speed of which he can draw his gun and nearly empty it destroying pigeons-justlikethat. .u0d9ce246f0c450f8dfa89ff9f5cc40f5 , .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .postImageUrl , .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .centered-text-area { min-height: 80px; position: relative; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:hover , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:visited , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:active { border:0!important; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .clearfix:after { content: ""; display: table; clear: both; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5:active , .u0d9ce246f0c450f8dfa89ff9f5cc40f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .centered-text-area { width: 100%; position: relative ; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5:hover .ctaButton { background-color: #34495E!important; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5 .u0d9ce246f0c450f8dfa89ff9f5cc40f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0d9ce246f0c450f8dfa89ff9f5cc40f5:after { content: ""; display: block; clear: both; } READ: Interpersonal Communication Essay Pigeonsjustlikethat are the clay pigeons that Cody destroyed while perfecting his shooting. In next to of course god america I cummings uses popular clichs, a run on word, and a line break in the poem for his style choice. In the beginning section of the poem he uses no punctuation except for the quotation marks, an apostrophes and a question mark. This is so the lines run into each other, creating a sense of confusion. The lines in the poem are a collection of clichs that have been used throughout the years describing patriotism for this country or phrases that have been used in everyday life. Cummings discusses his feelings toward a nations attitude of war, through the quotation of clichs. He could not understand why this nation would send our troops off to the roaring slaughter. His writings suggests the question of whether this country has nothing better for its young men than to send them off to die in war. There is also a run on word present in the quotation, deafanddumb. This is done to show how closely related these two words are and that society, at the time, viewed them both as one and the same. It was also what the hierarchy of this nation felt regarding the average intelligence of the common man. There is a line break that separates the last line from the body of the poem. The unusual aspect of this is that cummings capitalized the H in He and used a period. The capitalized letter is startling because cummings, who is so modest that he had his name legally changed to all lower case letters, never thought any human was important enough to have capitalized letters in the pronoun form. The period was also amazing because cummings never uses them in their prescribed manner, yet he does so in this poem. In whippoorwill this the style again includes run on words and this time cummings also uses inventive, original words as well as line breaks. In this poem there are two run on words, the first is whippoorwill, followed by moonday. When one thinks of the word whippoorwill, one thinks of the bird, but that is not so in this case. Don Jobe said whippoorwill may be split into three separate words: whip, poor and will. . . . The reader may attribute will to a mans will, thus whip and poor become adjectives possibly meaning fate and weakness(48). Jobe continues to explain that moonday is actually night, since that is when the moon rises and sets. Cummings also uses inventive, self made words in this work. Unthings in the poem are the humans that occupy this planet (Jobe 48). Humans are nothing when compared to the vastness of this universe and the universe itself doesnt recognize people or have any obligation towards them. Threeing is another new word in this poem that has an assortment of possible meanings. It has been said that threeing is man living in the three dimensions of the physical universe( 48). Humans are only allowed, for now, to understand and comprehend three dimensions, so that when cummings wrote threeing alive in line seven of his poem he means that that is how humans live for now, that is their lifestyle. The line breaks in this poem allow the reader to indulge in their thoughts on this work. There is a set pattern in this poem of one line, two lines, one line for the stanzas. Each line, or group of lines, though has it own significance to the poem. This poet has been admired for decades for his style of writing and the thoughts he provokes. Critics write about his work and are still trying to understand him still, even though he has been dead for nearly three decades. Cummings poetry style is unique because of the tools he uses. .u8247ca0939220a4203b44ba0b6bdf5c6 , .u8247ca0939220a4203b44ba0b6bdf5c6 .postImageUrl , .u8247ca0939220a4203b44ba0b6bdf5c6 .centered-text-area { min-height: 80px; position: relative; } .u8247ca0939220a4203b44ba0b6bdf5c6 , .u8247ca0939220a4203b44ba0b6bdf5c6:hover , .u8247ca0939220a4203b44ba0b6bdf5c6:visited , .u8247ca0939220a4203b44ba0b6bdf5c6:active { border:0!important; } .u8247ca0939220a4203b44ba0b6bdf5c6 .clearfix:after { content: ""; display: table; clear: both; } .u8247ca0939220a4203b44ba0b6bdf5c6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8247ca0939220a4203b44ba0b6bdf5c6:active , .u8247ca0939220a4203b44ba0b6bdf5c6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8247ca0939220a4203b44ba0b6bdf5c6 .centered-text-area { width: 100%; position: relative ; } .u8247ca0939220a4203b44ba0b6bdf5c6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8247ca0939220a4203b44ba0b6bdf5c6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8247ca0939220a4203b44ba0b6bdf5c6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8247ca0939220a4203b44ba0b6bdf5c6:hover .ctaButton { background-color: #34495E!important; } .u8247ca0939220a4203b44ba0b6bdf5c6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8247ca0939220a4203b44ba0b6bdf5c6 .u8247ca0939220a4203b44ba0b6bdf5c6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8247ca0939220a4203b44ba0b6bdf5c6:after { content: ""; display: block; clear: both; } READ: Importance Of Yin-Yang Essay The run on and joined words, the punctuation, line breaks and original words are all part of his style. He is not an snooty, comedic, or childish write, his works are precise, inventive and deliberate. Cummings is a wonderful poet who lets the pen speak for itself.Bibliography:Works CitedBlackmur, Richard P. Notes on E. E. Cummings Language. Contemporary LiteracyCriticism. Eds. Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. 12. Detroit: Gale Research Inc., 1980: 140-141. cummings, e. e. next to of course god america I. Complete Poems 1904-1962. Ed.George J. Firmage. New York: Liverright, 1991: 267. cummings, e. e. Buffalo Bills. Complete Poems 1904-1962. Ed. George J. Firmage.New York: Liverright, 1991: 90. cummings, e. e. from spiralling ecstatically this. Complete Poems 1904-1962. Ed.George J. Firmage. New York: Liverright, 1991: 714. cummings, e. e. whippoorwill this. Complete Poems 1904-1962. Ed. George J. Firmage. New York: Liverright, 1991: 751. Dilworth, Thomas. Cummingss Buffalo Bills' Explicator 53 Spring (1994): 175-176. Jobe, Don. Cummings Whippoorwill This. Explicator 42 Fall (1983): 48-49. Kazin, Alfred. E. E. Cummings and his Fathers. Contemporary Literacy Criticism. Eds.Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. I Detroit: Gale ResearchInc. , 1978: 155. Powers, Kate. cummingss From Spiralling Ecstatically This. Explicator49 Summer(1991) : 235-237. Van Doren, Mark. First Glance. Contemporary Literacy Criticism. Eds. Dedria BryFonskiand Phyllis Carmel Mendelson. Vol. XII. Detroit: Gale Research Inc. ,1980: 139-140. BibliographyBlackmur, Richard P. Notes on E. E. Cummings Language. Contemporary LiteracyCriticism. Eds. Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. XIIDetroit: Gale Research Inc., 1980: 140-141. cummings, e. e. Complete Poems 1904-1962. Ed. George J. Firmage. New York:Liverright, 1991. Dilworth, Thomas. Cummingss Buffalo Bills. Explicator 53 Spring (1994): 175-176. Jobe, Don. Cummings WHIPPOORWILL THIS. Explicator 42 Fall (1983): 48-49. Kazin, Alfred. E. E. Cummings and his Fathers. Contemporary Literacy Criticism. Eds.Dedria Bry Fonski and Phyllis Carmel Mendelson. Vol. I Detroit: Gale ResearchInc., 1978: 155. Literature and the Writing Process. Eds. Elizabeth McMahan, Susan X Day, and RobertFunk. 4th ed. Upper Saddle River: Prentice, 1996. Powers, Kate. cummingss From Spiralling Ecstatically This. Explicator 49 Summer(1991) : 235-237. Van Doren, Mark. First Glance. Contemporary Literacy Criticism. Eds. Dedria BryFonski and Phyllis Carmel Mendelson. Vol. XII. Detroit: Gale Research Inc.,1980: 139-140.