What Integrity Means Essay Example

What Integrity Means Essay The term â€Å"integrity† is considered polysemantic meaning it has a number of different meanings. Integrity is the most important terms used in virtue ethics, music, philosophy, for example. Integrity is used in the scientific and technological fields. Therefore, this term is often puzzling and perplexing. Often, people use integrity as a synonym to â€Å"moral† trying to show that person is acting with integrity. However, researchers noted that â€Å"people of integrity† may act immorally, even if they are unaware of their immoral actions. Firstly, modern world suggests that any person is subjected to many conflicting desires and situations. Thus, integrity is defined as the ability to make reasonable and valid judgments, conclusions about the importance and necessity of particular commitments. Integrity suggests that a person should act out of the strongest desire and with deliberation to choose between more or less desirable actions. In other words, integrity always suggests discriminating between important desires. For example, a student may discard studying preferring go to the party. In such situation student is not a person of integrity as higher order desire was endorsed over fun. Person of integrity realizes the importance of first-order desires and he won’t fall victim to conflicting desires. Further, integrity is defined as ability to resist genuine temptation meaning that a person is ready successful integrate the self. We will write a custom essay sample on What Integrity Means specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What Integrity Means specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What Integrity Means specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Secondly, in computer and related sciences integrity means that computer database is able to maintain power and resist to errors, integrity of defense systems suggests that system isn’t breached. Thirdly, in music, musical work has integrity if its musical structure is provided with completeness which is coordinated and has related music ideas. Simply saying, integrity in music means that music piece is whole, intact and pure. Fourthly, Integrity is associated with geography. Then, people may think of integrity of wilderness region, different existing ecosystems, art kinds and forms, and even people may think of computerized integrity. Integrity is applied mostly to the objects and it suggests the qualities of purity and wholeness an object. These meanings are often applied to people. Speaking about regions, integrity means that a region isn’t corrupted by negative effects of development and its advances. Region of integrity suggests wilderness and uncorrupted or virgin. Finally, intellectual, professional and artistic integrity are often spoken about.   Nevertheless, integrity has found its application mostly in philosophy meaning human’s general character. In philosophy, when a person acts with integrity on a particular occasion it means that integrity is explained as broader feature of person’ character. There is a claim that person should possess integrity. Integrity suggests that a person is in harmony with himself, that he acts either morally or immorally. It means that integrity is applied equally to people things because integrity suggests a way to keep the self uncorrupted. Integrity is often associated with commitment, and some researchers stress that the term ‘commitment’ is used to cover intentions and promises of human expectations and, what is more important, human trusts. It means that any person may be committed to different kinds of things at the same time. Such person is integrated person. Summing up, integrity is found in many aspects of human’s life.   Integrity is defined as personal virtues meaning that person’s ability to take care of the self shows whether a person is integrated. Moreover, persons of integrity treat equally other people’s matters. Abilities to overcome temptation and to subordinate first-order and second-order desires are considered the keys for a person to be considered of integrity.

Free Essays on Suave Market Segmentation Analysis

â€Å"Suave† Market Segmentation Analysis Introduction Market segmentation is the division of a market into distinct groups of buyers who might require different products or marketing mixes (Kotler et al, 1994). It is the division of a heterogeneous market consisting of buyers with different needs and wants, into homogeneous segments of buyers with similar needs and wants. The markets may be divided by geographic region, demographics, psychographic, benefits sought, and behavioristic. The segmentation process involves five steps (Belch pg.40): 1) Finding ways to group consumers according to their needs. 2) Finding ways to group the marketing actions-usually the products offered-available to the organization. 3) Developing a market-product grid to relate the market segments to the firm’s products or actions. 4) Selecting the target segments toward which the firm directs its marketing actions. 5) Taking marketing actions to reach target segments. I researched a few products that are made by â€Å"Suave† and their motto is that â€Å"looking great doesn’t have to cost a fortune.† Suave believes that consumers should bring the same shopping savvy to health and beauty products that you bring to food or household goods. When two products offer the same benefits and have similar ingredients on the label, give the less expensive one a try. A higher price may only reflect fancier packaging and not necessarily product quality. But having said that, it's wise to go with names you recognize and trust. Price is only one part of the equation, and it's not a value if you're not getting the quality you thought you were buying. I believe Suave’s target market are value minded consumers whose attitudes are that value priced items give the same results as high priced items. As you can see from the grid below that Suave’s products are considered high quality with a low price. Hi Price Nexus X ... Free Essays on Suave Market Segmentation Analysis Free Essays on Suave Market Segmentation Analysis â€Å"Suave† Market Segmentation Analysis Introduction Market segmentation is the division of a market into distinct groups of buyers who might require different products or marketing mixes (Kotler et al, 1994). It is the division of a heterogeneous market consisting of buyers with different needs and wants, into homogeneous segments of buyers with similar needs and wants. The markets may be divided by geographic region, demographics, psychographic, benefits sought, and behavioristic. The segmentation process involves five steps (Belch pg.40): 1) Finding ways to group consumers according to their needs. 2) Finding ways to group the marketing actions-usually the products offered-available to the organization. 3) Developing a market-product grid to relate the market segments to the firm’s products or actions. 4) Selecting the target segments toward which the firm directs its marketing actions. 5) Taking marketing actions to reach target segments. I researched a few products that are made by â€Å"Suave† and their motto is that â€Å"looking great doesn’t have to cost a fortune.† Suave believes that consumers should bring the same shopping savvy to health and beauty products that you bring to food or household goods. When two products offer the same benefits and have similar ingredients on the label, give the less expensive one a try. A higher price may only reflect fancier packaging and not necessarily product quality. But having said that, it's wise to go with names you recognize and trust. Price is only one part of the equation, and it's not a value if you're not getting the quality you thought you were buying. I believe Suave’s target market are value minded consumers whose attitudes are that value priced items give the same results as high priced items. As you can see from the grid below that Suave’s products are considered high quality with a low price. Hi Price Nexus X ...

Motivation in the Classroom: Dealing with Disruptive Behaviour

Motivation in the Classroom: Dealing with Disruptive Behaviour INTRODUCTION Research studies have shown the importance of motivation in supporting learning in education (Lai, 2011) and in raising educational attainment among pupils. A collective theme within the review is that a pupil’s behaviour is closely linked to the theory of motivation (Ikeogu, 2011). The transition into secondary school life has been shown to affect student’s self-competency, reduces their motivation and engagement in the learning process (Klem Connell, 2004; Jacobs et al., 2002; Wigfield Eccles, 2000). Ultimately understanding what motivates pupils is essential in order to influence and encourage constructive learning behaviour. It has been proposed that motivating pupils to learn will result in positive behaviour and higher academic achievement and reduce disruptive behaviour (Kane et al., 2004). This literature will investigate how motivational theories elucidate pupil’s behaviour in a classroom environment which will help teachers develop strategies to deal with such behaviour and create a constructive learning environment. The following study will firstly explore the theory of motivation in a pedagogical context, the factors that motivate learners and the relationship between motivation and disruptive behaviour. Several techniques are reviewed to understand and control disruptive behaviour as well as different theoretical motivational theories such as Maslow, Deci and Ryan which have been shown to determine behavioural hierarchy of confident behaviour. 1.1 Theory of Motivation Korb (2012, p.6) describes motivation as the cognitive state, intramural need, or ‘external goal’ that drives individuals. Romando (2007) agrees, describing motivation as one’s determination and drive that triggers behaviour towards the desired goal. Ball (1977) describes motivation as a series of performances brought upon by stimulating, guiding and sustaining student’s behaviour. McLean (2003, p.7) defines motivation as the need to learn, and the ability to manage any challenges or hurdles in order to realise their goal (Martin, 2008). The resulting behaviour depends upon the pupil’s level of motivation (Guay et al., 2010). Motivation plays an influential role in affecting student’s level of enjoyment in learning at school and can trigger either disruptive or constructive behaviour among pupils (Guay et al., 2010, p. 712). 1.2 Factors that motivate learners To understand pupil’s behaviour, the study needs to consider several factors that effects motivation. These are: ‘ the education they receive by teachers (Teven McCroskey, 1997), ‘ student-teacher relationships (Kelly Hansen, 1987; Johnson, 2008), ‘ pressures and expectations from parents (Dandy Nettelbeck, 2000) and ‘peers’ (Wigfield Tonks, 2002, p.2383), ‘ classroom environment (Qin et al., 1995), and ‘ school culture and system (Anderman Maehr, 1994). Wright’s (2012) study argues that pupils who have low levels of motivation misbehave out of frustration due to failure of the school system to meet the needs of the individual i.e. activities are too challenging, and lesson instructions are too vague or monotonous (Skinner et al., 2005; Linnenbrink Pintrich, 2002). Power et al. (1967) states that family and social background are the key influencers on pupil’s motivational level or lack of and ultimately their behaviour outcome in class. Galloway (1995) disagrees, stating that teachers are the main influencer and that home background employ little influence on pupil’s behaviour. He claims that absence of a positive interaction between teacher and pupils negatively impacts on student’s behaviour. 2. Links between Motivation and Classroom Disruptive Behaviour According to Brophy (1999), the theory of motivation has shifted from a quantifiable measurement to a behaviourist perspective in which the use of a stimulus can be used to reinforce the desired behaviour. Schools use this mechanism to encourage and reward positive behaviour and sanction negative disruptive behaviour with an aversive stimulus i.e. punishment exercise (Ikeogu, 2011, p.12). According to Seifert (2004, p.147) pupil’s motivational level is understood by their display of behaviour. Hudley et al. (2007, p.4) agrees with this assertion that that there is a link between behaviour and motivation and that schools need to diminish the desire to disrupt and increase the incentive to succeed. Disruptive behaviour can be classified as challenging, unacceptable and interruptive behaviour according to Galloway et al. (1982). Nour (2004) perceives distractedness as the most frequent disruptive behaviour in schools in China (Ding et al., 2008; Shen et al., 2009). Accordin g to other studies, disruptive behaviour in England (Arbuckle Little, 2004) and Australian schools (Ross et al., 2008) is perceived as consistent talking throughout the lesson. Browne (2012) defines disruptive behaviour as being disobedient and aggressive. Aly and Gracey (2013) state that using technology during class, reading unrelated material etc. is disruptive. Disruptive behaviour can interrupt positive social interaction, engagement, contribution and overall impede a proactive classroom environment (Doyle, 1986). Pupils’ motivational level are forecasters of performance in the classroom (Pintrich DeGroot, 1990) which helps explain pupils’ cognitive engagement and classroom behaviour (Miller et al., 1996). According to Skinner et al. (2008) using a motivational framework of ‘engagement vs. disaffection’ helps explain pupils’ behavioural and emotional input in classroom activities (Pierson Connell, 1992; Ryan, 2000; Wentzel, 1993) (see F ig.1). Educators can use this framework to measure student’s engagement level at school in order to prevent truancy by recognising early signs of disconnection (Appleton et al., 2008). Figure 1: A motivational theory of engagement and disaffection in the classroom According to Seifert (2004) student’s behaviour or motivation is determined by their emotional response to a task (Boekarts, 1993; Seifert O’Keefe, 2001). In order for students to develop positive classroom behaviour, students must set goals, become more competent and involved, and gain social belonging (National Research Council and Institute of Medicine, 2004). Ikeogu (2011) states that pupil’s lack of motivation and disruptive behaviour in the classroom is attributable to the teacher’s pedagogy and teaching style (Galloway et al., 1998). In order to achieve an effective learning environment, a supportive and nurtured teacher-student relationship needs to develop (Steer, 2005). Adopting effective motivational techniques can help teachers improve pupil’s engagement in class and ultimately raise classroom attainment. MOTIVATIONAL THEORIES To motivate students to climb the hierarchy, teachers need to understand disruptive classroom behaviour in order to achieve appropriate behaviour (Korb, 2012). Abraham Maslow designed a pyramid (Maslow’s Hierarchy of Needs, see Figure 2) to identify individual’s basic human needs. When pupils satisfy the most basic deficiency needs (physical and safety), they then climb the hierarchy towards the developed levels. Children with a stable, supportive home (high level of safety and security) tend to climb the hierarchy to achieve self-actualisation, as they do not have the same needs to seek attention. Those who are stagnant at the basic needs level are more susceptible to disruptive behaviour in the classroom as they are more prone to act-up. According to Korb (2012, p.6), pupils may seek attention in the classroom, either positive or negative if they don’t receive this at home. They may display signs of low self-esteem by being destructive and lack powers of concentration. Figure 2: Basic Human Needs. Source: Adapted from Maslow (1943). McClelland’s theory (Acquired Needs Theory) states that individuals are motivated according to three basic needs; achievement; power; and relationship (Miner, 2006). Maslow distinguished the discrete stages of needs and the transition amid these needs, while McClelland states that individuals are at different stages of elevated needs than others and their experiences eventually change pupil’s needs (Kirstein, 2010). Motivational theories proposed by Maslow (1970), McClelland (1985), and Deci (1980) associate the growth of self to psychological needs and emotional processes which classifies pupil’s behaviour according to their needs. According to Maslow, to satisfy pupil’s deficiency needs, teachers need to create an emotionally and physically protected and secure classroom, and take interest in pupil’s lives to appeal to their sense of belonging etc. (Biehler and Snowman, 1997). To understand and address disruptive classroom behaviour, Kaplan and Maehr (1999) used the Achievement Goal Theory which established a linkage between disruptive behaviour and performance-approach goals, performance avoidance goals, and positive behaviour was associated with mastery goals. Self-Determination Theory was also critically analysed in relation to disruptive behaviour. 3. Achievement Goal Theory Achievement Goal Theory refers to individual’s motives to engage in attainment-based behaviours (Pintrich, 2000, p. 93). This theory can influence how students tackle goals in an achievement scenario (Agbuga et al., 2010, p.279). Undertaking goals results in cognitive and behavioural outcomes, which helps understand pupil’s behaviour (Elliot Dweck, 1988, p.11). Jagacinski and Nicholls (1987) states that failure in a task can cause negative behavioural outcomes. Nicholls (1984) proposed the dichotomous model consisting of two major goals; mastery (learning goals), and performance (ego goals). Mastery goal focuses on development of pupil’s academic capability and competence while individuals pursuing performance goals are more engrossed with the quality of their performance in relation to others and people’s perception of their performance (Seifert, 2004). Roeser et al. (1996) agrees that pursuing mastery goal is centred on gaining knowledge, while pe rformance is focused on demonstrating knowledge. Pupil’s behaviour is determined by which goal they pursue. Example, according to Veiga et al. (2014), pupils who are mastery orientated achieve their goals (Linnenbrink Pintrich, 2002), are intrinsically motivated (personal enjoyment of the lesson) (Elliot and Harackiewicz, 1996, p.462) and therefore display positive behaviour (Ryan Patrick, 2001), and higher level of engagement in class (Ryan Pintrich, 1997). Encouraging pupils to take control of their learning and boosting self-confidence discourages disruptive behaviour and promotes a more positive behaviour (Pintrich, 2000). While in a performance goal orientated classroom, those pursuing to surpass their peers have a tendency to exhibit disruptive behaviour (Agbuga et al., 2010) and reduced level of engagement (Hughes et al., 2010). Pupils pursue performance goals as a defence mechanism to protect themselves from negative opinions of their competence, or receive po sitive acknowledgement of their competence (Dweck Legget, 1988; Seifert O’Keefe, 2001), and to come across superior to others (Nicholls et al., 1990). According to Roeser et al. (1996) performance goals are uncomplimentary to learning, as they lower pupil’s confidence in their competence to successfully complete tasks in class (Dickinson, 1995) by comparing and evaluating pupils against their peers and reducing ‘self-efficacy’, which negatively effects motivation and confidence levels (Schunk Mullen, 2012). Dweck (1986) states that pupils with low confidence can exhibit maladaptive behaviour. Kaplan and Maehr (1999) found that pupils seeking performance goals displayed signs of disruptive behaviour i.e. talking out of turn, teasing etc., which can lead to cheating and school absenteeism (Anderman Midgley, 2002; Roeser Eccles, 1998). Whereas mastery goals are learning orientated which results in more focus on successfully completing tasks and great er task-focused performance (Kaplan et al., 2002). 3.1 Mastery Goal orientated classroom A mastery orientated classroom should be fostered to motivate students effectively and promote positive behaviour and engagement in class. To drive students, teachers should promote self-sufficient learning, recognise and reward achievement, evaluate student’s effort and progress, encourage teamwork, designate a realistic time to complete tasks (Veiga, et al., 2014), communicate clear and concise lesson tasks, use alternative teaching and learning strategies, manage classroom behaviour and encourage pupil to give their opinion (Zyngier, 2007). Multiple perspectives were proposed in studies to analyse pupil’s behaviour. Dweck (1999) differentiated between performances and learning goals, and Nicholls (1989) proposed performance and mastery goals. Elliot and Harackiewicz (1996) further extended and challenged these two goals and included the performance-avoidance goal, forming a ‘trichotomous’ goal framework (mastery, performance, and performance avoidance goals) as an extension of the dichotomous model (Elliot and Church, 1997; McGregor Elliot, 2002; Ames, 1992). 3.2 Performance-Avoidance Theory According to Middleton and Midgley (1997) anxiety is a common emotion related with performance avoidance goals (Bong, 2009; Duchesne Ratelle, 2010). Avoidance or difficulties completing tasks can cause anxiety which may trigger pupils to play up to alleviate any negative emotions. Pupils may engage in disruptive behaviour as a defence mechanism to avert carrying out the activity to avoid humiliation and safeguard their sense of value (Seifert, 2004, p.144). Covington (1984) concurs that students would rather feel guilty about not doing the work rather than feel shamed due to low ability. 4. Self-Determination Theory Deci and Ryan (1985, 2000) cultivated the Self-Determination Theory (SDT) to understand and develop pupil’s motivation and the anticipated behavioural outcome which follows. SDT explicates how pupil’s interaction with their classroom conditions can either encourage or impede pupil’s positive contribution, drive, and engagement (Reeve, 2012). SDT presumes that students no matter their background, age etc. are self-motivated and integrally motivated to participate academically in class (Deci Ryan, 1985, 2000; Vansteenkiste et al., 2010). SDT addresses the features of intrinsic and extrinsic motivation. Intrinsic stimulus is the preferred motivational method to facilitate effective learning (Ryan Deci, 2009), as it involves one’s own decision to participate in the lesson out of enjoyment and interest. Intrinsically motivated pupils engage in a more profound learning, better quality of work, and exhibit positive behaviour compared to extrinsic motivatio n. According to SDT, to become intrinsically motivated schools need to facilitate ‘three basic psychological needs’; autonomy, competence, and relatedness (Kusurkar et al., 2011). Structuring lessons based on the needs of the pupils, helps to facilitate self-determined motivation. Promoting autonomous motivation contributes to better task-related behaviour which reflects real interest in the subject (Kusurkar et al., 2011). According to Kusurkar et al. (2011) appealing to their intramural needs to effectively stimulate proactive behaviour is more effective that using incentives to reinforce desired behaviour. MOTIVATIONAL TECHNIQUES TO CONTROL DISRUPTIVE BEHAVIOUR Effective motivational techniques help promote positive behaviour and reduce disruptive behaviour. Positive Behavioural Support (PBS) strategies has proven favourable in studies to transform disruptive and challenging behaviour and promote positive behaviour which aid effective learning in class (Ausdemore et al., 2005; Feinstein, 2003; McCurdy et al., 2007). This proactive approach explores the source of the behaviour, identifying undisruptive responses to manage challenging behaviour, reward desired behaviour and reduce rewarding disruptive actions, and decreasing the course components that initiate difficult behaviour. PBS strategies involves creating a positive, organised and consistent classroom, increasing autonomy, amending and differentiating the curriculum to meet individuals needs and abilities, acknowledging and rewarding positive behaviour, and teaching coping skills and behaviours to express pupil’s emotions and needs (Ruef et al., 1998). Carr et al. (1994) ag rees that PBS does not involve eradicating negative behaviour but rather to understand why pupils behave in that manner and to substitute disruptive behaviour with positive proactive behaviour’. 5.1 Motivating students with Positive Reinforcement (rewards and praise) Rewards and praise are used as a tool to reinforce and develop the desired classroom behaviour, to attain skills or sanction maladaptive behaviour. They are a tool used to inspire pupils to attain skills (Ruef et al., 1998) and should appeal to the pupil’s needs in order to motivate them. According to Ruef et al. (1998) and Walker et al. (1995) sanctioning bad behaviour is counterproductive and such action results in hostility, destruction, tardiness, absenteeism, and quitting school. Positive reinforcement (PR) is more effective (Frisoli, 2008). Wheatley et al. (2009) agrees that positively reinforcing desired behaviour decreases undesired behaviour. PR encourages pupils to engage in activities and behaviour out of personal pleasure e.g. reading (Lepper et al., 2005), inevitably enhancing pupil’s intrinsic motivation in and outside of school settings (Willingham, 2005). According to Willie (2002), introducing ‘mystery motivators’ positively reinforce s good behaviour which involves providing an unknown reward. Similar studies by Moore and Waguespack (1994) and Kehle et al. (1998) agrees that the ‘mystery motivator’ approach shows favourable results in improving disruptive classroom behaviour (DeMartini-Scully et al., 2000; Kehle et al., 2000). 5.2 Curriculum Adaptions Ferro et al. (1996) showed an association between the curricular content and the pupil’s resulting classroom behaviour. The content of the curriculum needs to be modified to adapt to the pupil’s additional needs and abilities in order to enhance their contribution and engagement in class and reduce the chances of disruptive behaviour. Curricular content that is not age and ability appropriate, lacks creativity, does not emulate the interest of pupils and cannot be applied to other contexts can foster challenging behaviour (Ferro et al., 1996). 5.3 Positive Competition Using competitive techniques will help motivate pupils to perform academically in class, raising situational interest (Jones et al., 2009). This method has shown favourable results amongst teachers (Ediger, 2001) and enjoyment amid pupils (Bergin Cook, 2000). However Kohn (1992) has criticised the use of competition to motivate pupils. Kohn (1993, p.1) argues that setting pupils against each other is destructive and counterproductive, negatively comparing ‘competition is to self-esteem as sugar is to teeth’. He states that disruptive behaviour is triggered by competition, as it fosters hostility and mistrust towards others. Meece et al. (2006) study concurs that competition is demotivating as students are outshone by their peers and the focus is on surpassing your peers rather than the learning process. Gottfried et al. (2001) study agrees, stating that competition has shown a decrease in level of engagement in class and an increase in disruptive behaviour. Howev er, Good and Brophy’s (2008) study disagrees, stating that competitive methods can be used to assist in behaviour management, to promote positive behaviour and reduce disruption within the class. Their study found that competitive methods creates a more stimulating and attractive lesson for pupils. Tingstrom et al. (2006, p.245) study shows positive results for effective use of positive rivalry e.g. the ‘Good Behaviour Game’ which motivates pupils and reduces disruptive behaviour. He suggests that competitive activities are usually accompanied with rewards for the desired learning intention and the fewest behavioural transgressions (Good Brophy, 2008). This leads to adopting competitive strategies to manage behaviour and results in improved academic performance i.e. meeting deadlines. 5.4 Student Autonomy Encouraging autonomy increases motivation among students in the classroom (Guthrie et al., 2000; Reeve, 2009; Stefanou et al., 2004). Hidi and Harackiewicz (2000) and Turner (1995) claims that increased self-sufficiency among pupils in their learning process can enhance academic interest in their work improving behaviour in class and educational performance. Stefanou et al. (2004) references 3 types of support that teachers can offer to students: 1. Organisational autonomy (allowing students some decision in the classroom organisation) 2. Procedural autonomy (choice of alternative media to portray ideas) and 3. Cognitive autonomy (providing pupils the opportunity to self-evaluate their own work). According to Bieg et al. (2011) teachers need to support autonomous behaviour which involves listening to pupil’s contribution and creating more individual based tasks for pupils to work on by themselves, promoting improved learning behaviour. 5.5 Student-Teacher Relationship Ikeogu (2011, p.74) study found that positive relations with pupils resulted in reduced levels of disruptive behaviour, and those who experienced disruptive behaviour felt this was due to unstable relationships among peers. Creating a connection with pupils allows teachers to understand their frustrations which helps to resolve any undesired behaviour (Kuhlenschmidt and Layne, 1999). Gest et al. (2005) proposes that a close, supportive relationship between pupils and teachers will result in a more positive atmosphere, quality academic performance and good behaviour in class. SUMMARY This present study aimed to review an assortment of literature on the connection between motivation in the classroom and disruptive behaviour. Many factors are relevant in influencing disruptive behaviour but paramount is the motivational level which are dependent on the school ethos. The interaction between pupils and social quality of the classroom, educators, and pupils can add to this. Following analysis of a selection of motivational theories, (using multiple academic approaches to understand student’s behaviour and how to motivate them) no single model addresses all the factors influencing motivation and how to control destructive behaviour in the classroom. A lack of evidence on external conditions influencing student’s behaviour requires further research in order to effectively motivate pupils and reduce possible undesired behaviour in the classroom. The findings of this study is that encouraging a mastery orientated classroom displays more positive behavio ur than achieving performance goals. Future research needs to focus on adapting the curriculum to address both classroom behaviour and academic motivation. Word Count: 3,295†² REFERENCES ‘ Agbuga, B., Xiang, P., McBride, R. (2010). Achievement Goals and Their Relations to Children’s Disruptive Behaviours in an After-School Physical Activity Program. Journal of Teaching in Physical Education. 29 (3), p278-294. ‘ Aly, A., Gracey, D. (2013). Dealing with disruptive behaviours in the classroom ‘ a case example of the coordination between the faculty and assistance dean for academics. Issues in informing science and information technology. 3. 1-15. ‘ Ames C. (1992). Classrooms: goals, structures, and student motivation. J. Educ. Psychol. 84:261’71. ‘ Anderman, E. A., Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287’310. ‘ Anderman E. M., Midgley C. (2002). Methods for studying goals, goal structures, and patterns of adaptive learning. In Goals, Goal Structures, and Patterns of Adaptive Learning, ed. C Midgley, pp. 1’53. Mahwah, NJ: Erlbaum ‘ Arbuckle, C., Little, E. (2004). 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A multi-component intervention designed to reduce disruptive classroom behaviour. Psychology in the Schools, 37(5), 475’481. Retrieved from EBSCO MegaFile database. ‘ Kelly, J. A., Hansen, D. J. (1987). Social interactions and adjustment. In V. B. Can Hasselt M. Hersen (Eds.), Handbook of adolescent psychology (pp. 131’146). Pergamon Press: Springer. ‘ Kirstein, M. (2010). The role of motivation in Human Resource Management: Importance of motivation factors among future business persons. Masters thesis, Aarhus University. ‘ Klem, A., Connell, J. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 264-274. ‘ Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. Boston: Houghton Mifflin. ‘ Korb, R. (2012). Motivating Defiant and Disruptive Students to Learn: Positive Classroom Management Strategies. USA: Corwin Press. ‘ Kuhlenschmidt, S. L., Layne, L. E. (1999). Strategy for dealing with difficult behaviour. Retrieved 25th September 2015 http://www.uow.edu.au/content/groups/public/@web/@stsv/@swd/documents/doc/uow068340.pdf. ‘ Kusurkar, R. A., Croiset, G., Ten Cate, TJ. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory, 33: 978’982. ‘ Lai. E. R. (2011). Motivation: A Literature Review. Research Report. New York, NY: Pearson. Available at: http://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf. ‘ Lepper, M. R., Corpus, J. H., Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroon-t: Age differences and academic correlates. Journal of Educational Psychology, 97, 184-196. Retrieved January 24, 2007, from PsyciNFO database. ‘ Linnenbrink, E. A., Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327. ‘ Martin, A. J. (2008). 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Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346. ‘ Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press. ‘ Nicholls, J. G., Cobb, P., Wood, T., Yackel, E., Patashnick, M. (1990). Assessing students’ theories of success in mathematics: Individual and classroom differences. Journal for Research in Mathematics Education, 21, 109-122. ‘ Nour, D. M. (2004). University Teachers’ Management Strategies and Students’ Disruptive Behaviour. Retrieved: The American University in Cairo. 25 September 2015. http://www3.aucegypt.edu/auctesol/Default.aspx?issueid=1d8f85d0-1f98-4cd7-9f2c-fc7790380b31aid=c47198ce-5833-468c-9e6c- 7f7426de5eb9. ‘ Pierson, L. H., Connell, J. P. (1992). Effect of grade retention on self-system processes, school engagement, and academic performance. Journal of Educational Psychology, 84, 300’307. ‘ Pintrich, P. R., DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33’40. ‘ Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104. ‘ Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667’686. ‘ Power, M. J., Alderson, M. R., Phillipson, C. M., Schoenberg, E. and Morris, J. M. (1967). Delinquent schools, New Society, 10, 19 October: 542-3. ‘ Qin, Z., Johnson, D. W., Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65, 129’144. ‘ Reeve, J. (2009). Why Teachers adopt a Controlling Motivating Style towards Students and How They can Become More Autonomy Supportive. Educational Psychologist, 44 (3), 159-175. ‘ Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, C. Wylie (Eds.). Handbook of research on student engagement (pp. 149-172). New York, NY: Springer. ‘ Romando, R. (2007). Motivation Theory. Ezine Articles. Retrieved from http://ezinearticles.com/?Motivation-Theoryid=410700. ‘ Roeser, R. W., Midgley, C., Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents’ self-appraisals and academic engagement: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408’422. ‘ Roeser, R. W., Eccles J. S. (1998). Adolescents’ perceptions of middle school: relation to longitudinal changes in academic and psychological adjustment. J. Res. Adolesc. 8:123’58. ‘ Ross, P., Little, E, Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693’710. ‘ Ruef, M. B., Higgins, G., Glaeser, B. J. C., Patnode, M. (1998). Positive behaviour support: Strategies for teachers. Intervention in School and Clinic, 34(1), 21-32. ‘ Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35, 101’111. ‘ Ryan, R. M., Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel A. Wigfield (Eds.), Handbook on motivation at school. (pp. 171-196). New York: Routledge ‘ Ryan, A., Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437-460. ‘ Ryan, A., Pintrich, P. (1997). ‘Should I ask for help?’ The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329-341. ‘ Schunk, D., Mullen, C. (2012). Self-eficacy as an engaged learner. In S. J. Christenson, A. L. Reschly, C. Wylie (eds.), Handbook of research on student engagement (pp. 219-235). New York: Springer. ‘ Seifert, T. (2004). Understanding student motivation, Educational Research, 46:2, 137-149, DOI: 10.1080/0013188042000222421. ‘ Seifert, T. O’Keefe, B. (2001). The relationship of work avoidance and learning goals to perceived competency, externality and meaning, British Journal of Educational Psychology, 71, 81’92. ‘ Shen, J., Zhang, N., Zhang, C., Caldarella, P., Richardson, M. J., Shatzer, R. H. (2009). Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems. Educational Psychology, 29(2), 187-201. ‘ Skinner, C. H., Pappas, D. N., Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403. ‘ Skinner, E., Furrer, C., Marchand, G., Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic. Journal of Educational Psychology, 100, 765’781. ‘ Steer, A. (2005). Learning behaviour: The report of the practitioners’ group on school behaviour and discipline. Nottingham: DfES. ‘ Stefanou, A. R., Perencevich, K. C., DiCintio, M., Turner, J. C. (2004). Supporting Autonomy in the Classroom: Ways Teachers Encourage Students Decision Making and Ownership. Educationalist Psychologist, 39(2), 97-110. ‘ Teven, J. J., McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1’9. ‘ Tingstrom, D. H., Sterling-Turner, H. E., Wilczynski, S. M. (2006). The good behaviour game: 1969’2002. Behaviour Modification, 30, 225’253. ‘ Turner, J. C. (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, 30(3), 410’441. ‘ Vansteenkiste, M., Niemiec, C. P., Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. Advances in motivation and achievement: The decade ahead: Theoretical perspectives on motivation and achievement, 16A, 105’167. ‘ Veiga, F. H., Melo, M., Pereira, T., Frade, A., Galv†o, D. (2014). Students’ engagement in school, achievement goals and grade level: A literature review. In F. Veiga (Coord.) Envolvimento dos Alunos na Escola: Perspetivas Internacionais da Psicologia e Educa†o / Students’ Engagement in School: International Perspectives of Psychology and Education (pp. 399-412). Lisboa: Instituto de Educa†o da Universidade de Lisboa. ‘ Walker, H. M., Colvin, G., Ramsey, E. (1995). Antisocial behaviour in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole. ‘ Wentzel, K. R. (1993). Does being good make the grade? Social behaviour and academic competence in middle school. Journal of Educational Psychology, 85, 357’364. ‘ Wheatley, R. K., West, R. P., Charlton, C. T., Sanders, R. B., Smith, T. G., Taylor, J. (2009). Improving behaviour through differential reinforcement: A praise note system for elementary school students. Education and Treatment of Children, 32, 551-571. Retrieved March 11, 2010, from ERIC database. ‘ Wigfield, A., Eccles, J. S. (2000). Expectancy – value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. ‘ Wigfield, A., Tonks, S. (2002). Adolescents’ expectancies for success and achievement task values during middle and high school years. In F. Pajares T. Urdan (Eds.), Academic motivation of adolescents. Connecticut: Information Age Publishing. ‘ Willie, J. R. (2002). 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Criminal Justice Field Case Study Example | Topics and Well Written Essays - 1500 words

Criminal Justice Field - Case Study Example According to her statement, it is quite clear that she was aware of her husband's habit of stealing and indicated that he was doing it in order to support them. Some of the stolen items were also listed in the statement in conjunction with Whitehead's comments on to their ownership (Charlene Marie Whitehead v. Record No. 080775, 2). However, during the trial in Circuit court for the city of Danville, Whitehead denounced everything she had indicated in her statement. She went ahead and claimed that she did not know about Walden's habit of breaking into people's cars. Instead all she knew was that Walden returned with a bunch of things including money. However, during the cross examination, Whitehead admitted that the items brought back to the apartment by Walden were not his. In a contradicting statement, Walden denied having never given Whitehead any stolen item though he pled guilty on the issue. From the issued statements, the trial court decided to bring together Whitehead's forty denunciations to thirty two counts for accepting stolen items from her husband (Charlene Marie Whitehead v. Record No. 080775, 3). In return, the court passed a ruling for each count. Later on, during a sentencing hearing the thirty two counts were reduced to six counts whereby Whitehead was sentenced to five year's imprisonment with four years suspended on each count, for a total of 30 years imprisonment with 24 years suspended. However, the trial court withheld the sentencing on the remaining 26 counts conditioned on 25 years of good behavior. Appearing before another judge in the same court who had been asked by the common wealth to cancel her suspension, Whitehead pled guilty for violating her probation. Consequently, the trial court cancelled its prior suspension and sentenced her to seventeen years, four months of imprisonment with 12 years, four months suspended, for a total of 5 years in addition to her sentences of the new conviction (Charlene Marie Whitehead v. Record No. 080775, 4). The court of appeals confirmed the new convictions and the revocation order in an unpublished opinion indicating that the evidence was adequate to support the court's sentencing. From the information obtained, I tend to disagree with the court of appeal's ruling on Whiteheads case; confirming Whitehead's convictions and the trial court's order of revocation of her probation. This is due to the fact that the common wealth never contended that Whitehead was involved in the actual theft of items or that she received the stolen properties from Walden. Although, there was some contradicting information from Walden regarding her awareness on the stolen items, the court of appeal should have gone a step further and investigate the case. Jeffrey Wayne Rowe v. Record No. 081173 Case It was around 1:30 am on July 9, 2005 when Officer Brian J. Fair of the Virginia Beach police department noticed a truck being driven recklessly. At the moment, he was in his dark blue uniform and was driving his personal car on his way home. He immediately contacted the Virginia Beach police dispatcher requesting for the notification of the incident to the Virginia state police since he believed that the truck driver (Rowe) was drunk. However, he was informed that there were no available state police

The Merchant's Tale from Canterbury Tales Assignment

The Merchant's Tale from Canterbury Tales - Assignment Example His wife May, young and tender perhaps remained unsatisfied with the old man’s love making and his bristly beard is shown in contrast to her tender skin. The knight’s squire was madly in love with May and when the knight foolishly sends his wife to enquire after the health of his squire Damian, the two shake hands on a treacherous plot to trick the knight. Geoffrey Chaucer’s The Canterbury Tales is a delightful collection of stories, that vividly paint the lives of people in 14th. century England. Considered one of his finest works, it is written in poem as well as prose form. The Merchant’s Tale is a story told by one of a group of pilgrims who are on their way to visit a shrine at Canterbury. It is an age old tale of infidelity, that is as true today as it was in Chaucer’s time. The story of an old man who seeks the pleasures of a young bride, and the young girl who in her time probably had no say in the matter of marrying a man old enough to be h er father; or did it for the wealth that she would enjoy on his death. This is true in many societies even today where fathers, lured by the glitter of gold, sell their daughters to the highest bidder without a thought for the girl’s happiness.

Generation X by Douglas Coupland Essay Example for Free

Generation X by Douglas Coupland Essay Generation X was Coupland’S controversial title which was derived from the work of Paul Fusell, category X in 1983. In his interview in 1995 Coupland explained that Fusell’s classification of X category were people who circulated in rounds of money, status and social climbing that describe the modern existence. But looking at the Coupland’s novel, it is very different from Fusell’s work. The people he is referring to as generation X are the people born after 1960. The whole novel rotates around the contemporary society issues: love intrigues, adventure, friendship among other themes (Reed). These themes are not new since they existed even in during the times of great philosophers. It is for this reason that I think Marx, Durkheim, and Weber apply to the Coupland’s novel, generation X. Although the novel reveals a lot of friendship and love between some characters there is an aspect of social deviance developing between the modern generation and the past. Emile Durkheim is perhaps the most popular in the field of deviance and his ideas are therefore applicable in this novel. In his argument in the division of society (Huang 63), Durkheim says that differences in a collective society and deviant society contribute to the basis of theoretical framework which outlines reasons as to why people violate norms. On the other hand, his appreciation that deviance in most cases enhances social cohesion provides foundation for theories that examines why deviant labeling occur (62). During the 1995 interview (Reed 3rd par), Coupland on his side revealed that his novel wondered why his generation is being labeled as members of baby boomer when they are capable of thinking by themselves. The idea of social differentiation also seems to crop up in the novel (Coupland 67) hence bringing the three philosophers closer to the novel. In the novel, there are several generation; the first one is the older generation of Mr. and Mrs. Mcarthur, second is the generation X where Andy, Claire and Dag belongs and finally the generation Y for Tyler who is Andy’s younger brother . According to Durkheim, social differentiation contributes not only to deviant conduct but also deviant labeling in more differentiated societies (Schmaus 56). In the novel, which represents the contemporary society, this deviance conduct and labeling is witnessed throughout the novel. The members of older generational view those of generational X and generation Y as some how spoiled and refer to them as global teens (Coupland 48). In his theory about the relationship between the society and individuals, Karl Marx noted that the society is highly stratified because the people who worked the hardest were also the people who received the least as the fruits of their labor (Shlomo 152). Like in the novel, Karl Marx looked forward to a society that accounted for social change. Although Coupland and Karl Max talks of classes of people, the two fail to agree in their classification. Karl Max concentrated on the Proteliant or the majority in the society and the Bourgeois who are the minority. He argues that the former live in substandard living condition while the later have all that life have to offer (Shlomo 160). Coupland classes of people in the society are the older generation and the younger generation. However, like what is contained in Karl Marx ideas, the young generation belongs to the marginalized group with lousy jobs while the old generation view themselves as the think tanks and the wisest. The young characters in the novel try to pull themselves from the characters that belong to the past. Dag’s love interest for example always find herself looked up in the past without realizing what is happening in the modern world. Like the rest, Weber in his work analyses the modern society (Burris 122). He discusses the concept of bureaucracies which according to him is the foundation of social stabilization, cultural symbols and channel of good and services to the modern society (132). He points out that it is the charismatic ideas and not old ideas that change the society (133). But, Marx Weber also brings in a very interesting contribution to the novel, the issue of love and friendship. Weber controversial love life seems close to what was happening in the Coupland (56, 74,132). In his bachelorhood he developed a romantic interest with his cousin Emmy Baumagarten who lived in Strasbourg (Hoenisch 1st par). Weber’s love for Emmerling as he used to call her darling continued for more than eight years despite opposition from both families. During this time their love emotions were bulging with a series of letters and spent several days of their sweet closeness in poetry of string (3rd par). It was in 1887 in his second military as a reserve officer in Strasbourg that Weber had an amorous but not sexual encounter with Emmy (7th par). According to the novel, there exist a very big difference in perception of ideas between the old generation and the modern generation. The difference which is a source of conflict between the generations is what links the three philosophers to the novel. The questions raised in the novel are both relevant and applicable to the contemporary social life but at the same time they refer to classical sociological theories of the â€Å"primitive† generation. It is clear from the novel that each generation is faced by its unique problems which can be solved only by that particular generation alone. It is important to point out that in the increasing globalization and industrialization world of the 21st century the economical, political and sociological landscape is likely to suffer from deepening and widening class struggle. Whether primitive, revolutionary or reformist, the old generation feels obliged to address this issue. Ultimately, Weber, Marx and Durkheim each provided conflicting accounts regarding the ways in which the urban societies of their time was deficient, and what was required to fix it (Schmaus 74). The younger cannot bear the consequences of ignoring the wise ideas the old and it is therefore necessary to embrace unity in diversity while handling societal problems aiming at acquiring necessary social change and stability. References Burris, V. The Neo-Marxist blend of Marx and Weber on Class in: Norbert Wiley (Ed. ), The Marx-Weber dispute. Newbury Park, California: Sage Publications, 1997. Coupland, D. Generation X: Tales for an Accelerated Culture. Canada: St. Martins Press, March 15, 1991 Hoenisch, S. Max Weber’s personal life 1886-1893. 1995. November 27, 2008. http://www. uvm. edu/~lkaelber/research/weber2. html Huang, W. S. â€Å"Durkheims rules of sociological method. † Journal for offender therapy comparative crime, (2004): 63-75,. Reed, J. 2001. Generation X: tales for an accelerated culture by Douglas Coupland. www. opendemocracy. net/arts/generation Shlomo, A. The Social and Political Thought of Karl Marx. Cambridge: University Press, 2001. Schmaus, W. â€Å"Explanation and real meaning in Rules of sociological method and division Of labor in society. † Journal Of Sociological Perspectives Spring, (1995): 57-76,. .

Something for Everybody: Brooks’ Reasoning for Monsterism in Frankenste

Like all works that have been taught in English classes, Frankenstein has been explicated and analyzed by students and teachers alike for much of the twentieth and all of the twenty-first century. Academia is correct for doing so because Frankenstein can appeal to the interests of students. Students, teachers and experts in the areas of medicine, psychology, and sociology can relevantly analyze Frankenstein in their respective fields. However, Peter Brooks explains in â€Å"Godlike Science/Unhallowed Arts: Language and Monstrosity in Frankenstein† that Shelly had presented the problem of â€Å"Monsterism† through her language. According to Brooks, Monsterism is explicitly and implicitly addressed in Shelly’s language. While this may be correct, Brooks does it in such a way that requires vast knowledge of subjects that many readers may not be knowledgeable in. After summarizing and analyzing the positive and negative qualities of Brooks’ work, I will explai n how the connection of many different fields of study in literature creates a better work. Brooks attempts to prove his thesis by first explaining how the language in parts of the book relates to how the Creature is monstrous. He alludes to how the descriptions of nature in Frankenstein are more fearful when the Creature is around. For instance, a terrible storm occurs during the Creature’s creation and the â€Å"cold gales† in the icy glaciers of Mont Blanc surround Frankenstein when he meets the Creature for the first time after its creation (Shelly 80). Also commenting on the Creature’s story, Brooks finds that his lack of spoken language and attempt to understand these languages allude to the Enlightenment’s noble savage (594). Brooks then associates the Creature with Satan and many top... ...ttempts to relate many fields to his paper so that even if the reader didn’t know some of the scholars that were cited, the reader could glean the basic idea and then truly understand a section that interested you if you knew about the sources he was using. Works Cited Brooks, Peter. "Godlike Science/Unhallowed Arts: Language and Monstrosity in Frankenstein." New Literary History 9.3 (1978): 591-605. JSTOR. Web. 15 Oct. 2010. . Shelley, Mary Wollstonecraft, Walter James Miller, and Harold Bloom. Frankenstein, Or, The Modern Prometheus. New York: New American Library, 2000. Print. Yale Office of Public Affairs. Humanities and Social Sciences. Yale Professor Peter Brooks Wins Prestigious Mellon Award. Yale University News. Yale University, 16 Jan. 2008. Web. 21 Oct. 2010. .

The Digestive System

The Digestive System Why is it that 1 in 3 people perhaps even more regularly battles some kind of digestion problems? Understanding how the digestive system works will help to understand why digestive problems are so common. The digestive system is more than stomach and intestines. It is a system of organs that turns food into energy and is one of the most important functions the body performs. There are many reasons that cause so many people to suffer with digestive problems. Three of the most common reasons are the lack of knowledge of how the digestive system works, poor nutrition and undiagnosed medical conditions. Lack of knowledge of how the digestive system works is one of the many reasons that cause digestive problems. The digestive system is uniquely constructed to perform its specialized function of turning food into the energy and extracting nutrients necessary to sustain life. It does this by breaking down food into its basic nutrients, which include vitamins and minerals, fats, carbohydrates, proteins and water, before transporting them to the small intestine, where most of the nutrients are absorbed into the body. The digestive system takes place in the alimentary canal, a tube that runs from the mouth to the anus and includes the esophagus, stomach, small intestine, and large intestine, colon and rectum. The liver and pancreas also contribute to digestion, but are not part of the alimentary canal. Digestion begins in the mouth, where chemical and mechanical digestion occurs. Food inters the mouth and is chewed by the teeth, turned over and mixed with saliva by the tongue. The sensations of smell and taste from the food sets up reflexes which stimulate the salivary glands, saliva is produced by the salivary glands and is released into the mouth. Saliva begins to break down the food, moistening it and making it easier to swallow and contains a digestive enzyme called amylase which breaks down the carbohydrates (starches and sugars). One of the most important functions of the mouth is chewing. Chewing breaks the food into pieces and allows food to be mashed into a soft mass that is easier to swallow and digest later. Movements by the tongue and the mouth push the food to the back of the throat for it to be swallowed. A flexible flap called the epiglottis closes over the trachea to ensure that food enters the esophagus and not the wind pipe to prevent choking. Once the food is swallowed, it enters the esophagus, a muscular tube that is located between the throat and the stomach. Food is moved by peristalsis which pushes the food down through the esophagus to the stomach. The stomach is the widest part of the alimentary canal and acts as a reservoir for the food where it may remain for between 2 and 6 hours. The stomach has 3 main functions: to store the swallowed food and liquid; to mix up the food with various hormones, enzymes, including pepsinogen which begins the digestion of protein, hydrochloric acid, and other chemicals; and to slowly empty its contents into the small intestine. The wall of the stomach is impermeable to most substances, although it does absorb some water, electrolytes, certain drugs, and alcohol. At regular intervals a circular muscle at the lower end of the stomach, the pylorus opens allowing small amounts of food, now known as chyme to enter the small intestine. Most digestion and absorption of food occurs in the small intestine. The small intestine consists of 3 parts: the duodenum, the jejunum, and the ileum. The small intestine has 2 important functions. First, the digestive process is completed here by enzymes and other substances made by intestinal cells, the pancreas, and the liver. Second, the small intestine absorbs the nutrients from the digestive process. The inner wall of the small intestine is covered by millions of tiny finger like projections called villi. The villi are covered with tinier projections called microvilli. The combination of the two allows absorption of nutrients to occur. Undigested material travels next to the large intestine. The large intestine is to remove water and salts from the undigested material and to form solid waste that can be excreted. Bacteria in the large intestine help to break down the undigested materials. The remaining contents of the large intestine are moved toward the rectum where feces are stored until they leave the body through the anus. The anus is the last part of the digestive tract. Accessory digestive organs which include the pancreas, liver and gall ladder are not part of the digestive tract or also known as the alimentary canal, but play an important role in the digestive process. The pancreas produces enzymes that help digest proteins, fats and carbohydrates it also makes sodium bicarbonate which neutralizes stomach acid. The liver produces bile, which helps the body absorb fat and it also regulates substances in the blood cells. The gallbladder store s bile until it is needed. The enzymes and bile produced by these organs move through ducts into the small intestine where they help breakdown food. The nutrients from the small intestine travel through the blood to the liver, which help process the nutrients. Digestive problems results from poor nutrition. Good nutrition is essential for maintaining proper functioning of the body systems especially the digestive system. Eating a well-balanced, nutritious diet and maintaining a healthy lifestyle are the best ways to prevent digestive problems and diseases (Lipski, 2005). The kinds and amounts of food a person eats and how the digestive system processes that food plays key roles in maintaining good health and preventing common digestive problems. Since the digestive system is responsible for breaking down food into nutrients that can be absorbed by the body and used for fuel, growth and cell repair. Good nutrition is essential for maintaining proper functions of the body systems. Generally, health experts recommend eating fiber to help prevent constipation and diarrhea. Reduce fats and oils which can slow down digestion. They also suggest drinking plenty of water which helps lubricate food waste so that it passes more easily through the alimentary canal, it helps soften stool which may prevent constipation. Water also helps dissolve minerals, vitamins and other nutrients, there by facilitating their absorption by the body’s tissues. Good nutrition is not only essential for maintaining proper function of the body systems it is also essential for maintaining homeostasis of the body systems. The body needs good nutrition for the body systems to properly function correctly. The digestive system does assist with homeostasis however; it can not accomplish it alone. All organs systems work together to maintain homeostasis. The digestive system provides the nutrients needed for the circulatory system. As the food moves through the stages of digestion (mechanical, peristalsis, chemical) it is broken down into simple water-soluble molecules that can cross cell membranes. Since the circulatory system is the transportation system of the body it transports wastes, gases, hormones, electrolytes and nutrients from good nutrition to and from the body cells. It also transports water to and from the tissues. So as these molecular-sized, water soluble particles pass through the cell membranes of cells in the digestive tract and pass through the walls of capillaries the nutrients are picked up by the blood for transport. Blood in the capillaries carries the nutrients to all the cells in the body. Red blood cells, White blood cells, and Platelets and Plasma all help to maintain homeostasis. Red blood cells transport oxygen and hydrogen ions throughout the body. White blood cells fights infections and platelets assist in blood clotting and the plasma transports the blood cells. None of these things can function without the nutrients supplied by the digestive system. Blood also maintains homeostasis of water, electrolytes and body temperature all by getting the nutrients necessary to function from the digestive system. The digestive system needs good nutrition to keep it functioning properly and all organs systems working together properly to maintain homeostasis. Undiagnosed medial conditions will cause digestive problems if left untreated and is one of the most common reasons that so many people suffer with digestive problems. Nearly everyone suffers from heartburn and indigestion now and then and these might be normal side effects of digestion, but when they occur often it might be signs of a problem and should have medical attention. Seeking medical attention or being seen by a medical doctor will help to establish if the heartburn or indigestion are from normal side effects of digestion or whether any mechanical factor such as a hiatal hernia or even silent ulcers of the esophagus, stomach, or duodenum maybe causing the digestive problems. A hiatal hernia and silent ulcers if left untreated could turn into a serious problem which can cause bleeding, pain, scarring and difficulty in swallowing and can cause a chronic condition with complications. Treatment of heart burn and prevention of its complications are almost always medical, not surgical procedures these days; and, if followed faithfully are very effective. Peptic ulcers is another serious problem that many people have and do not even know it, one might mistaken them for heartburn, indigestion and nausea. The pain and discomfort comes and goes and sometimes lasting for days or even weeks. An ulcer can be treated by medication and usually takes about eight weeks to completely heal. If left untreated it can cause internal bleeding and more severe damage that might need surgical repair (Monroe, 2000). The digestive system is a complex system. There is a lot of information that we know about this system and so much more that is still unknown. For example, for many years the American Heart Association has recommended taking aspirin to prevent heart attacks and strokes. Now, there appears to be a downside to taking a low dosage of aspirin daily. According to research taking a daily aspirin can cause serious problems in the digestive system. Research shows that people who take aspirin are at risk for excess gastro-intestinal bleeding or ulcers that perforate. So the question is does the risk balance the benefit? Through research they have found out that there are three factors that particularly affect developing gastro-intestinal complications they are the increased risk, male gender and ulcer history. All of those things are doubled when a person takes a daily low dose aspirin and the complications can be serious including death. In fact five to ten percent of people with these complications will die from it. Research has proven that the thing that is in aspirin that causes these problems is the same thing that prevents heart disease and the same prostaglandin changes are the ones that somehow enhance the probability of developing gastrointestinal irritation that can lead to bleeding, that can lead to perforation. So research has taught us that there is a high risk of developing gastro-intestinal complications including bleeding or ulcers that perforate, with the use of a low daily dosage of aspirin especially in the male gender and in those with a past history of ulcers. Through this research we still do not understand why the risk is much higher for the male gender than the female gender, that mystery is still unknown. Reasons that cause so many people to suffer with digestive problems are the lack of knowledge of how the digestive system works, poor nutrition and undiagnosed medical conditions. The most obvious solution to maintaining good health and preventing digestive problems would be getting to know the digestive tract and understanding how it works, maintaining a healthy diet and lifestyle and seek medical attention instead of letting the digestive problem turn into something much worse. The Digestive System The human body consists of number of organ systems which work collectively to execute functions of the body. The three most important human organ systems are circulatory, digestive and endocrine system. The main function of the digestive system is to process food in such a way that the energy molecules are absorbed by the body and the residues are left out. The physiological processes which are required for the digestive system are absorption, digestion, motility, secretion and excretion (Margaret E. Smith, 2001) Digestive System: Digestive system helps the body to maintain stability, equilibrium or balance.Digestive system contributes in homeostatic regulation of the body. The body would suffer if there is no regular supply of energy and nutrients from digestive system. The digestive system helps in absorption of ions, vitamins, organic substances and water that is necessary to the body. When the food is chewed and swallowed, the food is broken down in the digestive tract to very sm all nutrient molecules which can be easy to enter into the villi of small intestine. (Rebecca L. Johnson, 2004) Digestive enzymes are formed by the pancreas and the digestive tract.Besides this, the liver produces bile which is stored in the gall bladder to digest the fats. By the use of hepatic portal vein, blood passes from smaller intestine to the liver i. e. , in to the circulatory system. The liver is the vital organ of homeostasis and it monitors the blood. The liver produces urea by breaking down toxic substances like alcohol and other drugs. After eating, the liver stores glucose as glycogen and produces plasma proteins. Liver keeps the blood glucose concentration constant by releasing glucose in between eating. This is how the digestive system works along with the other systems which include circulatory system.Organs in the Digestive system: There are several organs in the digestive system. The digestive system can be divided in to two systems. They are upper gastrointestin al tract and lower gastrointestinal tract. The upper gastrointestinal tract consists of several organs like mouth, oral cavity, pharynx, esophagus and stomach. The lower gastrointestinal tract consists of small intestine, ileum, large intestine, anus and rectum. (Cheryl Jakab, 2007) The functions of some important organs include Oral Cavity: The oral cavity or the mouth is the first part of the digestive system. It accepts food by way of ingestion.Here, the food will be broken in to smaller pieces and get mixed with saliva. Saliva helps as lubrication for the food particles. The oral cavity consists of different parts which are helpful in the digestive system. They are tongue and teeth. Small Intestine: The small intestine is about 35 millimeteres in length and grayish purple in color. The small intestine is the longer intestine which is six to seven meters long. The small intestine has the general structure of the GI tract. The small intestine consists of exocrine cells in the muco sa which secretes peptidase, mucus, maltase, sucrose, lipase, maltase and enterokinase.Endocrine cells secrete secretin and cholecystokinin. The process of digestion is completed by the small intestine. It absorbs the nutrients and sends the residue to large intestine. The gall bladder, liver and pancreas are important organs in the digestive system which is closely related to the small intestine. Small intestine is divided in to duodenum, jejunum and ileum. The small intestine helps in several functions such as hormone secretion, intestinal juice secretion, ninety percent absorption, forward propulsion of contents and it is the major site of digestion.Rectum: The rectum can be found in the lowest portion of the large intestine which connects to the anus and it is a muscular tube like structure. The waste is stored here and permits expulsion when pressure on the rectal walls is caused. Anus: The anus is formed by the surface layers of the body, skin and the intestine. The anus is th e opening at the end of the digestive tract through which the waste matter is ejected from the body. There are many diseases which are caused due to the improper functioning of the digestive system. The most specific disease is the Ulcer.Ulcer is the disorder caused in the upper digestive tract. Ulcer can be developed in the duodenum, lower part of the esophagus and in jejunum. There are many causes for ulcer. Some of them include certain medications, infection and disorders caused by the over secretion of stomach juices. The symptoms of gastric ulcer include weight loss, feeling heart burn and indigestion and gastrointestinal bleeding. Most of the patients suffering from ulcer suffer from bleeding which results in vomiting blood, anemia or blood through rectum.

Poem Analysis of John Clare’s First Love Essay

The poem First Love by John Clare is written about the poet’s feelings of unrequited love for a wealthy farmer’s daughter, Mary Joyce. The poet uses various unusual effects in the poem to convey this sense of loss, providing deep insights into his mind in a seemingly simple and brief piece. Combined with words which reflect the mood in each verse, these make it a very powerful poem. An unusual form of contrast is used in First Love to create a powerful effect. The use of limited vocabulary is part of this, evident throughout the poem. The repetition of â€Å"sweet† suggests that the poet has not, or cannot, think of another adjective. This is further shown in the way that he starts the second stanza with â€Å"and then†, a very informal and unusual opening in a poem. Combined with this, an informal tone is developed with the use of phrases such as â€Å"blood rushed to my face† and â€Å"I never saw so sweet a face†. Despite this informal tone, the message of the poem is very insightful, as it shows a view into the poet’s mind. Rhythm in the poem is key to this, creating six sections in the poem, with the rhyme scheme for each being A, B, A, B, or for example â€Å"hour†, â€Å"sweet†, â€Å"flower†, â€Å"complete†. These sections of four lines each can be seen as individual thoughts of Clare, as they each deal with a slightly separate topic. Rhetorical questions such as â€Å"Is love’s bed always snow† also contribute to this effect, as they are almost addressed back to the poet, providing an insight into his mind. Creating a thoughtful, musing atmosphere, these make First Love a powerful poem by contrasting the deep insights into the poet’s mind and the effects this love has had on him with the simple tone and vocabulary. Divided into three stanzas, the poems examines the consequences of John Clare’s unrequited love for Mary Joyce. Stanza one deals with his initial effects she has on him, such as the total awe and shock at her beauty. In the first line, â€Å"struck† and â€Å"hour† create a metaphor of a clock, implying that this is the start of a new hour, or era in his life. The way that she has completely taken over Clare’s life is evident in the use of â€Å"stole my heart away†, and his helplessness in her hands is exemplified by his legs refus[ing] to walk away† and the question, â€Å"what could I ail? â€Å". These words combine to show that the sight of Mary Joyce for the first time has left the poet helpless and overcome by her, creating a powerful effect. Clare’s affected perception of reality is shown in the second stanza. The metaphor of his love taking his â€Å"eyesight quite away† so that the â€Å"trees and bushes† â€Å"seemed midnight at noonday† shows the reversal of Clare’s worldviews as a result of this love. The way that â€Å"words from [his] eyes did start†, which â€Å"spoke as chords do from the string† conveys the scope of this, that he begins to talk in a different way, one that is universally recognised like music – the language of love. These two metaphors make the poem powerful by conveying the effect love has had on the poet. The final stanza changes the tone of the poem, lamenting the fact that Clare’s love is unrequited. Introduced by two questions which compare Mary Joyce to â€Å"winter† and â€Å"snow†, it shows that she is cold and hard. It then concludes by linking Joyce’s â€Å"sweet†¦ ace† back to the â€Å"sweet flower† mentioned in the first stanza, but shows that she has trapped him, so that his â€Å"heart† â€Å"can return no more† to where it once was. The choice of cold, unforgiving words such as â€Å"winter†, â€Å"snow† and â€Å"silent† creates an atmosphere of lament and sorrow, and the final line links back to the first, which implies the start of a new age for Clare, as he â€Å"can return no more†. This stanza makes the poem powerful by effectively concluding the poem, and by introducing the sorrow which is the final effect love has had on the poet. The power and effectiveness of First Love is not in the cliched message of unrequited love itself, but the way that it portrayed. Clothed in a simple vocabulary and soft meter, a deep message is hidden which evokes great sympathy in the reader. By opening a window into the poet’s mind, the reader is able to see the complete hold the love has on Clare’s life and thoughts. Accomplished through contrast and effective word choice, this is the reason John Clare’s First Love is such a powerful poem.

Andrew Jackson Essays - Cherokee Nation, Andrew Jackson, Free Essays

Andrew Jackson Essays - Cherokee Nation, Andrew Jackson, Free Essays Andrew Jackson Like any hall of fame, its inductees are the best in whatever they do, from baseball or football to something like being President. If you are a member of any hall of fame (including the one for the Presidents), it means that you have done something special or have a certain quality about yourself that makes you worthy to be in a hall of fame. My nominee for the Presidents hall of Fame is our seventh President of the United States, Andrew Jackson. I'll go over his presidency, focusing on both the highs and the lows of his two terms in office, from 1829-1837. The issues that I'll focus on are states' rights, nullification, the tariff, the spoils system, Indian removal and banking policies; these controversies brought forth strong rivalry over his years of president. He was known for his iron will and fiery personality, and strong use of the powers of his office that made his years of presidency to be known as the "Age of Jackson." Andrew Jackson was born on March 15, 1767, in a settlement on the border of North and South Carolina. He was orphaned at age 14. After studying law and becoming a member of the Bar in North Carolina later he moved to Nashville Tennessee. Their he became a member of a powerful political faction led by William Blount. He was married in 1791 to Rachel Donelson Robards, and later remarried to him due to a legal mistake in her prior divorce in 1794. Jackson served as delegate to Tenn. in the 1796 Constitutional convention and a congressman for a year (from 1796-97). He was elected senator in 1797, but financial problems forced him to resign and return to Tennessee in less than a year. Later he served as a Tennessee superior court judge for six years starting in 1798. In 1804 he retired from the bench and moved to Nashville and devoted time to business ventures and his plantation. At this time his political career looked over. In 1814 Jackson was a Major General in the Tennessee Militia, here he was ordered to march against the Creek Indians (who were pro-British in the war of 1812). His goal was achieved at Horseshoe Bend in March of 1814. Eventually he forced All Indians from the area. His victory's impressed some people in Washington and Jackson was put in command of the defense of New Orleans. This show of American strength made Americans feel proud after a war filled with military defeats. Jackson was given the nickname "Old Hickory", and was treated as a national hero. In 1817 he was ordered against the Seminole Indians. He pushed them back into Spanish Florida and executed two British subjects. Jackson instead that his actions were with approval of the Monroe administration. His actions helped to acquire the Florida territory, and he became a provisional governor of Florida that same year. In 1822 the Tennessee Legislature nominated him for president and the following year he was elected the U.S. senate. He also nearly won the presidential campaign of 1824 however as a result of the "corrupt bargain" with Henry Clay. Over the next four years the current administration built a strong political machine with nationalistic policies and a lack of concern of states rights. In 1828 through a campaign filled with mud slinging on both sides, Andrew Jackson became the seventh President to the United States. Instead of the normal cabinet made up by the president, he relied more on an informal group of newspaper writers and northern politicians who had worked for his election. I believe that this made him more in contact with the people of the United States, more in contact with the public opinion and feelings toward national issues. President Jackson developed the system of "rotation in office." This was used to protect the American people from a development of a long-standing political group by removing long-term office holders. His enemies accused him of corruption of civil service for political reasons. However, I think that it was used to insure loyalty of the people in his administration. States rights played an important part in Jackson's policy's as president. In the case of the Cherokee Indians vs. The State of Georgia,

Toyota Assignment Example | Topics and Well Written Essays - 1750 words

Toyota - Assignment Example However, competition increase especially in the low-cost model market has become a big threat for the company. Recently, the company has experienced reduced growth as it competitors continue to penetrate the market and push the company’s profits downwards. The company still stands a chance to penetrate the market by establishing new markets and focusing on cost differentiation. The survival of the company depends on the ability of the management to detect the changes in the market and to design new strategies that will keep the company top of the market in the long-term. Organizational strategies refers to the approaches that a company deploys to push its products to the market and to acquire an appropriate position in the market. Companies use competitive strategies to compete with their business rivals. In the automobile company, competition has consistently increased due to the entry of new producers. However, there is a notable insatiable demand for automobile company. A close analysis of Toyota Company will provide an appropriate ground to measure the competitive ability of the Toyota. TOWS Analysis is one of the most critical tools that help to evaluate the strengths, weaknesses, opportunities, and Threats of company’s business model. The strength of the Toyota Company lies in its ability to brand itself as a top manufacture of automobile companies in the world. This strategy has helped the company to create a strong brand image in every market, which has become an important marketing tool. The company’s mass production has been feasible allowing the company to minimize the cost of their cars. With standard quality cars, the company’s strategy has been acceptable within the market. Besides, the company’s ability to diversify its products has helped to satisfy various needs of the market and to satisfy different market segments. Innovation within the company has led to high level of customer satisfaction which

The Inhumanity of the Death Penalty in Truman Capotes In Cold Blood Research Paper

The Inhumanity of the Death Penalty in Truman Capotes In Cold Blood - Research Paper Example Hickock and Smith mistakably comprehended that Clutter used to keep a lot of money in his house. So both of them planned that immediately after their release they would go and rob Clutter and escape with his money. Therefore, I support that Perry and Richard were justified to be given death penalties. Perry and Richard were justified to be hanged since both characters were a threat to society. After their release, they did as planned but they didn’t get the money since Clutter rarely kept any money in the house. The two criminals ended up killing the whole family and escaped. Church mates are noted to be the ones who first noted the disappearance of the Clutter’s family in Church and decided to make a follow-up. Their efforts led them to Clutter’s house in which they found only dead bodies. This is said to be realized on the second day after when the criminal event had taken place. The police were notified and in the process of making investigations, Wells informed the authorities that he had discussed Clutter’s richness with Hickock and Smith and so they became the first suspects. Further investigations are mentioned to lead to the arrest of the two criminals a month after in Los Vegas and were brought to Kansas where they were charged for the murder c ase of the Clutter’s family. The two confessed while agreeing with the charges but their statements contradicted each other about who killed who. Nevertheless, the two murderers were both charged and sentenced to death by hanging and which took place in 1965.