Coffee consumption Essay

Faculty of Farm Management, Banat`s University of Agricultural Sciences and Veterinary Medicine Timisoara, 119 Calea Aradului, Timisoara; Romania; petz_elena@yahoo. com 2 ) Faculty Economics Science, University Tibiscus Timisoara, 1/A Daliei St. , Timisoara, Romania Abstract. The coffee market is a dynamic market due to the numerous mades, to the wide range of assortments and to the high number of people that are more and more sophisticated. There has been lately a trend toward pre-packaged coffee, i. e. towards high quality produce and to larger weight coffee packages. Despite the high price of the coffee, Romanians drink more and more coffee. The leading assortment is ground coffee followed by soluble coffee. Keywords: needs, aspirations, demand, offer, consumption, behaviour, market INTRODUCTION Marketing research is not an exact science, and it is not an exact science either. It is about working with people, with their ever-changing needs and desires under the impact of hundreds of factors that are more or less known. Market analysis shows what people wish to purchase, to consume, or to use. As a rule, this means something different from what companies want us to believe, to produce and to sell. It is not enough to must study people’s needs; we should also know people’s desires and aspirations. The main component of marketing research is the study of consumer behaviour. The research of consumer behaviour concerns different attitudes in the process of buying decision (e. g. people’s attitude towards information, the choice of the purchase place, fidelity towards the made, getting aware of the price, knowing consumer’s difficult nature, etc. ). Consumer behaviour is a complex phenomenon and, at the same time, an interdisciplinary field. MATERIALS AND METHODS This study aims at presenting the coffee consumer profile, the way the choosing and purchasing of the different types of coffee on the market is done, and the way coffee made notoriety is determined. The target population consisted of all the people aged over 18 and living in Timisoara. The sampling method we used was the quotas method. In applying this method, we started from the characteristics of the target population (e. g. age, sex, occupation, etc. ). Sample size varies depending on the thrust threshold and on the accepted error. The way the questionnaire was applied consisted in a field survey, i. e. questioning people outside the shops. 362 RESULTS AND DISCUSSION At present, consumers are masters of their incomes. Social stratification differentiates incomes and determines significant variations of the consumption structure. Knowing the structure of the consumer’s attitude is a good opportunity to investigate the causes determining the acceptance or rejection of a produce. The most important means is researching consumer’s desires. Question no. 1 in our questionnaire, â€Å"Do you drink coffee? † is a filter question. As a result of the answers we got to this question, we could see that 56% of the people we questioned drink coffee; 17% answered hey do not drink coffee at all; and 27% answered they only drink coffee sometimes. Thus, the 17 people answering they never drink coffee were removed from the study. The answer to question, â€Å"How often do you drink coffee? † resulted in the following answers: 92% of the respondents answered they drink coffee daily; while 8% answered they drink coffee occasionally. The answer to the question, â€Å"Who purchases the coffee in your family? † showed that it is the housewife who does it (76% of the cases). As for the question, â€Å"How often do you purchase coffee? † 40% of the respondents answered they purchase it once a month, 28% answered they purchase it twice a month, and 20% answered they purchase it rather seldom. As for the amount of coffee people purchase, the figure below shows that 40% of the coffee purchasers prefer packages of 500 g, while 36% prefer packages of 250 g (Fig. 1). 40% 40% 36% 35% 30% 25% 20% 16% 15% 8% 10% 5% 0% 250 g 500 g 1000 g More Fig. 1. Amount of coffee purchased The answers to question, â€Å"On what occasion do you purchase coffee?†, 72% of the respondents said they purchase coffee for the daily consumption, while 8% said they purchase coffee for other goals. The questionnaire showed that 64% of the respondents purchase their coffee at the hyeprmarket and supermarket, 24% of the respondents purchase coffee from the corner shops, and 12% purchase coffee from the market. As for the coffee made, we could see that 48% of the respondents prefer the Jakobs made, 24% purchase the Elita made, 16% purchase the Amigo made, 8% purchase the Tchibo made, and 4% purchase the Amaroy and Lavazza mades (Fig.2). The answers to question, â€Å"What do you appreciate most in the coffee you purchase? †, 50% of the respondents answered it is flavour, 40% answered it is the taste, and 10% 363 answered it is strength. Asfor the factors influencing purchase decision, we could see from the respondents answers that 44% of them are influenced by the price, 28% answered they are influenced by the made, and 20% of the respondents admitted it is the advertising (Fig. 3). 48% 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 24% 16% 8% 4% Elita Jacobs Amigo Tchibo Other specifications. Fig. 2. Coffee mades 44% 45% 40% 35% 28% 30% 25% 20% 20% 15% 8% 10% 5% 0% Advertising Price Packaging Trade Fig. 3. Factors influencing purchase decision 40% 40% 32% 35% 28% 30% 25% 20% 15% 10% 5% 0% Home, in family At the cafe/ At w ork (school), terrace, w ith the automatic friends coffee Fig. 4. Favourite place for coffee consumption 364 The answers to question, â€Å"Where do you usually have your coffee? †, showed that 40% of the respondents answered it is at home, 32% answered they have their coffee with their friends, at coffee shops, on terraces, etc. , and 28% of the respondents said they have their coffee at their work place, from the coffee machine (Fig. 4). As for the age of the respondents, we could see that 36% of them are aged 26-40, 28% are aged 18-25, 20% are aged 41-65, and 16% are aged above 65. From the point of view of their income, 56% of the respondents earn less than 1,000 LEI /month, 20% earn between 1,000 and 1,500 LEI /month, 16% of the respondents earn between 1,501 LEI /month and 2,000 LEI /month, and only 8% of the respondents earn more than 2,000 LEI /month. CONCLUSIONS. In order to get higher performances, any company needs a strong consumer-oriented marketing strategy. Therefore, it is very important to monitor and study the consumer behaviour from all points of view: type of consumer, age, sex, occupation, group of appurtenance, personality, culture, etc. the questions marketing operators should use in their studies and shaping of purchase behaviour and consumption behaviour in their attempt to better decide how to react are such questions as Who? , When? , How? , How much? , From where? , How many times? , etc. To have a closer look at the factors influencing the behaviour of the coffee consumer we have carried out the present study by applying a questionnaire to a number of 60 people whose main common feature is that they all live in the city of Timisoara. On the ground of this study, we can draw the following conclusions: 56% of the respondents drink coffee, 27% drink it sometimes, and 17% never; 92% of the respondents drink coffee daily, while 8% drink it occasionally; 76% of the coffee purchasers are women; 40% of the respondents purchase coffee once a month, 28% twice a month, and 20% rather seldom; 40% of the respondents prefer packages of 500 g, while 36% prefer 250 g packages; 72% of the respondents purchase coffee for their daily consumption, while 8% purchase it for other reasons; 64% of the respondents purchase their coffee at the hyeprmarket and supermarket, 24% from the corner shops, and 12% from the market, 48% of the respondents prefer the Jakobs made, 24% Elita, 16% Amigo, 8% Tchibo, and 4% Amaroy and Lavazza; 50% of the respondents purchase coffee for its flavour, 40% for its taste, and 10% for its strength; 44% of the respondents are influenced by the coffee price in their purchase, 28% by the made, and 10% by the adds; 40% of the respondents prefer have their coffee at home, 32% in town, and 28% at the work place; 36% of the respondents were aged 26-40, 28% were aged 18-25, 20% were aged 41-65, and 16% were aged above 65. 56% of the respondents earn less than 1,0 00 LEI /month , 20% earn between 1,000 and 1, 500 LEI/month, 16% of the respondents earn between 1,501 LEI /month and 2 ,000 LEI /mon th, and on ly 8% of the respondents earn more than 2,000 LEI /month. REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. Baker J. M. (1997). Marketing – Societatea Stiintifica si Tehnica S. A. ,Bucuresti Balaure V. (2000) Marketing – Ed. Uranus, Bucuresti Demetrescu M. C. (2000) Metode de analiza in marketing – Ed. Teora, Bucuresti Foltean Florin (2000) Cercetari de marketing editi a II-a – Ed. Mirton, Timisoara Kotler Ph. (1997) Managementul marketingului – Ed. Teora, Bucuresti Niculescu Elena (2000) Marketing modern – Ed. Polirom, Iasi Pet Elena (2004) Marketing agrar, Ed. Marineasa Pruteanu Stefan, Corneliu Munteanu, Cezar Caluschi – Inteligenta. Marketing plus – Ed. Polirom 365.

Of Mice And Men Coursework Essay

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How is shopping on the internet different from and similar to shopping Essay

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Organizational Systems and Quality Leadership Essay Example for Free

Organizational Systems and Quality Leadership Essay Nursing-sensitive indicators are defined by the American Nurses Association as indicators that â€Å"reflect the structure, process and outcomes of nursing care. The structure of nursing care is indicated by the supply of nursing staff, the skill level of the nursing staff, and the education/certification of nursing staff† (ANA, 2015). These indicators are outcomes that increase the quality and safety in patient care. Some indicators are patient falls, surgical complications such as infection and pulmonary failure, restraint prevalence, patient satisfaction, nurse satisfaction and staffing, complications such as urinary tract infections and pressure ulcers. The National Database of Nursing Quality Indicators (NDNQI) provides a guideline for nurses and nurse managers for direction in patient care and how to use patient acuity, patient needs, and referral indicators to provide good, safe, quality patient care. Nursing-sensitive indicators that could be identified as possible interference with patient care in Mr. J’s case are his being drowsy from pain medications, his mild dementia diagnosis, his being restrained, and his cultural and religious values preferences. Mr. J is said to answer simple questions but with the diagnosis of mild dementia and the pain medication given, any information given by Mr. J may not be accurate. The nurses and staff should have recognized this immediately and gotten with a caregiver or family who knows Mr. J to ask healthcare questions so staff could establish care appropriately from that information. The reason the patient is being restrained is never revealed but patients should never be restrained to the bed. There are more useful and humane ways to monitor a patient who may be at risk for falls with mild dementia such as bed alarm/chair alarm or a sitter. The patient, admitted with a fractured hip and restrained to a bed, is at high risk for pressure ulcers. The CNA should be well educated on the need to turn patients and make sure pressure points are well monitored to prevent skin breakdown. The lack of cultural respect and understanding regarding Mr. J dietary requests as a retired Jewish rabbi are a nursing -sensitive indicator which can lead to patient dissatisfaction, maybe not realized by the patient with mild dementia but certainly by his daughter. The hospital acquiring data on the above indicators of pressure ulcer incidence, prevalence of restraints, patient and family satisfaction could go a long way to advance the quality of patient care throughout the hospital. This hospital is a 65-bed rural hospital but it is the job of every hospital to give the best patient care possible. 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I would first ask who restrained this patient and why they felt this was needed. Evidence-based practice shows us that restraints are usually more dangerous to the patient than not being restrained. Restraints are to be used only in an emergency. In our book it states, â€Å"Restraint of any kind is a form of imprisonment, and the reasonable and prudent nurse will closely adhere to all laws, rules, and policies pertaining to the use of restraints† (Cherry, 2008). Furthermore, restraint† (Cherry, 2008). Policy and procedure needs to be addressed hospital wide with education and clear instructions given to prevent this in the future. The supervisor should not have ignored the dietary error nor told her staff to â€Å"keep it quiet.† â€Å"Each culture has a value system that dictates behavior directly or indirectly by setting norms and teaching that those norms are right. Health beliefs and practices tend to reflect a cultures value system. Nurses must understand the patients value system to foster health promotion (Cherry, 2008).† As nurses, we must recognize and respect the cultures and beliefs of our patients. This hospital may have a small population of Jewish residents but what hospital can afford to lose patients to a hospital 20 miles away? There needs to be education from administration down on how to value each culture and how we as healthcare members must understand the different values to promote health. Education on the ability of practicing the health beliefs and practices of each patient can and will help the patient get better. I think we get into the mind-set that we are healthcare providers and people have to come to us, they need us, but what some don’t understand is we are a business as well. We need to respect our patients and put our patients first. They can go somewhere else. Someone else out there wants their business, wants to show them what kind of quality care they can receive, and will show them just that. REFERENCES Cherry, B., Jacob, S. (2008). CHAPTER 8 Legal Issues in Nursing and Health Care. In Contemporary Nursing: Issues, Trends Management (5th ed., p. 185, p. 222). St. Louis, Mo.: Mosby/Elsevier. Nursing-Sensitive Indicators. (2015, January 1). Retrieved April 25, 2015, from http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/PatientSafetyQuality/Research-Measurement/The-National-Database/Nursing-Sensitive-Indicators_1.aspx

Conservation of biological Diversity Essay Example for Free

Conservation of biological Diversity Essay Conservation of biological diversity is the most important aspect on the globe since all demands of human existence are entirely dependent on it. Domestic, industrial, and leisure considerations of human existence are derived from nature. Recently, the focus on biodiversity conservation has increased owing to the greater levels of understanding on the local and international significance of conservation. Since the first United Nations Convention on Human Environment held in Stockholm 1972, the disparities between conservation and development have come to the lime light with great emphasis (Clifford Clifford, 61-62). However, conservation analysts have continued to differ over the overall effects of the international conservation rules in enhancing harmony that inculcates human being as a subcomponent of the ecosystem in which they exist. Whereas misunderstanding and misinterpretation of the term conservation has recurred for a long time, UNEP points out that it is the overall use of biological resources while enhancing their resilience to enhance inter and intra generational equity. The term conservation has been used interchangeably with preservation a notion which is totally wrong. The later denotes taking care of the biological diversity without exploiting them or their proceeds. Biological diversity (biodiversity) is a term used to indicate variations of life forms within a given ecosystem, biome or the whole earth. It also encompasses the variability of living organisms from all sources, that include inter alia, terrestrial, marine, and other aquatic and ecological complexes that they are part. This includes diversity within species, between them, and ecosystems (James Kim et al, 193-195). 2. Overview of the paper This paper explores conservation of biological diversity with an aim of establishing the existing conservation strategies present on a global scale and assessing their effectiveness. Tracing the origin of the concerns for conservation, the paper uses statistics to indicate the current situation of biodiversity conservation and threats globally. To add to that, it explores the policy and legislative framework to address the threats on a global scale and their domestication by various states. Using examples, the paper seeks to establish the future of conservation and the factors that will determine effective conservation of the biological diversity. 3. Background and statistics Conservation of biological diversity has existed since historic times where most of the communities lived and co-existed with the natural flora and fauna without posing any threat to it. Notably, after the settling of the Red Indians in Northwest Coast and Southwestern regions of North America, they totally relied on the wild without causing any threat to them. However, the modern conservation ideals are mostly linked to the first United Nations Convention on Human Environment which was held in Stockholm Sweden in 1972 (Clifford Clifford, 102-105). It was this meeting that resolved to form the United Nations Environment Program to act as the main body responsible for environment and conservation globally. Conservation biologists have indicated that the world is threatened with extinction than any other period in history. Global extinction is estimated to be 10, 000 higher than the natural background extinction rate. 32% of all the global surviving amphibians are threatened with extinction. Over the last 50 years, it is estimated that two-thirds of all the mammal genera weighing about 44 Kg (97lb) have become extinct. To add to that, 12% of all birds in the globe and 23% of all mammals are listed in the IUCN Red Data Book. By the year 2000, about 27% of the entire world coral reefs had collapsed and by 2050 extinction rates will range from 15% to 37% for all the planet species (IUCN Commission on Ecosystem Management, 60-65). Of greater concern is that about 70% of all the studied plants have been designated as threatened or endangered. 4. Threats to conservation of biological diversity a) Industrial and Agricultural activities Since industrial revolution, advancement in technology has heightened the rate of natural resources exploitation from the natural system. This increase in exploitation has directly or indirectly affected the flora, fauna, or their habitat with a great extent. Currently, massive whaling industries in the pacific have resulted to the great decline of the species. After the discovery of â€Å"new lands† (currently North America), the British industrialists embarked on large scale harvesting of the forest products that threatened vast species of flora and fauna in the region. Of greater concern, is the wildlife products sale and use that have endangered biodiversity like the Tragelaphus speke, Myotis leibii, Lamptetra bifrenatus, Ambystoma opacum, Crotalus horridus, and Sterna dougalii among others. In addition species like Gavia, immer, Martes americana, Notropis bifrenatus, and Clemmys guttata have become threatened with time (Mark, 280-300). Agricultural activities on the other hand have encroached into most of the biodiversitys habitats due to the demand from the rising population to be fed. At this point, agriculturalists have shallowly argued that it is more important to feed the people as opposed to conservation. To add to that, modern agricultural activities have resulted to use of inorganic and toxic agro-chemicals that poison the flora and fauna. Pesticides and fertilizer remnants are easily swept to the aquatic ecosystems during the rainy seasons killing or inducing mutations in the biological systems. b) Pollution As indicated earlier, industrial productions most negative effect is probably pollution emitted to the natural systems. Notably, production of goods is operated on a totally capitalistic note where reduction of production costs is strongly emphasized. As a result, pollution control and waste management has taken a back hand in most of these industries and urban establishment. Therefore, they release most of their wastes directly into the ecosystems where massive poisoning of flora and fauna takes place. During the United Nations Convention on Environment and Development in 1992 at Rio-de-Janeiro, agenda 21 indicated the great need to control pollution by the member states. Of greater concerns was the direct emission of heavy metals that undergo bio-magnification and bio-accumulation to the environment. These toxicants have long tern effects and shift upwards to affect all level of food chain in an ecosystem. Glenn et al (540-545), emphasis the earlier connotation of the Silent springs on the trans-boundary nature of pollutants which results to extended impacts on a global scale. Rachael Carson found out that even after chemicals are used, they are transported via environmental dynamics to far places like the Polar Regions where she noted extensive death of penguins. c) Monopolistic application of conservation policies Notably, conservation of biodiversity has become a hard nut to crack due to lack of harmony in the overall design and application of conservation consideration between states. Though diplomacy has recently taken an upper hand in ensuring amicable resolution of conflicts, conservation of biodiversity still lags behind. This has been prompted by the varying priorities by different administrations and countries authorities’ consideration. This has especially been noted with the migratory birds in the world where they shift to various regions during different seasons. According to David (254-257) about 50% of the birds found in the Northern Hemisphere migrate towards the tropics during winter and back in springs. David continues to say that the Bar Tailed Godwit and the Sooty Shearwater have especially been under great threat from massive wetlands destruction. To add to that, Mara and Serengeti ecosystems (seventh wonder of the world) is under threat due to extensive destruction of forests that supply water to the fragile downstream ecosystem. 5. International laws, regulations and policy framework a) UNEP (United Nations Environmental Program) As indicated earlier, the United Nations Conference on Human Environment which resulted to formation of UNEP was the main beginning for conservation concerns. The body was established with the overall mandate of coordinating all environmentally related issues globally. It was especially charged with the responsibility of ensuring that conservation of biodiversity was strictly enhanced. As a result, it organized the Convention on Biological Diversity that was held in Rio-De-Janeiro in the year 1992. The latter is considered to be the most comprehensive meeting in the history of conservation as it formed the main guidelines for conservation of biodiversity in the member states which it broke into three main considerations: (1) Conservation of biological diversity by the member states with short and long term considerations (2) Sustainable use of its components (3) Fair and equitable sharing of the proceed resulting from consideration (2) It formed the main platform for the later conservation initiatives like Cartagena protocol and played a key role in establishment of Kyoto protocol. Holistically, the Convention on Biological Diversity is envisaged on precautionary principle which calls for greater concern and study of all impacts that would result to the biodiversity destruction upon establishment of various projects (European Union, 9-12). b) Ramser Convention (The Convention on Wetlands of International Importance) This convention was established to assist in conservation of wetlands that have international importance. Notably, most of the wetlands have usefulness that goes beyond their territorial jurisdictions either culturally, economically, scientifically, and have extensive recreational values. The convention came to force in 1975 and by the year 2000, about 1, 630, 000 square kilometers in 1, 021 sites had been designated. Canada has the greatest area of designated wetlands of 130, 000 square kilometers. Notably, this convention has particularly assisted the migratory bird species that occasionally uses these wetlands (William James et al, 495-500).

Changes in Marriage Equality Laws

Changes in Marriage Equality Laws Compare and contrast how your views of a traditional nuclear family, cohabitation and sexuality might differ from those of your parents. The ever changing world as we know it has led to differences in lifestyles and contemporary views towards how families should be run in modern society but the core values of family life still remain the same. Families are still mediums whereby people can enjoy security, companionship and a refuge from an often harsh and uncaring world. Structures of families have changed along with society in general but the traditional nuclear family of mother, father and children still remains an ideal. Many variations of the traditional nuclear family have arisen in the years since world war 2 that have changed the current generations views to that of our parents and grandparents generations. In previous generations the mother was expected to look after the household and not partake in paid employment while the father was considered the bread winner and sole source of income for the family. This perception of the nuclear family has changed vastly due to major changes in social structure, education, the feminist movement etc. These forces have changed how we view the modern family along with the increase in cohabitation, decline in marriage, rise in divorce rates and the prolonged postponement of union formation. Single-sex marriages, single-parent families, cohabitation and single living have increased in regularity. Increases in the rate of divorce has lead to a growth in the popularity of cohabitation whereby more couples live with each other before marriage, somewhat as a testing period, and couples are marrying later in life. Marriage has become less relevant in our generation compared to the golden age of marriage during the 50s and 60s where marriage was an important institution in society. Changes in laws such as those concerning same-sex marriage have led to this attitude. In the last two decades there has been a dramatic increase in cohabitation in the US. Between 1970 and 1994, the number of unmarried couples living together rose from about 500,000 to almost 3.7 million. Between 1965-74 just 11% of marriages were preceded by cohabitation whereas between 1980-84 44% of all marriages involved at least one spouse who had cohabited (1). Cohabitation has been prevalent in previous generations where couples were unable to marry due to the fact that they werent able to afford marriage or were not lawfully able to marry. Couples also believe that it is easier to end a cohabiting relationship than it is to end a marriage. For one tenth of cohabiters, cohabitation is a long term relationship which does not lead to marriage (1). In the space of a couple of decades cohabitation has nearly replaced marriage as the regular choice of a first union. In France, a massive rise in cohabitation occurred between 1965 and 1995 when the proportion of couples starting their union by cohabitation increased from 10% to 90% (2). During the 1990s marriage was still the superior marker for first union entry in the south of Europe whereas in juxtaposition most western and northern European countries and the United States cohabitation had surpassed marriage as the preamble for first partnership. The mean age for which people enter marriage has increased for many reasons. The prolonging of many transitions to adult life(finishing education, leaving the parental household, starting a first job) along with the rise in young adults entering unions without marriage has added to the mean age. Nowadays marriage is no longer seen as the singularly appropriate avenue for childbearing. People who decide to have a child do not feel rushed into marriage and being pregnant is not seen as a determinant for marriage. This attitude can be compared to those of prior generations where pregnancy before marriage was frowned upon and unmarried cohabitation did not last very long due to social pressure. In our parents generations the normal route of marriage followed by childbearing has been steadily replaced by a number of different pathways: in some countries, the sequence of cohabitation followed by marriage and then childbearing has become the most common path, while in other societies, cohabitation first followed by first or second birth and then marriage has become the most popular pattern and an increasing number of couples with children opt to not marry at all (3). In the United States the number of children born to parents who cohabitate nearly doubled between 1984 and 1994, growing from 6% to 11% (4). In recent times marriage instability has increased, this along with less-stable living arrangements have led to an increase in the numbers of single parent families and a high frequency of single motherhood across Europe. In Europe a substantial percentage of children are exposed to living with a single parent before reaching the age of 15. The total exposure ranged from 11-18 percent in Southern Europe (Italy and Spain), Belgium, Poland, and Slovenia; to 39-41 percent in Austria, Germany, and Latvia; and, outside of Europe, to a very high level of 52 percent in the United States (these figures are period life table estimates based on the FFS data). In agreement with the evidence provided by the census data in Table 6 above, the authors argue that, while the pace of family change has varied across countries, the shift of childrearing from married parents to single mothers is universal in Western societies, and has been proceeding faster than the shift to cohabiting parents and stepfa milies (5). In our parents and grandparents generations there was a fundamental belief that marital union should be between a man and a woman. Same sex couples were shunned and granted none of the rights that were enjoyed my heterosexual couples. Throughout the world same sex couples and those in support of equal rights for same sex couples have campaigned for what they feel are basic human rights that should apply to everyone; the right to have their relationship recognised lawfully and the right to marry. Homosexuality has gradually become decriminalised since the 60s in most countries but is still criminal in some countries run by religious laws. Pressure from these groups seeking equality for same sex couples and recognition of their union along with the increase in cohabitation has led to law reforms that allow these couples to achieve a specific legal status when the register their partnerships. Although same sex couples are gaining momentum in their continuous battles to secure recognition there are still pockets of resistance and intolerance. The introduction of civil partnership to the United Kingdom has granted same sex couples more rights including employment, pension and inheritance related rights. This increase in rights is a stark contrast compared to the limited rights allocated to same sex couples in our parents and grandparents times. References Cohabitation: A Snapshot by Hilda Rodriguez, 1998 Cohabitation is here to stay by Touleman, 1997 Children born outside marriage in France and their parents: recognitions and legitimations since 1965 by Munoz-PÃÆ'Â ©rez, F., and F. Prioux, 2000 Larry Bumpass, 2002 Shifting childrearing to single mothers. Results from 17 Western countries by Heuveline, P., J. M. Timberlake, and F. F. Furstenberg, Jr., 2003

Peer Pressure and Academic Performance :: Peer Pressure Essays

Quantitative Research Question 1. What effect does peer support have on academic performance? 2. Does peer pressure affect the academic performances of adolescents in School? Hypothesis 1. â€Å"Peer pressure significantly influences academic performance†. 2. â€Å"Students who experience peer support have better academic performances, than those who do not have peer support†. 3. â€Å"Peer support influences academic performances†. 4. â€Å"Academic performance is associated to peer pressure and peer support†. Qualitative Research Question 1. How does peer pressure and peer support associate to academic performances? 2. How does peer support affect academic performances? Cho, Y., & Chung, O. (2012). The researchers investigated the relationship between conformative peer bullying and discovered that peer pressure and its resistance is linked to antisocial conformity. Conformative peer bullying is defined as â€Å"behaviours that supports and reinforces bullying and does not include initiating proactive actions†, (Cho, 2012. p. 521). Peer Pressure â€Å"influences a person to change his/her attitudes, values, behaviours, and relationship in order to conform to the norms of the peer group†, (Cho, 2012. p.521). Peer Conformity is â€Å"the inclination to adopt behavioral patterns that are considered as acceptable to the peer group†, (Cho, 2012. p.521). The researchers used the â€Å"four-point Likert scale† which rated from â€Å"1 = never; 4 = a lot† and the Participant Role Scale (PRS) to measure the variable â€Å"conformity’ and â€Å"peer pressure†, (Cho, 2012. p. 523 - 524 ). The participants consisted of 391 second year students from 21 different classrooms in Seoul, South Korea, out of which 285 were boys and 106 were girls, aged between 13-14yrs old. Between 14 to 18th July, 2008, the researchers obtained informed consent from the teachers and students. After peer assessment was acquired, the researchers distributed the â€Å"four-point Likert scale† survey questionnaires to 673 students in 21 classrooms of three middle schools. Students were given about 20 to 25 minutes to respond to the questionnaires. At the end of the analysis it was discovered that there was a positive correlation between peer pressure, peer conformity and confirmative peer bullying. The effect of bullying is greatly influenced by the bully’s personal characteristics. It also indicated that without a groups influence an individual might not resort to bullying or simply peer pressure drives people to act differently to please others to show their support or capabilities to be in the group. In conclusion, antisocial peer conformity is one of the causes that influences peer conformity bullying. It also showed that those who cannot resist are influenced more than those who can resist bullying.

South Carolina Correction Facilities :: essays research papers

South Carolina Correction Facilities Corrections are a necessary tool to protect society from those who do harm to others or to others property. Depending on the type of crime that was committed, and if the crime is considered a state or federal charge, also depends on where the person sentenced will do his time. There are four main sentencing options available; prison, probation, probation and confinement, and prison and community split. When a person is sentenced to do their time in prison most likely they will go to a state or federal prison. If a person is ordered probation, it prevents them from going to jail but they have stipulations on their probation. This is called intermediate sanctions, which are the various new correctional options used as adjuncts to and part of probation. Some intermediate sanctions include restitution, fines, day fines, community service, intensive supervised probation, house arrest, electronic monitoring, and shock incarceration. If a person is sentenced to do time, that person could be sentenced to a county jail up to a maximum security prison. In South Carolina, most county jails or Detention Centers house an average population of approximately 100 county inmates depending on the size of the county and the jail itself. Inmates serving sentences in county jails are ordered by the Magistrate or General Sessions courts for non-violent offenses. The inmates usually serve terms less than one year. The inmates prepare meals in the center kitchen for inmates at the facility and for persons awaiting trial in the county jail. The inmates can also work at county buildings doing janitorial work, doing yard maintenance in various parts of the county, or picking up litter along the roads and highways. If a person is sentenced to a state prison, depending on the crime, that person could be sent to one of S.C. Department of Corrections’ twenty-nine prisons which are categorized into four distinct security levels: community-based pre-release/work centers (level 1A), minimum security (level 1B), medium security (level 2) and high security (level 3). The architectural design of the institution, type of housing, operational procedures, and the level of security staffing determine an institution’s security level. Inmates are assigned to institutions to meet their specific security, programming, medical, educational, and work requirements. Level 1-A facilities are community-based pre-release/work centers that house minimum-security non-violent inmates who are within 36 months of release. These units are work and program oriented, providing intensive specialized programs that prepare the inmates for release to the community with unfenced perimeters. South Carolina Correction Facilities :: essays research papers South Carolina Correction Facilities Corrections are a necessary tool to protect society from those who do harm to others or to others property. Depending on the type of crime that was committed, and if the crime is considered a state or federal charge, also depends on where the person sentenced will do his time. There are four main sentencing options available; prison, probation, probation and confinement, and prison and community split. When a person is sentenced to do their time in prison most likely they will go to a state or federal prison. If a person is ordered probation, it prevents them from going to jail but they have stipulations on their probation. This is called intermediate sanctions, which are the various new correctional options used as adjuncts to and part of probation. Some intermediate sanctions include restitution, fines, day fines, community service, intensive supervised probation, house arrest, electronic monitoring, and shock incarceration. If a person is sentenced to do time, that person could be sentenced to a county jail up to a maximum security prison. In South Carolina, most county jails or Detention Centers house an average population of approximately 100 county inmates depending on the size of the county and the jail itself. Inmates serving sentences in county jails are ordered by the Magistrate or General Sessions courts for non-violent offenses. The inmates usually serve terms less than one year. The inmates prepare meals in the center kitchen for inmates at the facility and for persons awaiting trial in the county jail. The inmates can also work at county buildings doing janitorial work, doing yard maintenance in various parts of the county, or picking up litter along the roads and highways. If a person is sentenced to a state prison, depending on the crime, that person could be sent to one of S.C. Department of Corrections’ twenty-nine prisons which are categorized into four distinct security levels: community-based pre-release/work centers (level 1A), minimum security (level 1B), medium security (level 2) and high security (level 3). The architectural design of the institution, type of housing, operational procedures, and the level of security staffing determine an institution’s security level. Inmates are assigned to institutions to meet their specific security, programming, medical, educational, and work requirements. Level 1-A facilities are community-based pre-release/work centers that house minimum-security non-violent inmates who are within 36 months of release. These units are work and program oriented, providing intensive specialized programs that prepare the inmates for release to the community with unfenced perimeters.

Evergreen: Customer and Process Essay

1.1Evergreen’s desired outcomes are to improve customer satisfaction by delivering its orders on time, reduce inventories, reduce employee overtime expense and determine if the shop floor manager should be replaced. The company needs to improve its demand planning responsiveness to better serve customer needs. By improving its process and capabilities as they relate to orders, the desired results will be realized. 1.2Evergreen should try to improve its order entry system by eliminating/reducing constraints to so that the end accomplishment is a faster delivery time to the customer. 1.3We know that the order entry system is working poorly because the cycle time exceeds the customer timeline, but there may be additional problems causing the late orders since the shop is only operating at 80 percent capacity. Additionally, we are not given any information about the delivery system that would move the product from the shop floor to the customer. However, we can reasonable assume there is a problem with the order system, since it can take anywhere from 17 business hours (2 days) to 42 business hours (5.25 days) (assume 8-hour work day) for order to clear the shop floor. Since the three sale clerks are only encouraged to implement a 5-day out due date for the order, this immediately creates a constraint since it is possible for the order cycle to exceed 5 days. Not to mention that the sales clerks may even promise the products sooner. The multiple-steps in the process are creating undue constraints. Additionally, the high amount of erroneous orders (up to 65 percent) is also a large constraint on the process. 1.4The long cycle time is creating a bottleneck in getting the products to the customer on time. Additionally, the process is a made-to-order system, as opposed to made-to-stock, so the product is not created until the order is received. The variance in the way the company receives the orders is also creating problems, since the two processes are treated equally. When the traveling salesperson contacts the company with an order, the order may be up to two days old already, yet it is handled in the same fashion as when a customer calls in an order. The process is riddled with wait time and defects – two of the â€Å"Seven Deadly Sins.† Many of the orders languish in certain parts of the company and are filled out erroneously within a non-digitized system. Process measures are crucial to the processes success, and this system is only using a casual set of metrics to evaluate the effectiveness of its operations process for filling orders. The time it takes for the order to move from one process to the next should be definite – not an estimate, which describes Evergreen’s current process. Additionally, there are no metrics in place for process improvement. The order process is a serial/sequential. The company could improve by paralleling the order after it clears the Sales Account Manager by sending the order to accounting and to the shop simultaneously. A manager should improve the overall process by combining smaller processes, eliminating waste and rethinking the sequence. 2.The customers want their orders to be delivered on time. The existing customers pose a problem for Evergreen because their business spikes around certain holiday, thus increasing orders during certain times of the year. Evergreen needs to have another process in place for peak times versus the normal business schedule. The peak process could include such contingencies as having additional clerks on staff, mandating the traveling salespeople to visit customers within a standardized time frame before each peak season to gather data and pre-order product and running the shop at 100 percent capacity.

Mankiller: a chief and her people

This book is the autobiography of the former Chief of the Cherokee Nation, unfolding her personal story, the history of her people, and the dawning of the Native American Civil Rights struggle. The book is a quest to reclaim and preserve Native American values and to examine her own role as a woman of two cultures and leader of a sovereign nation. Basically the book is a mix of autobiography, traditional tales, and a lengthy history of the Cherokee. Mankiller's chronicle of her people churns with energy, whether she's raking the federal government over the coals or celebrating past Cherokee leaders like Sequoyah. It is dual story of Chief Mankiller's life and a compact history of crucial and poignant episodes in Cherokee history. This contemporary account of the first woman principal chief of the Cherokee Nation describes the development of a modern-day leader. A tale of personal triumphs and tragedies, it begins with a childhood spent on an allotment farm in Mankiller Flats, Oklahoma, and moves through teenage years in the 1960s as an â€Å"urban Indian,† a near brush with death, and a life of solid accomplishment in service and tribal leadership rooted in Cherokee culture. The mid section of the book is purely historical and the interaction of Cherokee and African American history is fascinating and a reoccurring theme. The average Americans are taught very little about the native peoples, this book is a must read for those who wish to know the Native American life. Wilma Mankiller's story is profoundly interwoven with the history of the Cherokee. Once the Cherokee lived in Tennessee and across the South, by the early 1800's white settlers were pushing them out of their native lands. Some left willingly and established new bases in Arkansas, only to be moved later. In the 1830's two-thirds of the Cherokee Nation were finally rounded up and forced to travel, mostly by foot, on a march now called the Trail of Tears. Those who survived the difficult march were placed on a reservation in Indian Territory. Once there, they were again neglected, the result was a confusion that resulted would greatly affect Mankiller's early life. The book traces her family saga, when they move out in 1950s from rural Oklahoma to San Francisco in a government relocation project. The federal government came up with a policy of â€Å"termination† of tribes to mainstream Native Americans. This policy was trumped up as a â€Å"wonderful opportunity for Indian families to get great jobs, obtain good education for their kids, and, once and for all, leave poverty behind.† In truth, the program gave the government the perfect chance to take Indian people away from their culture and open up the vast Oklahoma territory to white landowners. Wilama is vocal and does not hesitates to vehemently express her views â€Å"In my view, Oklahoma statehood was a very dark page†¦.the harm heaped on our people †¦was tremendous†¦.For the Cherokee Nation and the other of the Five Tribes, statehood meant only the heartbreaking conclusion to decades spent fighting attempts to transform Indian Territory into a white commonwealth.† It was a traumatic change for the 11 year-old Wilma and her 10 brothers and sisters. This sudden shift from traditional life brought her face-to-face with bias, racism and poverty. In spite of this, the Mankiller family had a strength to survive, which came through sheer will alone. Mankiller's father Charley and other relatives helped with the construction of the Mankiller's first real family home. The house was made of rough lumber and had only four rooms described as a â€Å"little bitty house with too many people living there†. There was no electricity in the house, and the family had to use wood, coal, oil, and natural gas to cook and heat the house. Due to the fact that the house also did not have running water, they had to bring water up from a spring for cooking and washing purposes, and use an outhouse to go to the bathroom. Though the home lacked some luxuries, Mankiller looks back on her time there with pleasant memories. However, some memories were not as pleasant as the pride in a family home. To obtain the money needed for basic necessities, Mankiller's parents and older siblings used to go out and cut timber to sell as railroad ties. To further supplement the family's income, Charley Mankiller and his oldest son went every year to help harvest broomcorn, generally working every day from dawn to sunset. And her family's strength and perseverance paid off. Mankiller attested to her family's strength when she stated, â€Å"even though we were poor, I cannot remember ever being hungry as a little girl. Somehow, we always had food on our tables.† Mankiller would feel no different from others until the family was relocated to San Francisco, California. That metropolitan setting opened her eyes to many injustices that existed in society and led the way for her focus on activism. As a child, Mankiller had her doubts about the relocation. These doubts were realized when the Mankiller family arrived in San Francisco and discovered that the situation was not as portrayed. Mankiller and her family had left behind â€Å"the sounds of roosters, owls, crickets.† The Native Americans are in love with their land and cannot think of selling or misusing it, as Supposedly Chief Seattle said in the 1850s â€Å"How can you buy or sell the sky, the warmth of the land. Every part of the Earth is sacred to my people.† The 1969 Indian occupation of Alcatraz, which she supported strongly proved a turning point in her life. She became an activist in Indian affairs, eventually leaving her husband and returning with her two daughters to her old home. Surviving a debilitating automobile accident and a kidney transplant, she continues to lead her people. In this inspiring story, Mankiller offers herself as a valuable role model–for women as well as Native Americans. Wilama is a tribal woman to the core, who loves her traditions and culture intensely and proud to be a Native American. She unfolds the wrongs of the White Americans settlers, when Native Americans spiritual beliefs and practices were considered ignorance. She explains that to be a Native American means holding a different perspective of the world. She enlightens the readers, that the culture, values and traditions of native people are more than crafts and carvings. The Natives   respect for the wisdom of their elders, concept of family responsibilities, concern for the environment and willingness to share – all of these values makes   Native American culture endurable in the course of time. On personal level the book is an autobiography overcoming the difficulties and problems, however it moves beyond personal woes and traces the history of the Cherokees. The tale revolves around her own battle against devastating personal illnesses–including kidney disease and myasthenia gravis- -evokes praise and admiration for over coming her odyssey of life. The text is filled with her â€Å"innate love of all people’’. Despite talk of   â€Å"spirituality† very little spirituality can found in the book. It is a   story of survival, told with honesty and eloquence, teaching the readers, the lesson of endurance and strength in the wake of crisis. Reference: â€Å"The 2005-06 chairwoman of the Wayne Morse Center for Law and Politics, an independent center at the law school, Mankiller is also serving as a visiting professor in the Ethnic Studies department through the end of this month. The speech opened with a ceremonial welcome by the Confederated Tribes of Grand Ronde Honor Guard and a traditional song performed by the Eagle Beak Singers. Mankiller was introduced by University President Dave Frohnmayer, who said it was an â€Å"honor to welcome a woman, a leader, a person who understands the relationship between knowledge and morality.† Mankiller began by mentioning the difficulties of having an informed dialogue on Native American issues. Mankiller deconstructed many stereotypes about Native Americans and reiterated the necessity of doing so†. Oregon Daily   Emerald, November 13, 2005 â€Å"Contemporary Native women of the United States and Canada, politically active in Indigenous rights movements for the past thirty years, variously articulate a reluctance to affiliate with white feminist movements of North America. Despite differences in tribal affiliation, regional location, urban or reservation background, academic or community setting, and pro- or antifeminist ideology, many Native women academics and grassroots activists alike invoke models of preconquest, egalitarian societies to theorize contemporary social and political praxes. Such academics as Paula Gunn Allen, Rayna Green, and Patricia Monture-Angus, as well as Native activists Wilma Mankiller, Mary Brave Bird, and Yet Si Blue (Janet McCloud) have problematized the reformative role white feminism can play for Indigenous groups, arguing that non-Native women's participation in various forms of Western imperialism have often made them complicit in the oppression of Native peoples† Revision and Resistance: The Politics of Native Women's Motherwork, Lisa J. Ude, Frontiers – A Journal of Women's Studies ,2001 The key to reaching this goal is ownership. Service must never be done for others but with them. Before she became Principal Chief of the Cherokee Nation of Oklahoma, Wilma Mankiller attracted national attention through her work with self-help community-service projects in isolated Cherokee communities. The most dramatic of these involved the tiny community of Bell, where local Cherokee designed and carried out a project that became a catalyst for bringing their community together. The project could have been done for the people (the approach usually taken by government agencies) rather than by the people. But that wasn't what Mankiller had in mind. Kappan.P   Service-Learning and Multicultural/Multiethnic Perspectives from Diversity to Equity (2005) She has shown in her typically exuberant way that not only can Native Americans learn a lot from the whites, but that whites can learn from native people. Understanding the interconnectedness of all things, many whites are beginning to understand the value of native wisdom, culture and spirituality. Spirituality is then key to the public and private life of Wilma Mankiller who has indeed become known not only for her community leadership but also for her spiritual presence. A woman rabbi who is the head of a large synagogue in New York commented that Mankiller was a significant spiritual force in the nation. Her book also details her social and political involvement in American Indian and women's issues and her return to her northeast Oklahoma roots. Since then, Mankiller worked on many community development programs designed to provide jobs and/or homes to Native American people. In 1991, she was reelected as chief. Power Source, Wilma Mankiller former Principal Chief of the Cherokee Nation Mankiller attributes her understanding of her people’s history partially to her own families forced removal, as part of the government's Indian relocation policy, to California when she was a young girl. Her concern for Native American issues was ignited in 1969 when she watched a group of university students with AIM (American Indian Movement) occupy Alcatraz Island in order to attract attention to the issues affecting their tribes. Shortly afterwards, she began working in preschool and adult education programs in the Pit River Tribe of California. Women History Project In this spiritually moving autobiography, Wilma Mankiller not only tells her personal story, but honors and recounts the complex history of the Cherokees. Her book becomes the quest to reclaim and preserve the great Native American values that form the foundation of our nation. She details the dawning of the Native American civil rights struggle and how the genesis of that movement mirrored her own search for meaning and balance as a woman of two cultures and as the head of state for a sovereign nation of native people. Four Winds Indians Books (2005)             .            

Investwrite Essay

InvestWrite Essay If you need help planning your financial future, then I am the one to help you. Through trial and error, learning from my mistakes, and just getting a better understanding of stocks, The Stock Market Game has greatly improved my knowledge on stocks and has made me an excellent source of information on investing. For the couple that is in their late twenties, I would ask them a series of questions like, â€Å"How much money do you plan on investing? †, â€Å"How long do you have to save? †, and â€Å"Are you willing to take some risks? Since the couple wants to save for their retirement and save up for their child’s college expenses, I would advise that they invest in a variety of stocks. First, I would recommend they invest in Sprint stock. With its low current price at around three dollars, they are bound to make some money, especially with the holiday season so close. Another reason they should pick Sprint, is that it is a fairly large corpor ation, which means that it’s somewhat stable and can benefit the couple in the long and short run. Second, I would recommend they invest in a more pricy stock, Procter and Gamble.Although it’s higher priced, around sixty dollars, this stock comes with dividends and is great no matter the state of the Stock Market. With brands like Bounty, Gain, Pampers, IAMS, and even Pringles, people are never going to stop buying these items just because the Stock Market goes down. That being said, this stock is very stable and will definitely help balance the couple’s portfolio. Third and finally, I would recommend they invest in PepsiCo. With its multiple food related items such as Frito-Lay chips and all the Pepsi related soft drinks, this somewhat pricy stock, is a great way to keep the couple’s portfolio balanced.With the nice addition of dividends, this stock is a sure fire way to make the couple money in the long run. I based my recommendations on a variety of th ings. I looked mostly to see if the stock price was on the rise or going down the drain. If I didn’t think that it would make money, I didn’t choose it. Secondly, I looked for dividends. Dividends are basically money you get from the company’s earnings for each share of their stock you own. So if the company makes money, then you make money. Dividends are usually found on the higher priced stocks, but re great for long term investors. Thirdly, I went for diversification. You want to keep a diversified portfolio so that if one of your stocks fails, then you have something to back it up. If you keep all of your stocks in one related industry, if one fails, then all of your stocks will go down as well. Fourth and foremost, I thought of risk and reward. Risk and reward are important because it bases what stocks are suitable for which people. Younger people can take a higher risk because they have time to earn their money back if a stock or two fails.Older people hav e a lower risk because they usually don’t have a source of regular fixed income, so they can’t earn their money back. All of these factors were key when picking my recommended stocks. Through trial and error, learning from mistakes, and gathering basic knowledge, The Stock Market game has helped so much by giving me the essential tools for picking stocks, diversifying portfolios, and overall just making money in the Stock Market. And it is with these tools that I have recommended these stocks to this couple to which I am sure they will meet both of their goals of saving for retirement, and saving for their child’s college.Works Cited â€Å"PEP: Summary for Pepsico, Inc. Common Stock- Yahoo! Finance. †Ã‚  Yahoo! Finance – Business Finance, Stock Market, Quotes, News. Web. 13 Nov. 2011. . â€Å"PG: Summary for Procter & Gamble Company (The) – Yahoo! Finance. †Ã‚  Yahoo! Finance – Business Finance, Stock Market, Quotes, News. Web. 13 Nov. 2011. . â€Å"S: Summary for Sprint Nextel Corporation Comm- Yahoo! Finance. †Ã‚  Yahoo! Finance – Business Finance, Stock Market, Quotes, News. Web. 13 Nov. 2011. .

Cold War

The cold war was a tense relationship between the Soviet Union and the Americans. The reason why they were fighting was because of the way their countries ran. The Soviet Union communism is a political way of thinking and an idea of how society should work and be organized. Communism is a kind of extreme socialism that says that there should not be social classes or states. Communism says that the people of any and every place in the world should all own the tools, factories, and farms that are used to produce goods and food.This social process is known as common ownership. In a communist society, there is no private property. The main differences between Socialism and Communism are that, in a Communist society, the state ceases to exist along with money, so that the people work in exchange for the things they need to live.. In America they have something called capitalism. Capitalism is an economic system in which capital and assets in the economy are controlled by the private secto r(private enterprise or ownership) and in which the eans of production are on the bases of making profit.In capitalism you make your own economic decisions with risks and you can either fail or succeed, but in socialism you stay at only one economic status, in which their is always a social safety net but at the same time you cant strive to achieve more. Both America and the Soviet Union said they were both Democratic, but they didn't believe each other so they started to argue and threats were thrown around about nuclear ware fare. NORAD is the North American Aerospace Defence Command.It's a Joint USA – Canada organization that was set up in 1958 as the North American Air Defence Command as a response to the Cold War threat from the Soviet Union. It provides for aerospace warning (for example, if enemy missiles or aircraft are headed towards North America) , protection of North American airspace Cold war Americans became increasingly suspicious of anyone with communist ties or interests, past or present, and the government Egan to take further involvement in the affairs in other nations that seemed at risk to leftist revolts. This compromised the rights and privacy of many innocent Americans, and crossed into the sovereignty of other nations. During the Cold War, America compromised it's fundamental values and at the expense of it's own citizens and in the affairs of other nations to increase tension In this era.Domestically, the United States abandoned Its value of privacy and freedom to political beliefs due to growing concern of communism at home, and Seen. Joseph McCarthy speeches as well the Interrogations through HUGH contributed to this fear. McCarthy, a Republican from Wisconsin, denounced communism and publicly accused members of the State Department and other government positions of being communists. He is quoted in his book, McCarthy: The Fight For America (1952), â€Å"A government Job is a privilege, not a right.There is no reason why men who chum with communists†¦ Who are consistently found at the time and place where disaster strikes America and success comes to international Communism, should be given positions of power.. † (Doc 5). However, McCarthy claims were false, and they were part of a publicity stunt for him to gain attention. As a Republican, he faced no communist skepticism, whereas the Democrats did, and he used this tactic to further gain support from the working class republicans.He was Impressionable upon many blue collar workers who associated liberals and communists together, and made democrats a bigger target, Although the superficial Intentions of McCarthy beliefs of keeping communists out of the government were good, they were form of hiding his true goal of ruining the reputations of other politicians. McCarthy later admitted the truth about the fraudulent claims, but damage had been done in rousing unrest and put ting other innocent politicians in negative spotlights, against integrity McCarthy was supposed to stand for as a senator.Additionally, the House Committee on Un- American Activities (HIJACK) held hearings for numerous Americans who were suspected of communist interests. Average middle class Americans to Hollywood writers in the entertainment business were interrogated about their own political beliefs and past experiences as well as those of others. Lillian Hellman, who was ailed for falling to comply with Yucca's requests, wrote this to the committee, â€Å"If I answer the committee's questions about myself†¦ L will [also] have waived my rights under the fifth amendment and could be forced legally to answer questions about others†¦ Answering about others] to save myself is, to me, inhuman and indecent to refrain from asking me to name other people† (Doc Three). Hijack's hearing policy made it difficult for Americans to withhold information, and even more, they wer e put in a situation that made them expose private information of others. Helmsman's espouse to HUGH also included a portion on how she believed that speaking about other people's involvement would be against Christian ideals as well as American tradition. Many people interrogated by HUGH felt pressured to â€Å"bear false witness† and Juxtaposing other Americans as leftist supporters to avoid contempt.HUGH led to many Americans being blacklisted, out of Jobs, or losing support as being falsely marked a communist. The basis on which HUGH was founded on, to expose communists for the protection of the American government and people and prevent uprising, resulted in something similar to a modern day witch hunt. HUGH was a mistake, as it led to unrest over a non-existent threat to the nation, at the expense of the livelihood and Jobs, privacy and sense of security, because of how it, much like McCarthy betrayed American fundamental values in this time period.Outside of the States , the United States stepped into the political affairs of foreign nations, such as Greece and Guatemala, and betrayed it's previous values of not interfering into issues abroad. The Greek Civil War was being fought between democratic and communist party supporters, and America agreed to give aid to to get against the communists. In the interest of containment, preventing the spread of communism, America believed that this was a necessary step to protect its interests to keep the Soviet Union from gaining further power.However, the Soviet Union believed that this conflict was not appropriate for the States to put their efforts towards, and that it wrongly crossed a boundary into another nation's sovereignty. The Soviet News once wrote, â€Å"Truman, indeed, failed to reckon either with the international organization or with the sovereignty of Greece†¦ We are now witnessing fresh intrusion of the U. S. A. Into the affairs of other states. American claims to leadership in interna tional affairs grow parallel with the growing appetite of the American quarters concerned† (Doc Two).From the Soviet point of view, the United States' actions were unwarranted, and are a direct result of their need for security in areas where they have no right to govern. The Soviets did not take involvement, and their point of view is a criticism of United States that can even be drawn to it's previous ideals. Washington preaching to avoid entanglement in foreign affairs, the Monroe Doctrine, and the Roosevelt corollary, all were statements that made it clear that foreign conflicts were not of their concern. But in the Cold War, this ideal changed into the containment policy and the Truman doctrine.An even more severe breach of American values during the Cold War occurred in Guatemala, where a new issue had begun. Jacob Urbane Gunman had been elected by the Guatemalan people by a large majority. Urbane was associated with Marxism, and one of the major platforms he campaigned and was elected on was land redistribution in effort to aid the poor and hungry. The land largely to be redistributed would come from the United Fruit Company (AFC), a wealthy corporation that was based in the states. There was a great amount of uncultivated land that Urbane thought could be put to better use by being given to those in dire need of it.The New York Times discussed Arbiter's power in Guatemala and plans for the redistribution, â€Å"Urbane noted that the assemble and belong in terms of ideas with which they sympathize†¦ Urbane said no one could doubt that [redistribution] of about 400,000 acres of uncultivated JIFF land meant better prospects for thousands of Guatemalan† (Doc Seven). The United States began to worry about the political and economic implications of this decision in Guatemala, and what it could mean for the economy at home and the future of communism in the Western Hemisphere.The company was worth over half a billion dollars, and many worrie d that if Guatemala fell, other Central American nations could fall to communism in a domino effect. Senator William Longer of North Dakota commented on American involvement in the situation in Guatemala describing it the situation as, â€Å"a sensitive and very grave threat to world peace, [the U. S. Acting]with such elephantine delicacy. I do not believe that the†¦ Senate [has] been adequately informed†¦ The malevolent influence of the $548 million U. F. C. N Guatemala, which some have charged is bigger than the government itself†¦ We ought to be, committed to the principle that every sovereign nation has a right to determine for itself its own form of government† (Doc Six). Lancer's belief was ignored in this situation, as America organized a intrusive coup d' ©tat that took Urbane out of power, hoping to prevent the spread of communism and keeping peace within the West. Lancer's statement held another likely reason to the American involvement, to protect the economic interest.He would have pointed a finger of blame at America for interfering with Guatemala, who defended the rights of any political practice, what the United States claimed to protect prior to the Cold War, and to alter the course of their political rule and decisions, disrespecting their sovereignty and right to self- determination. It was apparent that the United States knowingly crossed boundaries of other nations' freedoms to protect it's own self interests, and sent aid where it was inappropriate, and in both situations abroad, was contrary to the values the nation as once built on.Overall, the United States overstepped the boundaries of private domestic lives and in the political issues of other nations, and abused it's power to act in interests of the Truman Doctrine and anti-communism, at the expense of straying from its fundamental values. Although the reasoning behind the government's actions was to prevent the spread of another government, that threat was no t imminent, and their attempts to eradicate potential Marxist uprisings resulted in more damaging effects to the nation's innocent people. Our values were even more abandoned inGuatemala, where we did acted against a government, albeit influenced by Marxism, was much like our own in the way it gave political freedom and expression to it's people. The United States sacrificed it's own traditional ideals of protecting these rights and not interfering in the issues of other nations, for our own benefit, which was not as successful as the government hope. Even today, the question on what motivates the government to act abroad, and whether economic self-interest or desire to change the politics of other nations for our own benefit, play a part and remains a relevant question. Cold War The cold war was a tense relationship between the Soviet Union and the Americans. The reason why they were fighting was because of the way their countries ran. The Soviet Union communism is a political way of thinking and an idea of how society should work and be organized. Communism is a kind of extreme socialism that says that there should not be social classes or states. Communism says that the people of any and every place in the world should all own the tools, factories, and farms that are used to produce goods and food.This social process is known as common ownership. In a communist society, there is no private property. The main differences between Socialism and Communism are that, in a Communist society, the state ceases to exist along with money, so that the people work in exchange for the things they need to live.. In America they have something called capitalism. Capitalism is an economic system in which capital and assets in the economy are controlled by the private secto r(private enterprise or ownership) and in which the eans of production are on the bases of making profit.In capitalism you make your own economic decisions with risks and you can either fail or succeed, but in socialism you stay at only one economic status, in which their is always a social safety net but at the same time you cant strive to achieve more. Both America and the Soviet Union said they were both Democratic, but they didn't believe each other so they started to argue and threats were thrown around about nuclear ware fare. NORAD is the North American Aerospace Defence Command.It's a Joint USA – Canada organization that was set up in 1958 as the North American Air Defence Command as a response to the Cold War threat from the Soviet Union. It provides for aerospace warning (for example, if enemy missiles or aircraft are headed towards North America) , protection of North American airspace

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. 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