The Life and Presidency of John F. Kennedy Essay - 489 Words

John Fitzgerald Kennedy, the 35th president of the United States, was a man of great knowledge. For example as a child he would discuss politics at the dinner table. When he was in school he attended a number of academies and private schools. He went to some of the greatest Ivy League colleges in the world, which helped lead him to the White House. Sadly his life was taken at the young age of 46, but his legacy still continues. John F. Kennedy was born to Joseph Patrick Kennedy and Rose Fitzgerald on May 29, 1917 in Brookline, Massachusetts. He was their third child. As a child John enjoyed things such as playing sports with his brothers. John went to plenty of different schools as a child. John did fairly well in school. When he†¦show more content†¦He did like to write though, he wrote for the Harvard Crimson, the campus newspaper. He also played on the JV football team during his sophomore year. He finished senior year at Harvard. After he had graduated he went to Stanford Business School. John was also a war hero. He was in the bombing of Pearl Harbor where he brought eleven men to safety where only two died. He received the Purple Heart, as well as the Navy and Marine Corps Medal, and for the first he had felt like he had outshone his brother Joe. When he finally ran for president his opponents said he was rich and spoiled and begging for votes in poor districts. Even though some people were mean they could not say he didn’t have the energy and drive to do what he loved. John won and he couldn’t have been happier, his first day in office was January 20th, 1961. John was a very charismatic person. He was very appealing to all people and this was one thing that helped him win his presidency. He was an amazing speaker and very inspirational. He helped end WWII and that’s why a lot of people like him. Lee Harvey Oswald assassinated John F. Kennedy on November 22, 1963 in Dallas, Texas. Lyndon Johnson took his place of presidency. He was a good president, but he wasnt considered great until his death. I have learned many amazing things about John Fitzgerald Kennedy. When I picked him I thought he would be very entertaining because he was very much connected with the glamour ofShow MoreRelatedJohn F. Kennedy : The Man Behind The President1561 Words   |  7 PagesJohn F. Kennedy: The Man behind the President John F. Kennedy changed America in a way in which no President had done before. His election was the beginning of a term that would be one of the most memorable and one of the most tragic in the history of United States Presidents. However, to fully understand John F. Kennedy’s term, and why it was so influential, we must first look into who he was as a person. The understanding of John F. Kennedy can be found in his childhood, his presidency, his deathRead MoreJohn F. Kennedy: The King of Camelot1039 Words   |  5 Pagesand strives for change? The man of the hour is John Fitzgerald Kennedy. On May 29, 1917 in Brookline, Massachusetts one of America’s most beloved presidents is birthed into The Kennedy Family, a socially and politically prominent family residing in Massachusetts. Named after his mother’s father, John Fitzgerald Kennedy would go on to become one of the most influential president’s to grace the oval office. His parents Rose and Joseph Kennedy, were members of Boston’s most prominent IrishRead MoreJohn F. Kennedy Hero Essay1547 Words   |  7 PagesJohn Fitzgerald Kennedy: A Deserving Hero â€Å"Leadership is the capacity to translate vision into reality† (Bennis). During his life, John F. Kennedy took his innovative and thoughtful ideas and brought them to life. Born on May 29th, 1917 in Brookline, Massachusetts, the Kennedys were a wealthy Irish-American family that was very involved with the politics of Massachusetts. Raised with a silver spoon in his mouth, Kennedy was the son of Joseph P. Kennedy, an American ambassador to Britain duringRead More The Political Legacy of President John F. Kennedy Essay examples1626 Words   |  7 PagesThe Political Legacy of President John F. Kennedy There is something about John F. Kennedy. Could it be his charisma and charm that still entrances America? Maybe it is his elevated status as a pop culture icon that bedazzles most American citizens. It might be the martyr status he attained through his tragic assassination that makes American culture revere him as a President. Whatever the reason is that defines John F. Kennedy as probably one of the most beloved Presidents in AmericanRead MoreAn Amazing Person, President John F. Kennedy Essay796 Words   |  4 PagesJohn F. Kennedy John F. Kennedy was a very influential man while he was alive. In his early life, he was around politics and money that influenced him to go into politics later on. As Kennedy enlisted into the army, he faced many challenges. During his time as President he had many more challenges to overcome like the Cuban Missile Crisis as well as many others. While Kennedy had many setbacks, he succeeded in almost everything he did while he was alive. John never gave up in trying theRead MoreJohn F. Kennedy : Reasons For The Civil Rights Movement883 Words   |  4 PagesPham Mr. Robins Pre- AP U.S. History 20 October 2015 Kennedy: Reasons to Remember the Name John Fitzgerald Kennedy, born in 1917, was the youngest ever to be elected president in the United States history, also the youngest to leave office when he was assassinated 3 years after his election. Regardless of his short time in office, he left an astonishing impact on every single individual and on the country as a whole. As a president, John F. Kennedy was successful in managing the economy as well asRead MoreJohn F. Kennedy President John F. Kennedy patriotically took a stance against segregation in900 Words   |  4 PagesJohn F. Kennedy President John F. Kennedy patriotically took a stance against segregation in America. Kennedy saved many soldiers after an attack in the navy. He was very patriotic, and he went through a lot for us Americans. John F Kennedy was born in Brookline, Massachusetts. on May 29, 1917 (â€Å"Presidential library and museum†). The early life of John F. Kennedy was very important, everything that happened built up to becoming the president. Being smart and clever, Jack (a family nickname) usedRead MoreEssay Jfk Informative Speech Outline869 Words   |  4 PagesTopic/Title: _____Jhon F. Kennedy an Inspiration through the Ages. _______ Introduction: Purpose: The purpose of this speech is to provide information on President John F. Kennedy. The speech will provide a history of President Kennedy’s life, the memorable points of his presidency and why he is an inspiration. Specific Purpose: To share with them his early life, his political career, his load of presidency, his tragic death, and his inspiration. Thesis Statement: President Kennedy proved to beRead MoreThe Rhetorical Analysis Of John F. Kennedy839 Words   |  4 Pages On January 20, 1961, John Fitzgerald Kennedy became the youngest man to possess presidency in the United States of America. As a young, wealthy man Kennedy rapidly climbed the political ladder by initially representing a working class Boston district in the United States Congress, then continuing on to the House of Representatives, followed by the United States Senate, and ending with the victorious defeat of his presidential opponent, to become the 35th president of the United States. AccordingRead MoreJohn F. Kennedy s Speech871 Words   |  4 Pages â€Å"John F. Kennedy was elected in 1960 as the 35th president of the United States. At 43-years-old JFK became the youngest man and the first Roman Catholic to hold that office.† President John F. Kennedy gave his inaugural address on Friday, January 20, 1961. In his speech he addresses many issues faced by society during that time, as well as today. Kennedy expresses his presidential intentions by saying â€Å"Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any

Detailed List of Accounts Receivable Free Essays

Scan the detailed list of trade accounts receivable and investigate significant unusual items (e. g. , credit balances and zero balances). We will write a custom essay sample on Detailed List of Accounts Receivable or any similar topic only for you Order Now Done by Date †¦ . /.. /.. GUIDANCE:When scanning the detailed list of accounts receivable (aged by customer, if practicable), the auditor should be alert for high risk conditions and unusual trends that may indicate audit risks that require further attention; for example, unusually high or low sales activity in the current period (30 days or less), concentration of balances among a few customers, customers with known financial difficulties, the existence of related company balances or unusually high levels of long overdue accounts.The auditor should also be aware of credit balances in the list because they may result from, among other things, unrecorded sales, erroneous entries to the accounts or, in some cases, special transactions or financing arrangements with customers. Scrutiny of customer accounts by the credit department and others reduces the risk of error associated with credit balances. 12. When confirmations are not sent, for selected accounts: a.Compare subsequent remittances credited to the accounts with remittance advices or other receipts (e. g. , deposit slips and bank statement) and ascertain that payments relate to the account balances. b. Examine documentation such as shipping documents, copies of sales invoices, customer sales orders, and other relevant correspondence supporting the unpaid portion of the account balances. Coordinate this test with the review of the collectibility of overdue accounts (see step 17b).Done by Date †¦. /. . /.. GUIDANCE: This test requires a decision on extent of tests. The auditor should use judgment in determining the extent of tests after considering factors such as the assessments of control risk; type and frequency of errors in prior periods; use of the information by management, employees and third parties; and assurance expected from other substantive tests, including analytical procedures.Audit efficiency may result from performing this test together with step 7 relating to testing the accuracy of supporting documentation, if the test in step 7 is planned. REVIEW UNFULFILLED SALES COMMITMENTS (26). 26. If material losses could arise from unfulfilled sales commitments, assess whether a provision should be made for such potential losses, by inquiry of management, reference to contractual arrangements and examination of sales and shipping files. Determine whether provision for loss should be provide How to cite Detailed List of Accounts Receivable, Papers

Cce Boon or Bane free essay sample

Dear readers, Im writing for the first time on this site. Since, being concerned with education of +2 level, I want to share my views on CCE system initiated by CBSE for the evaluation of all round activities of the students. Undoubtedly, the system should be seen with all the broad- minded view- point, but if you ask the teachers as well students currently studying in CBSE affiliated schools, youll find most of them saying CCE to be a great blunder. No doubt, it has its advantages too it will provide wider scope to the students to develop their various skills simultaneously; it will enable them to search their real talent- if its in academics or in other fields; it will also be helpful for the teachers o promote the students even if they are poor in academics but good in other related activities at school. But the greatest question arises that will the students be as serious as ever for their academic performance? The saying goes spare the rod, and spoil the child. Capital punishment has already been banned. Now, the students know that even if they do not do well in academics, they might get promotion for other activities at school. The parents who are well aware of the neck to neck competition for acquiring a job will make their wards work hard, they wont let their wards affected by this new system. They will go on motivating their children for quality in their academics, but what will happen to the students of poor families; the families where the elders or the guardians are not well aware of the the pros and cons of different systems of learning; what about the children of illiterate parents or the families living in rural regions of India who are unaware of the complexities of education and employment. This new system will make them lazy and make them complacent with their mediocre academic performance because they will always have in mind they they are sure to get promotion even if they fail to fulfil the average norms in academic activities. They will just think of passing the exams, they wont strive for excellence and nobody wll be there to tell them the hazardous consequences of such a laziness on their part. It seems as if the main concern of the policy makers at CBSE is to make the citizens literate but they are not the least concerned about excellence and level of learning imparted to our future- builders, i. . , children of India. NEGATIVE POINTS: 1. YOU BEGIN TO LOSE THE URGE TO STUDY AS NO BOARDS AND LESS PORTIONS. 2. DUE TO GRADING AN AVERAGE STUDENT AS WELL AS A TOPPER WILL BE PLACED IN THE SAME RANK. The new C. C. E system introduced in class 9th have many disadvantages. 1. It do not bring out the competitive spirit among students which help them score good marks. 2. I t does not separate students with high score from those with average skills. 3. It may have lower down the illiteracy rate but had brought many other problems like tones of homework assignments,projects,etc. THE BIGGEST DISADVANTAGE OF CCE WHICH CANNOT BE IGNORED NO BOARDS the teachers get a method to stress the students more as if studies were not enough now daily we hav to deal with a new project n year 2010, Kapil Sibal, chair person of Ministry of Human Resource and Development, under Government of India, introduced CCE Education System also called as Comprehensive and Continuous Evaluation Education System in CBSE affiliated school all over the country for classes 6th to 10th. The proposed benefits of launching new system were:   Reducing stress on students so as to maximize student’s educational output. * Constantly looking over student’s performance at small intervals of course for better growth of student. * Preventing teachers on using negative comments on student’s performance so that he/she  doesn’t  get demoralized. * Teaching student through various techniques and examples so that he/she understands the concept completely. * Increasing the p articipation of students in the learning process so they experience everything themselves. Participation of student in more and more co-curricular activities so as to recognize the abilities of an academically non-performer into other fields. According to this system, the marks traditionally allotted to students will be replaced by grades. Each number division is allotted a grade like 45-50 – A1 and all. Nothing is perfect, everything has its pros and cons and the same is with this system. Though this system has a lot of benefits but I believe that this system efuses students to transfer to other schools after 10th grade because if we take the case of a school which has a very good reputation and is very good overall, why will they take in a student who is from an unknown place and has been educated in a completely different environment as each student is being educated in a different manner now according to the new system? 10th CBSE board examinations assured that the marks/ grades students got were uniformly understandable across the country. The new grading system overlooks the real potential of a student. For example – a student has got 45 marks while another student has got 49 marks, they both will be falling in the same category of A1 grade which is a very big conflict of hard work and luck. This system also includes the clause of ‘No Fail’ policy under which no student falling in the range of classes will be failed by any educational organization affiliated to CBSE. Now, the thing to notice is that if a student is not prepared enough then also he’ll have to go to next class and study, which will deteriorate his overall performance because his basics of the previous class will still not be clear. This system is clearly derived from emotional attachment rather than practical commencement. It is to reduce the suicide cases that always crop up in the news. I myself gave 10th and 12th boards so I can derive that students and their parents have unnecessarily made board examinations a matter of life and death which puts more stress on students and they think suicide to be the best option. I recommend further research into the curriculum, execution and consequences before the CCE Education System is executed in India. I think rather than giving school the right to choose course, I suggest that it must be student who must choose given minimum number of courses and if he/she is not able to cope up in them they should be stayed in the class to learn once again and not jeopardize their career some day in the future because of a shaky foundation. Pros and Cons of CCE 1. Is the governments new move to make education more meaningful and less academics-oriented adding to the burden of the already stressed child? Most students feel so, but there are also supporters who say just giving it some time. 2. Continuous and Comprehensive Evaluation as the new system is called CCE. it has put around daily studies, endless projects, surprise tests and, what is worse according to me is we cant speak loudly with each other or cracks the joke because it may make our impression bad . 3. What is worse, now teachers openly warn us, if the teacher see that our   shirt are out side our trousers or we are not properly dressed up then the teachers may cut are grades. 4. apers will be check by teacher which is not a right decision in my view, because if the impression of child will be not good may possible teacher will have a bad image of the child and she will check our paper with our bad image. 5. The CCE has some good effects too. An average student, but since the CCE takes other factors into consideration, get A2s in his report card, which feels so great. 6. On the flip side, there are the bright children who are unhappy with the grading system. Now there is no difference between a student who gets 100 and 91, both get an A1. Whats the use of killing ourselves studying to become top scorers? 7. Our behaviour may loose our marks. 8It has just kicked off, but in the long run it is good for the child because now the child is graded for extra-curricular activities. So even if the child is poor in academics but good in sports or singing, that will fetch the child good grades. Academics is not everything under the new system, So Hurrrrraaaay! 9 So in my view the CCE is a good as well as stress for children. POEM Kapil Sibal banned the board, He willingly put me under load, CCE, the brand new system, In Physics, velocity, in Bio meristem. Your posture matters, so does your handwriting, Your grades go down if you indulge in fighting, The stress on our shoulders, is greater than ever, We are stuck doing our homework forever, Our ACM, clubs and physical education, Is the new maths, the new information, Lets us protest against it, if we may, Let’s make this an anti CCE day, Education is truly the manifestation of the perfection in man. It is one such element that allows India to pace ahead of the world. The recent implementation in Indian education system aims at making education in India a wide range of possibilities. Continuous and Comprehensive Evaluation, the newest modification in Indian education has its pros and cons. This method of evaluation moulds a child according to the demands of the competitive realm of life. It aims at maintaining a perfect balance between scholastic and co-scholastic areas. Holistic development being the prime target of CCE brings out the latent talents in a student. It is a cup of tea for those who find themselves better-off in fields like sports, arts, singing, dancing etc which were not given much a weightage in the previous academic curriculum. With grades replacing marks in our report cards, the scope of competition lessens the burden on every shoulder. It aims at teaching to content, the ways of living in the 21st century world. While some students are contended with the continuous system of evaluation, it is a liability for certain students on the other hand. Students who were accustomed to a percent above 95 now find this system to be a bane. The lack of competitive spirit makes it more or less, a boring mode of education for those who prefer exams. Reading at the eleventh hour does not help a student to excel in the reformed system of evaluation. It compels the students to upgrade themselves in all spheres, everyday. One needs to realize that the world outside demands for more than what we seek and CCE is such attempt to prepare us for the challenging future.

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). Teachers’ perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational and Developmental Psychology, 4, 59’70. ‘ Ausdemore, K. B., Martella, R. C., Marchand-Martella, N. E. (2005). School-wide positive behavioural support: A continuum of proactive strategies for all students. Retrieved Octover18th, 2015 from http://www.newhorizons.org/spneeds/inclusion/teaching/marchand%20martella%20ausdemore%202.htm. ‘ Appleton, J. J., Christenson, S. L., Furlong, J. M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369 ‘ 386. ‘ Ball, S. (1977). Motivation in Education. New York: Academic Press. ‘ Bergin, D. A., Cooks, H. C. (2000). Academic competition among students of colour: An interview story. Urban Education, 35 (4), 442’472. ‘ Biehler, R. Snowman, J. (1997). Psychology applied to teaching (Chapter 11). Boston, MA: Houghton Mifflin. [Online]. Available: http://college.hmco.com/education/pbl/tc/motivate.html. ‘ Bieg, S., Backes, S., Mittag, W. (2011). The role of intrinsic motivation for teaching, Journal for Educational Research Online. 3 (1), p122’140. ‘ Boekarts, M. (1993). Being concerned with well-being and with learning, Educational Psychology, 28, 149’167. ‘ Bong, M. (2009). Age related differences in achievement goal differentiation. Journal of Educational Psychology, 101(4), 879-896. ‘ Brophy, J. (1999). Beyond behaviourism: Changing the classroom management paradigm. Needham Heights, MA: Allyn and Bacon. Retrieved January 7, 2010, from Curtin University of Technology Library E-Reserve. ‘ Browne, K. (2012). Challenging behaviour in secondary school students: Classroom strategies for increasing positive behaviour. New Zealand: Journal of Teacher’s Work, 10, 125-147. ‘ Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C. Smith, C. E. (1994). Communication-based intervention for problem behaviour: A user’s guide for producing positive change. Baltimore: Brookes. ‘ Covington, M. (1984). The self-worth theory of achievement motivation: findings and implications, Elementary School Journal, 85, 5-20. ‘ Dandy, J., Nettelbeck, T. (2000). The model student? An investigation of Chinese Australian students’ academic achievement, studying, and causal attributions for academic success and failure. Australian Psychologist, 35, 208’215. ‘ Deci, E. L. (1980). The psychology of self-determination. Lexington, MA: D. C. Health. ‘ Deci, E. L., Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press. ‘ Deci, E. L., Ryan, R. M. (2000). The â€Å"what† and â€Å"why† of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-269. ‘ DeMartini-Scully, D., Bray, M. A., Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviours in general education students. Psychology in the Schools, 37, 149-156. ‘ Dickinson, L. (1995). Autonomy and Motivation: A Literature Review, System 23(2), 165-174. ‘ Ding, M., Li, Y., Li, X., Kulm, G. (2008). Chinese teachers’ perceptions of students’ classroom misbehaviour. Educational Psychology, 28(3), 305-324. ‘ Doyle, W. (1986). Classroom organization and management. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 392’431). New York: Macmillan. ‘ Duchesne, S., Ratelle, C. (2010). Parental behaviours and adolescents’ achievement goals at the beginning of middle school: Emotional problems as potential mediators. Journal of Educational Psychology, 102, 497-507. ‘ Dweck, C. 1986. Motivational processes affecting learning. American Psychologist, 41: 1040-1048. ‘ Dweck, C. (1999). Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia: Psychology Press. ‘ Dweck, C. S., Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. ‘ Ediger, M. (2001). Cooperative Learning Versus Competition: Which is Better? ERIC ED 461 894, http://eric.ed.gov/ERICWebPortal, Date Accessed 10th June 2008. ‘ Elliot, A., Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. ‘ Elliot, E. S., Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12. ‘ Elliott, A. J., Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475. ‘ Feinstein, S. (2003). School-wide positive behaviour supports. Journal of Correctional Education, 54(4), 163-173. ‘ Ferro, J., Foster-Johnson, L., Dunlap, G. (1996). Relation between curricular activities and problem behaviours of students with mental retardation. American Journal on Mental Retardation, 101, 184-194. ‘ Frisoli, G. (2008). B. f. skinner: Reinforcement theory. Retrieved April 8, 2010, from http://adultlearnandtech.com/skinner.htm. ‘ Galloway, D. (1995). ‘Truancy, delinquency, exclusion and disruption: differential school influences?’ Education Section Review, 19(ii), 49’53. ‘ Galloway, D., Ball, T., Blomfield, D., Seyd, R. (1982). Schools and Disruptive Pupils. London: Longman. ‘ Galloway, D., Rogers, C., Armstrong, D. Leo, E. (1998). Motivating the difficult to teach. London, New York: Longman. ‘ Gest, S. D., Welsh, J. A., Domitrovich, C. E. (2005). Behavioural predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43, 281 ‘ 301. ‘ Good, T. L., Brophy, J. E. (2008). Looking in classrooms. 10th ed. Boston: Pearson Education. ‘ Gottfried, A., Fleming, J., Gottfried, A. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13. ‘ Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711’735. ‘ Guthrie, J. T., Wigfield, A., VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331’341. ‘ Hidi, S., Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151’179. ‘ Hudley, C., Graham, S. Taylor, A. (2007). Reducing aggressive behaviour and increasing motivation in school. Educational Psychologist, 42, 251-260. ‘ Hughes, J., Wu, W., West, S. (2010). Teacher performance goal practices and elementary students’ behavioural engagement: A developmental perspective. Journal of School Psychology, 49, 1-23. ‘ Ikeogu, N. (2011). An exploration of the link between pupil motivation and disruptive behaviour in the classroom. PhD thesis, Institute of Education, University of London. ‘ Jacobs, J. E., Lanza, S., Osgood, W., Eccles, J. S., Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527. ‘ Jagacinski, C. M., Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 79, 107-114. ‘ Johnson, L. A. (2008). Relationship of Institutional Methods to student engagement in tow public high schools. American Secondary Education, Vol. 36, pp.69-87. ‘ Jones, K., Doveston, M., Rose, R. (2009). The motivations of mentors: promoting relationships, supporting pupils, engaging with communities, Pastoral Care in Education, 27:1, 41-51, DOI: 10.1080/02643940902733167. ‘ Kane, J., Head, G. and Cogan, N. (2004). Towards inclusion? Models of behaviour support in secondary schools in one education authority in Scotland. British Journal of Special Education, 31 (2): 68-74.http://dx.doi.org/10.1111/j.0952-3383.2004.00331.x ‘ Kaplan, A., Maehr, M.L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330’358. ‘ Kaplan, A., Gheen, M., Midgley, C. (2002). Classroom goal structure and student disruptive behaviour. British Journal of Educational Psychology, 72, 191’211. ‘ Kehle, T. J., Maudas, M. M., Baratta, V. S., Bray, M. A. (1998). Augmented self-modeling as a treatment for children with selective mutism. Journal of School Psychology, 36, 377-399. ‘ Kehle, T. J., Bray, M. A., Theodore, L. A., Jenson, W. R., Clark, E. (2000). 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). Enhancing student motivation and engagement: The effects of a multi-dimensional intervention. Contemporary Educational Psychology, 33(2), 239-269. ‘ Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-96. ‘ Maslow, A. H. (1970). Motivation and Personality. New York: Harper Row. ‘ McClelland, D. C. (1985). Human motivation. Dallas: Scott, Foresman. ‘ McCurdy, B. L., Kunsch, C., Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the behaviour education program. Preventing School Failure, 51(3), 12-19. ‘ McGregor, H. A., Elliot, A. J. (2002). Achievement goals as predictors of achievement related processes prior to task engagement. Journal of Educational Psychology, 94, 381’395. ‘ McLean, A. (2003). The Motivated School, London: Paul Chapman Publishing. ‘ Meece, J. L., Anderman, E. M., Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487’503. ‘ Middleton, M. J., Midgley, C. (1997). Avoiding the demonstration of a lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718. ‘ Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., Nicholls, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388’422. ‘ Miner, J. (2006). Organisational Behaviour 1: Essential Theories of Motivation and Leadership. New York: M.E. Sharpe, Inc. ‘ Moore, L. A. Waguespack, A. M. (1994). Mystery motivator: An effective and time-efficient intervention. School Psychology Review, 23, 106-118. ‘ National Research Council and Institute of Medicine. (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: The National Academies Press. ‘ Nicholls, J. G. (1984). 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). Reducing Disruptive Classroom Behaviour with Multicomponent Intervention: A Literature Review, Unpublished Manuscript, University of Wisconsin-Stout. ‘ Willingham, D. L. (2005). Ask the cognitive scientist: How praise can motivate- or stifle. American Educator, 29, 23-27. Retrieved March 11, 2010, from Education Research Complete database. ‘ Wright, J. (2012). Six Reasons Why Students Are Unmotivated (and What Teachers Can Do), available at http://www.fehb.org/CSE/CCSEConference2012/wright_CCSE_Conference_Breakout_Motiv_Students_15_Mar_2012.pdf, accessed on 20/08/2014. ‘ Zyngier, D. (2007). Listening to teachers-listening to students: Substantive conversations about resistance, empowerment and engagement. Teachers and Teaching: Theory and Practice, 13(4), 327-347.

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