To What Extent Is Language the Most Important Way of Knowing Essay Example

To What Extent Is Language the Most Important Way of Knowing? Essay To what extent is language the most important way of knowing? To answer this question, let us first define language and knowledge. Language is any system of formalized symbols, signs, sounds, gestures, or the like used or conceived as a means of communicating. 1While knowledge is a justified true belief. In my opinion, language is an important way of knowing; however it is not the most important. Language is not restricted to merely words, it encompasses actions as well. Without it, how can we communicate and thus obtain knowledge. We often acquire knowledge from books, teachings and actions. With that in mind, let us ask ourselves: What would we understand from these if there were no language in the world? Nothing. However, language is biased. Who is to say whether a person is a terrorist or freedom fighter, after all, the definitions of these two words are similar, but their connotations are different. It may be argued that language is only one of the four ways of knowing, however, I would like to emphasize that language is the basis of emotion, reason and perception. People may say that we can infer happiness from a smile; and sadness from a frown, however, as mentioned earlier, isn’t the smile or frown an action, a language? Another example of language controlling emotion would be where we are able to derive sorrow from the phrase â€Å"I am sorry for your loss†. On the other hand, emotions could have control over language. When we are angry, we would use certain different words as compared to when we are happy. This means that we emotions control the use of words, in contrast to the earlier view that we use words to express different emotions. We will write a custom essay sample on To What Extent Is Language the Most Important Way of Knowing? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To What Extent Is Language the Most Important Way of Knowing? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To What Extent Is Language the Most Important Way of Knowing? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Language is used to perceive. For example, people are shown three pictures, one of a man about to kick a ball, one of the same man having just kicked a ball, and a third of a different man who is about to kick a ball. They are then asked which two of the three are the most similar. Indonesians generally choose the first two pictures, which have the same man in them, while English speakers are likely to identify the two pictures that show the ball about to be kicked—an emphasis on the chronological, rather than the spatial, relationship between the principal objects in the picture. However, in different languages the divides between, say, red and pink may be different, but this does not imply that people speaking different languages do not perceive the difference between a darker pink and a lighter pink. Through this, we can see that humans are capable to perceive the objective world overcoming the biases that language may impose. The 19th century German Philosopher Wilhelm von Humboldt claimed that language was directly connected to thinking. 3 I agree with his claim. We are born with the gift of language. Even people without the five senses possess some form of language relative to their own existence. To be able to reason, we need to think, thus we need a medium in which to think, language provides this. For example, in mathematics, we use symbols to logic out the problem and deduce the result. These symbols are forms of language. Conversely, language is biased, thus it may cloud reason. Through perception of language, we may have preference for one thing compared to another. For instance, a biased claim such as â€Å"Jimmy Carter is a bigot†4 is full of fallacies, such as the red herring fallacy and the appeal to emotions and novelty. These fallacies defy reason hence are not knowledge. To conclude, I feel that language is a good attempt to link the ways of knowing together, however, it is not without its drawbacks, thus it as yet cannot be considered the most important way of knowing. 1: http://dictionary. reference. com/browse/language 2: http://cognation. stanford. edu/press/economist/ 3: http://www. physicsforums. com/archive/index. php/t-27551. html 4: news. yahoo. com/s/ap/20080425/ap_on_re_us/un_israeli_ambassador

Anne Frank and Elly Cassuto Comparison essays

Anne Frank and Elly Cassuto Comparison essays Anne Frank and Elizabeth Cassuto were both Jewish girls that lived in Holland. In fact, they went to the same school. They lived in the time in Europe when the Holocaust was happening. Both the girls and their families were scared that they were going to get sent to a concentration or extermination camp, so they hid so the Nazis did not take them away. Anne and Elly may seem alike, but in actuality, the two are very different. First, Anne and Elly both hid, but in different places. Anne and her family stayed in one hiding space, which was an attic of a jam factory. Elly hid in many places. Her and her family first hid in an attic they shared with another Jewish family. While in these attics, Anne and Elly both had to be quiet from 8 am to 5 pm, to avoid being heard by the people downstairs. Ellys father, Abraham, later took his family out of town because the hiding spot was about to be discovered. Elly lost track of the rest of her family and ended up with Grace Bogaarts, who became Ellys guardian. Also, the story of Elly Cassuto is not known by a lot of people in the world. However, Anne Frank is known world- wide. Thats because she kept a diary of all the events that happened while she was in hiding and at the camps. Her journal was published after 1845 and was read all around the world. She also took pictures of the places she hid. Finally, the endings of Elizabeth and Annes stories are different. Anne Frank died in 1945 in the Bergen- Belson concentration camp. She contracted typhus, most likely from lice, because that was very common during the Holocaust. Elly Cassuto survived the Holocaust because she was protected by Grace. She and Elly continued their close relationship until 1964, when Grace died. Later, Elly married a man named Ernest and lived a full, happy life. The Holocaust made great changes to the world. People like Anne Frank and Elizabeth Cassuto taught us many things about th ...

What You Need to Know About Consecutive Numbers

What You Need to Know About Consecutive Numbers The concept of consecutive numbers may seem straightforward, but if you search the internet, youll find slightly differing views about what this term means. Consecutive numbers  are numbers that follow each other in order from smallest to largest, in regular counting order, notes  Study.com. Put another way,  consecutive numbers are numbers that  follow each other in order, without gaps, from smallest to largest, according to  MathIsFun. And  Wolfram MathWorld  notes: Consecutive numbers (or more properly, consecutive  Ã¢â‚¬â€¹integers) are integers n1  and n2  such that n2–n1   1 such that n2 follows immediately after n1.​ Algebra problems often ask about properties of consecutive odd or even numbers, or consecutive numbers that increase by multiples of three, such as 3, 6, 9, 12. Learning about consecutive numbers, then, is a bit trickier than is at first apparent. Yet it is an important concept to understand in math, particularly in algebra. Consecutive Number Basics The numbers 3, 6, 9 are not consecutive numbers, but they are consecutive multiples of 3, which means that the numbers are adjacent integers. A problem may ask about consecutive even numbers- 2, 4, 6, 8, 10- or consecutive odd numbers- 13, 15, 17- where you take one even number and then the very next even number after that or one odd number and the very next odd number. To represent consecutive numbers algebraically, let one of the numbers be x. Then  the next consecutive numbers would be x 1, x 2, and x 3. If the question calls for consecutive even numbers, you would have to ensure that the first number you choose is even. You can do this by letting the first number be 2x instead of x. Take care when selecting the next consecutive even number, though. It is  not  2x 1 since that would not be an even number. Instead, your next even numbers would be 2x 2,  2x 4, and 2x 6. Similarly, consecutive odd numbers would take the form: 2x 1, 2x 3, and 2x 5. Examples of Consecutive Numbers Suppose the sum of two consecutive numbers is 13. What are the numbers? To solve the problem, let the first number be x and the second number be x 1. Then: x ( x 1) 132x 1 132x 12x 6 So, your numbers are 6 and 7. An Alternate Calculation Suppose you had chosen your consecutive numbers differently from the start. In that case, let the first number be x - 3, and the second number be x - 4. These numbers are still consecutive numbers: one comes directly after the other, as follows: (x - 3) (x - 4) 132x - 7 132x 20x 10 Here  you find that x equals 10, while in the previous problem, x was equal to 6. To clear up this seeming discrepancy, substitute 10 for x, as follows: 10 - 3 710 - 4 6 You then have the same answer as in the previous problem. Sometimes  it may be easier if you choose different variables for your consecutive numbers. For example, if you had a problem involving the product of five consecutive numbers, you could calculate it using either of the following two methods: x (x 1) (x 2) (x 3) (x 4)or(x - 2) (x - 1) (x) (x 1) (x 2) The second equation is easier to calculate, however, because it can take advantage of the properties of the  difference of squares. Consecutive Number Questions Try these consecutive number problems. Even if you can figure out some of them without the methods discussed previously, try them using consecutive variables for practice: Four consecutive even numbers have a sum of 92. What are the numbers?Five consecutive numbers have a sum of zero. What are the numbers?Two consecutive odd numbers have a product of 35. What are the numbers?Three consecutive multiples of five have a sum of 75. What are the numbers?The product of two consecutive numbers is 12. What are the numbers?If the sum of four consecutive integers is 46, what are the numbers?The sum of five consecutive even integers is 50. What are the numbers?If you subtract the sum of two consecutive numbers from the product of the same two numbers, the answer is 5. What are the numbers?Do there exist two consecutive odd numbers with a product of 52?Do there exist seven consecutive integers with a sum of 130? Solutions 20, 22, 24, 26-2, -1, 0, 1, 25, 720, 25, 303, 410, 11, 12, 136, 8, 10, 12, 14-2 and -1 OR 3 and 4No. Setting up equations and solving leads to a non-integer solution for x.No. Setting up equations and solving leads to a non-integer solution for x.

Project charter,WBS,Scope changes Assignment Example | Topics and Well Written Essays - 750 words

Project charter,WBS,Scope changes - Assignment Example Firstly, in order to cut down on expenses, renewable energy will not require reinvesting in after the initial installation or investment. In this case, the project does not consider making of renewable sources of energy, but rather providing identified industries with consultancy and recommendation on the type and amount to invest in in order to cut down on energy costs while at the same time promoting an environment free from industrial contaminants such as CO2. The opportunity lying under this project is that industries such as manufacturing, mining, and agriculture can use various alternative energy sources for both large and small scale production. However, while providing the environment analysis of the identified industries, the consultation service will be backed by industry analysis and the role played by specific industries in promoting global warming and other energy-associated environment challenges. With a business environment that promotes corporate social responsibility, this project will provide solutions to contemporary problems that nurture environment activists hindering the productivity of some industries. To reduce customer resistance to modern products produced unethically based on their effect on the environment, this project will provide the corporate environment with a bargaining advantage on consumer products manufactured or processed using safer energy alternatives (e.g Wave Oscillation). The approximate budget for the project initiation to completion is $10,000 covering equipment of use (computer system and statistical software), transport in the conduction of onsite analysis, proposal drafting and communication to identified industries. The approximate period is 5 weeks. Each week considered one industry and the time is used applied in primary research of the industry’s effect on social order while identifying two companies within. The

Assessment of the patient with acute abdominal pain Research Paper

Assessment of the patient with acute abdominal pain - Research Paper Example The authors has first discussed the anatomical and physiology of organs associated with abdominal pain, then has listed the various bodily malfunctions and diseases which could cause pain, and importantly listed out the procedures that could be undertaken by the nurses as part of the assessment, diagnoses and even treatment of the abdominal pain. â€Å"It is therefore desirable that in addition to traditional nursing assessments, registered nurses are able to ask the correct questions, initiate tests and implement first-line treatments to ensure a timely and effective experience for the patient† (Cole, Lynch and Cugnoni, 2006). The authors first focused on the anatomy and the physiology of organs associated with abdominal pain, by pointing out how problems in one or more organs located within the abdominal cavity can lead to abdominal pain. â€Å"This cavity contains the stomach, spleen, liver, pall bladder, pancreas, kidneys, small intestine and large intestine†¦the bla dder, caecum, appendix, sigmoid colon, rectum and female reproductive organs.† (Cole, Lynch and Cugnoni, 2006). ... Problems in these organs are the main reasons for abdominal pain and those problems are categorized into various diseases and malfunctions like Appendicitis, Biliary colic, Bowel obstruction, Cholecystitis, Gastrointestinal disease, Hepatitis, etc. The authors for major part of the article discuss each of these diseases, their causes, bodily problems associated with it, and importantly the severity, nature and position of the pain. For example, they point out how in the case of Biliary colic, pain will be sudden and is ‘severe and continuous until it resolves spontaneously†, and then in the case of Cholecystitis â€Å"pain can be colicky or constant and is usually localised to the right upper quadrant† (Cole, Lynch and Cugnoni, 2006). After extensively discussing the various causes of the abdominal pain, the authors in the second half of the article has focussed on the role of nurses in assessing the abdominal pain. The authors point out how the nurses should ask r elevant questions to patients with abdominal pain, so that the exact or even the tentative cause of the pain can be diagnosed. Questions should be asked about: > Pain. > Associated symptoms. > Past medical and medication history. > Social and family history. (Cole, Lynch and Cugnoni, 2006). The authors state that the nurses should ask questions regarding pain position, radiation and also the nature of pain. To locate the pain position, the nurses has to first ask the patients to point out the area, where the pain is being felt. In addition, nurses can also place their own hands, pressing and pointing out, where the pain is originating. â€Å"The patient should also be asked if the pain travels anywhere (radiation) or is

This computerized world Essay Example for Free

This computerized world Essay Now, in our society all over the world technology is the most important advancement, a necessity in bringing about progress as we move along in this computerized world. These changes in effectmake man’s life easier and more convenient. The relationship between the library and computer is constantly changing that the use of computer contributes to the way man learns and communicates. It easy in this world to strive for changes and since library is no different from any firm and institution, considering the use of computer to perform a given task will be efficient. The fast phased of technology attributed a lot to the improvementof the library system. Technology enabled software developers to computerize the librarysystem. The automated library system helped the academe greatly. Library, transactionsand queries can be created in a single click. Traditionally, library systems are implemented manually. Forms are given to librarian and they fill them of using pens. Computerized library system identifies the modern process of technology, on how it works quickly for the students and librarian. Pagadian Capitol College, base on the library system, the librarian and the library users still use the manual way of transacting of borrowing and returning of books. In the system we are going to make the manual library system into automated and computerized one. The manual library system is very costly, time consuming and tedious. Hence, computerized library system, the librarian can easily find the books of the student that they are looking for without going through the traditional way of searching a library material. And for the students, it can lessen the time and effort needed by them of the library. The implementation of the system will reduce the time and effort of the users in terms of adding, editing, searching, deleting and printing of records. The system can also help in reducing the expenses of the library such as papers, folders, pens and other materials needed in their current system. The objective of the study was to develop a computerized library system that will store the student’s basic information, books record, list of borrowers, returned books, borrowed books, and prescription of the librarian. The study was about the Computerized Library System for the BotolanCommunity College. The implementation of the system will reduce the time and effort of the users in terms of adding, editing, searching, deleting and printing of records. Thesystem can also help in reducing the expenses of the library such as papers, folders, pensand other materials needed in their current system. The system is LAN-based that enablesthe librarian to share the records of the student such as the borrowing books, returningbooks, search books, and prescriptions of the librarian. The student’s personal information/data may be stored upon the request of authorized librarian. The assignedlibrarians are the only one who can share any of the records/data of the students. Thesystem is not capable of sharing its data from other databases. The system will bedeveloped using the Microsoft Visual Basic 6. 0. This study will be beneficial to the following: BCC Students . Through a computerized library system, they can easily find the booksthat they are looking for without going through the traditional way of searching a librarymaterial. Convenience is more visible for it is not time-consuming, resulting to a numberof accomplished works. Librarian. The computerized library system would improve the monitoring capacitiesof those who maintain the library. It would be easier to determine whether a particularbook is on-shelf or not. In addition, they can easily identify when will the borrowedmaterial be returned and if a borrower has failed to return the book on its due date. Furthermore, the librarian would be much guided when it comes to recognizing newinventory books, letting them arrange it promptly and accordingly. Related Literature Foreign According to Robson (2001), usability is a key requirement for users, says Elisabeth Robson, Product manager for Online Computer Library Center. The cataloguehas become a way to pull together disparate resources, including commercial resourcesand web links. management systems also allow circulation, including check in/check outand enable libraries to purchase materials and track where they are. According to Chad (2009), consulting is at a major point of change in the wider information economy within which library systems form part of a larger whole. He waswriting in a briefing paper about the study in library management systems. This studyexamined the systems used in higher-education libraries across the UK and came up withsome significant observations and recommendations. It noted that the LMS market in UKhigher education is already mature and that four main vendors (ExLibris, Innovative,SirsiDynix and Talis) have almost 90 percent of the market. This market maturity means,according to the study authors, that the benefits to libraries of changing LMS provider arelimited. Library users expect to find everything together says Stephen Abram, vicepresident for innovation at SirsiDynix, the leading provider of software solutions andassociated services for libraries. According to her traditionally, the library managementsystem or integrated library system (ILS) was responsible for running libraries efficientlyand effectively. Over the last few years, the role of the ILS has been expanding frommeeting library needs to delivering user experience. Local  According to Eden (2011), views that most libraries are forced to work with fewerstaff because of the having a more improved and modernized system for their library. According also to the study, the library administration need to emphasize to their staff that the organization has a vested interest in providing them with the tools and trainingthey need to assist the organization in the new information marketplace. These mayinclude search engines, circulation systems, and the online public access catalog. According to Lopez (2002), University of the Philippines Mindanao when UP inMindanao accepted its first batch of students in 1996, the Main Library collection wasintegrated with the core collection of the School of Management (SOM) Library at the Stanfilco Bldg. , Ladislawa Avenue, Buhangin, Davao City. The Filipiniana and GeneralReferences were housed together with the College of Arts and Sciences (CAS) collectionin Room 2 of the Philippine Coconut Authority. In the Second Semester AY 1996-1997,the CAS Library moved to its main campus in Bago Oshiro. Upon the recognition of UPin Mindanao by the Board of Regents (BOR) as a constituent unit (CU) of the UPSystem, the CAS was split into two (2), namely: College of Humanities and Social Sciences (CHSS) and the College of Science and Mathematics (CSM). The Main Librarytransferred to the newly renovated building where the main collection was set-up besidethe books of the CHSS and the CSM. In July 2002, the library established the LibraryEducational Media and Information Technology Office (LEMITO). The LEMITOhandles the audio-visual services, internet and the connectivity of the library. It currentlyholds office at the Elias B. Lopez Hall Dormitory. Later, the Main Library collectionwhich grew from 100 titles to 6,191 volumes at the end of May 2004, and was transferredto the Administration Bldg today, the Main Library occupies the former UP in MindanaoCultural Center (UPMCC) building. Related Studies Foreign According to Charuasia (2010), connotes the term library with use of automaticdata processing machines to perform routine library activities. It implies a high degree of mechanization of various routine and repetitive tasks operations and processes are leftto be performed by human beings. The study stresses library automation as theapplication of computers and utilization of computer based products and services in theperformance of different operations and functions or in the provision of various servicesand output products. In addition to computer advancement, telecommunication andaudio-visual technologies gives away to new possibilities in information processing. According to Back Bailey (2010), explored the design space of mash-uptechniques for the faultless inclusion of information from Web services into websites. They considered the cases where an Online Public Access Catalog (OPAC) is either the target of such addition or the basis of the information being included. They focused on client-side techniques in which each user’s browser contacts Web services directly because this approach lends itself to the creation of HTML widgets. The widgets allowthe integration and customization of Web services without requiring programming. Theyalso described in detail the functionality and use of several widget libraries and Webservices we built. Although the specific requirements for (2010), explored the designspace of mash-up techniques for the faultless inclusion of information from Web servicesinto websites. They considered the cases where an Online Public Access Catalog (OPAC)is either the target of such addition or the basis of the information being included. Theyfocused on client-side techniques in which each user’s browser contacts Web services directly because this approach lends itself to the creation of HTML widgets. The widgetsallow the integration and customization of Web services without requiring programming. They also described in detail the functionality and use of several widget libraries andWeb services we built. Although the specific requirements for 13each system differbecause of their respective nature, all systems are designed to be deployable withminimum effort and resource requirements. This low entry cost, combined with theprovision of a high-level, non-programming interface, constitute two vital preconditionfor the broad adoption of techniques in libraries, which in turn has the potential to vastlyincrease the reach and visibility of their electronic resources in the wider community. Local According to Lou (1986), a survey on the computer application in 223 libraries inMetro Manila. The study revealed that they prioritize the three library functions to be computerized as cataloging, indexing, and circulation. However, the plans for automationfor the libraries cannot be implemented due to financial incapability of the libraries, andthe lack of funds from the government. Despite of this drawback, the libraries are notturning their backs unto the automation of their libraries. According to Agena (2008) made a study about the collection usage of thestudents of the Jose Rizal University in a period of three years using the quantitative andqualitative approach. The goal of the study is to assess the usefulness of the faculty of students to their library and it been revealed that it is generally important for them to goto the library for their academic needs. - Beijing Foreign Studies University Library Library temporarily by the Chinese branch, foreign language books, periodicals reading room and library office. Collection of literature covering Britain, France, Russia, Germany, the West, Japan, Arab and other 49 languages, literature more than 110 million copies total, 28 million copies of e-books, 1179 kinds of Chinese and foreign periodicals, nearly 11,000 of a variety of audiovisual materials , and foreign language electronic journal of nearly 26,000 species in 47 foreign language database, Own Special Database 4, the initial formation of the characteristics of language, literature, culture, primary data collection. In recent years, with the development of my subject construction, legal, diplomatic, economic, news and management literature also increased steadily. The library is located eight business and service sectors, a total of 53 staff, including Associate Research Librarian, Librarian 39. Libraries advanced ALEPH500 automated library management system to achieve the cataloging and retrieval of the museum and part of the Department of multilingual literature. Museum and National Library, as well as Peking University, the National Peoples Congress and other 40 University Library in Beijing and Shanghai Library interlibrary loan business, and the original delivery services provide CASHL and BALIS of foreign periodicals. In order to facilitate school teachers and students in off-campus access to library resources, the museum specially opened VPN remote access system. The overall goal of building 12 during the Beijing Foreign Studies University Library: the progressive realization of the collection features of the service information, specialization, and scientific management through active participation in the college literature resources to build a sharing system, and strive to build for the final documents of the domestic foreign language teaching and research support base and information service center, into a resource-rich, and diverse service, open and harmonious, the reader satisfied with international first-class research library.

Alfred Hitchcock :: Film Movie Movies Directors Essays

Alfred Hitchcock is among the few directors to combine a strong reputation for high-art film-making with great audience popularity. Throughout his career he gave his audiences more pleasure than could be asked for. The consistency of quality plot-lines and technical ingenuity earned him the recognition of being one of the greatest filmmakers of all time. His films earned him the reputation of being the "master of suspense", and after viewing two of his more popular films, Psycho and The Birds, it is evident why. There is a distinction between surprise, which lasts only a few seconds, and suspense which captivates one's attention the entire length of a film. This is something that Hitchcock realized early on, and applied into his movies. He is one of the few directors whose name on a marquee is as important, if not more so, than any actor who appears in the film itself. Both his style of directing, and that of the movies that he has directed are very unique, making him stand out in the film industry. He pioneered the art of cinematography and special effects, which along with his cameos, are what he is most often associated with. Hitchcock led a long and prosperous life in the movie industry, starting as a teenager and making movies up until his death in 1980, while working on the 54th of his career (Sterrit 3). Alfred Joseph Hitchcock was born on August 13, 1889 in London, England. As a child his parents were very strict with him and they imposed severe and unusual punishments upon him, as what they considered to be discipline. One of these incidents scarred him for life. As punishment for arriving home late one night, young Alfred's father had a policeman friend lock the boy up in a cell for five minutes, "in order to teach him where naughty little boys who come home after 9 o'clock would eventually end up." (Phillips 27). Throughout his career he used the innocent man being arrested and imprisoned in his films, and claimed that forever after he had a fear of the police (Spoto 16). Fear was also a big part of his childhood, which later was evident in many of his movies. "Fear? It has influenced my life and my career." (18) explains Hitchcock, he also had a fear of being alone and of darkness which once again appeared in many of his movies. "...fear you see is an emotion that people like to feel when they know they are safe." (39).

Business: Management and Entire Selection Process

Evaluate the entire selection process for the position. Judge whether mistakes were made and discuss what could have been done differently. When I start evaluating the entire selection process, I have to start with the assessment process. The first thing that catches my attention is the fact that three of the four interviewers are men. As a woman interviewing for a job, I would be a little intimated being questioned by three men and one female. I would feel more comfortable being interviewed by a panel that was made up of two men and two women. I also think that the interview panel should have been set up to objectively view the candidate’s best and worst qualities for the position. Also, during the assessment process, I noticed that the only questions that made her feel uncomfortable were the questions that came from the men. I can see why she was feeling uncomfortable; it seemed to me like they were trying to bully her into reconsidering continuing the interview process. I think that some of the line of questioning was a little apprehensive. If I was her, I would probably feel the same way that she does. In the role playing exercise, I believe that she was set up to fail. I think that they totally sabotaged this part of the interview. George Montgomery did not have any confidence in her and he wanted to prove that she did not have what it takes to be a successful manager. He knew that if he did not cooperate with her, she would not be able to demonstrate her leadership, managerial, decision making or disciplinary skills. I do not think that it was professional for him to portray such an unrealistic character. I think that he wanted to show that she was weak and did not have what it took to be a successful manager. I think that they-the men-already knew who they wanted to hire before Jane’s interview. I am sure that was a very humiliating and â€Å"To Be Or Not To Be Promoted? †3 dehumanizing experience for her. The worst part of it was the fact that she still has to face the people on the interview committee day in and day out. Compare and contrast Joe’s, Jane’s, and Matt’s candidacy based on what you know about them. If you were the hiring manager and the final decision were yours to make, whom would you hire? Provide a persuasive rationale for your choice. Due to the fact that no information was given about Joe or Matt’s candidacy, I do not see how a competent answer can be provided for this question. The only information that was provided was about Jane. I am not able to provide a rationale decision about who I feel is most qualified to assume the role of Marketing Director, due to the fact that I do not know how any of their interviewers went. But if I had to make an assumption about who I would hire, I would hire Jane. I think that she handled herself very well under pressure despite the demanding line of questioning that some of the members of the members of the senior staff asked. I would also hire Jane because she has already proven that she is an effective leader in the organization.Business Management Study Guide She has worked her way up in the ranks and has tackled some pretty tough assignments. She is a dedicated employee and would be a great role model and leader for the organization. If you were advising each of the three final candidates for the position before the interview and before the offer was made to Joe, explain what you would advise each of them to do. Speculate about what you would say to each of them after the offer was made to Joe. I would advise each of them to practice their interview. Since they all work for the company, they should all have an idea of what the interview process should consist of. I would â€Å"To Be Or Not To Be Promoted? †4 also tell them to review the job description and make sure that they fully understand the requirements and qualifications. I would advise each of them to go in and be confident and do their best. Staying calm and composed is always good pre interview advice. Also by staying calm in a tense situation will show the panel that you can handle those types of environments. I would also tell them to show what they know about the position and convince the panel that they are the best person in the job. One of the most important things is to be on time for your interview and always dress for success. Be prepared and showcase your confidence. Even though this is an in house interview, I would also encourage each one of the potential candidates to follow up after the interview. Once the offer was made, I would reassure each of them that they did a great job during the interview and not to get discouraged because they were not chosen. I would advise them to offer assistance to Joe as he transitions to his new role and offer him a helping hand. I would advise against trying to find out why they are not selected for the position, due to the fact they do not want to hinder being selected for any other positions that may come available in the near future. Based on what you know about George Montgomery, assess his management style and describe what bearing it may have had on his selection of Joe. Based on what I know about George Montgomery, he kind of comes across as a prick. I see him as being this old guy who was introduced in the business world when it was predominately dominated by men. I do not think that he has any respect for women. I do not think that he feels like a woman deserves to be in a senior management level position. Joe may â€Å"To Be Or Not To Be Promoted? †5 be a lot like him which could have had some influence on the decision to hire him. I am sure that since they work together and have had many conversations about male and female roles in business. I am sure that there has been some office talk about expectations of the new project manager. I do not think that if all three of the candidates were from outside of the organization, the playing field would have been leveled out some. If you were Joe, the selected candidate, propose what you would do to ease any ill feelings with Jane and Matt. If I was Joe, I would offer a helping hand to Jane and Matt. I would try to help them out as much as possible and even recruit them to help me on special assignments. I do not think that it would be wise for Joe to rub the new position in their faces or make them feel interior to me because I was chosen for the job. I may even set some time aside to chit chat with them just to make sure that there are no ill feelings.

Marriage and Cohabitation

Cohabitation Research Paper Cohabitation and marriage both share effective similarities and differences. Within the last 40 years both have grown closely to represent two individuals that have a motive in life which involves commitment, financial responsibility, and the disposition to spend a majority of your life with one person. The subject of cohabitation is a popular one among many college students, upperclassmen, and middle aged divorced individuals in this day and age. In this essay we will be looking at the detailed facts in why people cohabit before they are married, why they do it and most importantly why cohabitation is not considered immoral behavior in the twenty first century as it was 40 years ago. This research will also contain real individual perspectives which will widen our thoughts and assumptions behind the theory of cohabitation. In today’s society there are many couples that are living together before getting married. The US Census Bureau calls cohabitation POSSLQ (pronounced possel-kews), which is understood as â€Å"shaking up†. The number of unmarried couples in the U. S. has increased from 0. 4 million in 1960 to almost 7 million in 2008. In the mid 1990’s more than 60 percent of American’s cohabited. (Benokraitis, pg. 246) There are advantages and disadvantages when considering cohabitation. Some of the rewards of living together before marriage are some such as getting to know your partner better, learning about one's ability/habits, if they are able to satisfy your expectations, finding common grounds, and most of all to gain that special commitment with one another. On the other end there are disadvantages in living together before marriage, some being, not having much of personal space, religious outlooks, not being able to handle fights in a proper manner, going against family values, and most of all doing it for the wrong reasons. Almost half of young Americans say they will not marry someone unless they live with them first but on the other hand most Americans reject cohabitation on moral and religious grounds. Cohabitation has increased dramatically from 40 years ago, â€Å"In 1970, about 530,000 couples reportedly lived together outside of marriage. This number increased to 1. 6 million in 1980, 2. 9 million in 1990, 4. 2 million in 1998, and 5. 5 million in the year 2000. † (Diduck, Alison. Marriage and Cohabitation. Aldershot, Hampshire, England: Ashgate, 2008. Print. ) As statistics show, there has been a huge change in our life styles over the years. Unmarried couples over sees 17 percent of all relationships today. This trend is mostly happening in the younger age groups, ages 18 until 30 and for the older age groups the percentage is considerably lower. This is because many cohabiters, if they are still together by then after many years, they tend to eventually get married. There are many different types of cohabitation, the most common ones are, dating cohabitation, premarital cohabitation, trial marriage and substitute marriage. Dating cohabitation usually occurs with young adults sometime during or after college. These young adults take place in cohabiting for a combination of reasons, some being for convenience, sexual needs, companionship, and financial benefits. This kind of relationship is somewhat like being single and for that reason is tends to terminate faster than any other. Premarital cohabitation is a basic â€Å"test† for the couple to see if they are committed enough to move to the next step, which is marriage. Trial marriage is a type of cohabitation for partners that doubt they can succeed in a marriage and everything that it holds. Finally, substitute marriage is a long term relationship between two people living together that don’t plan on getting married. Cohabitation is followed with more detailed than what is classified, but is outlined with these characteristics. This has created a percentage that nine out of ten women will spend one point in their lives in an unmarried cohabiting relationship, an extensively higher percentage than woman who will get married at some point in their life. (Glenn T. Stanton. The Ring Makes All the Difference) This seems to be slowly devaluating the importance of marriage and the secrets involved in it. Also, studies have shown that when individuals are cohabiting they don’t fully understand the adaptation that is needed; this comes from the lack of commitment and stableness for that next step. The cohabitation effect naturally takes place in most situations, people tend to accept their living status with their partner and treat it as a marriage. Cohabiting gives the individual something to hold on to it a relationship which shows they aren’t in a stable environment to begin with. Studies show that woman try holding on to every relationship they are involved in by cohabiting. When this is done woman are usually left pregnant or with children, without a partner and in poverty. Statistics show that woman who cohabit two or more times end up in divorce 141 percent igher than the average woman who only cohabits with the person they marry. Many authors, such as Linda J Waite have made comments stating, â€Å"These tentative and uncommitted relationships are bound together by the ‘cohabitation deal’ rather than the ‘marriage bargain,’ but that deal has costs. † The â€Å"cohabitation deal,† will have especially disappointing outcomes for people who expect it to deliver the same benefits the â€Å"marriage bargain† delivers. People who cohabit often say that marriage is just about a piece of paper. However, that there is quite a bit of difference between being married and living together. † (Waite, Linda J. and Christine Bachrach. The Ties That Bind: Perspectives on Marriage and Cohabitation. ) Results have shown that when couples cohabit together, they’re usually shortly lived, and typically don’t last longer than two years, after that it either goes into the next level which is marriage or dissolves into a break up. There are no signs that cohabitation is forming in a long term alternative to marriage in the United States. Cohabitation still remains in the status of temporary convenience for growing relationships but just because an individual lives with their partner doesn’t mean it’s considered a stable social arrangement between the two. Researchers says that the convenience of moving in together does not compare on the same level to making a thought through decision on committing to one person for the rest of your life. This has nothing to do with just having it on paper or not, people tend to get the statement mixed into the actual concept. The process of getting married includes the commitment, responsibility, maturity, devotion, respect, genuine love and experience that shows this is what you are asking for in a life partner, but not because we can or want to just live together. Marriage basically finalizes that this is the path you picked for yourself and not because it was wanted at the time or an easy change but because it was truly wanted. When two people agree on marriage this shows they are developed enough where they want to share what they have built of themselves with their partner and share that success as they grow together rather than trying to complete one another without much thought. This is what separates cohabitation and marriage, in marriage one has seen things at its worst and knows the effort it will need to keep the relationship strong and healthy. This is done because both parties have the determined thought through agreement established and because of that, cohabitation will never replace marriage. One opinionated advantage of living with your partner before marriage is getting to know a person that you might marry with. It is important for a person to know almost everything about the other person that he/she is going to get marry to. People need to know how a person is handling his/her life from all aspects such as behavior, emotional, mental, financial and other things before a person decides to get married to them. This can’t be analyzed just by seeing them when out on dates, it is said that it’s important to live together for a while before deciding whether it is the right choice for marriage or not. On another note, unmarried couples do not have the same rights as married individuals. Through my face to face 6 interviews, it was noticed that a cohabiting relationship depends on each individual, their style, family background, emotional status, age, and the morals and values they established for their lives. I interviewed five women from the ages of 23 to 26 and one 30 year old male. When asking interviewee A what her views were towards marriage, she responded saying, â€Å"marriage is similar to a business partner, and both individuals need to be devolved on their own so that both can bring something into the relationship. † This was followed by asking what her views were about couples who live together who are not married, â€Å"I think if you are ready for marriage and starting a family with the person you love then settling to move in with them will not fulfill your goals. Her statement gave me a reminder to the saying â€Å"why buy the cow when the milk is free† this is true, because cohabiting can just be a way of delaying a marriage from happening. Interviewee A- â€Å"cohabitation cannot default into marriage, reason being, marriage is completely different then just living together, this is when your lives become one and so many responsibilities fall into line tha t wouldn’t be talked about if only living together. Does a premarital living arrangement make for a stronger marriage down the line? One should not need to live with their partner first in order to make a stronger marriage. If the couples are in the correct mind set then it should only bring in positives such as love and support. When you come from a certain culture, cohabitation is not accepted, that’s why this also depends on ones background. Marriage is classic, traditional, cultural, and most of all marriage is something sacred between two people, and the idea of cohabitation growing takes away the value of marriage until it vanishes. (Interviewee A, age 25, in a three year relationship, denied her boyfriend from moving in with her, interview took place for 30 minutes face to face on Oct. 30th 2011) Second interview took place with Interviewee B, which responses took a different tour. When asking interviewee B what her views of marriage were, she said â€Å"marria ge is a beautiful thing that joins two people together in order to fulfill a happy life, experiencing things emotionally, physically, mentally, and socially together. Interviewee B is â€Å"pro-cohabitation† because she feels that it is very important to experience life with someone first by living with them to see if it’s a right â€Å"fit† for your life style. She feels this also helps marriages from later on ending up in divorce. When getting in to depth, interviewee B said, â€Å"It is important to first make sure this is a person you love and want to make a future with before moving in, at least know them for a year. Marriage is not defaulted in, living together is the test and if you pass the test then marriage is the next step up! I feel the longer one cohabits, the stronger the relationship is because you know what you’re getting into and continue together on the say level. Depending on the individual, this can create dependence, but shouldn’t if you’re not trying to fill an empty spot in yourself. A lot of people move in together because of family issues, and moving in makes life easier. If men can have it their way, marriage would disappear but it won’t as long as it’s still every little girls dream to have her special wedding. (Interviewee B, age 23, recently came out of a two-year cohabiting experience, boyfriend changed after moving in together; interview took place for 30 minutes face to face on Nov. 1st 2011) Interviewee’s C and D both had the same thoughts towards cohabitation which might be because they both come from the same cultural background. When asking interviewees their views towards marriage they responded, â€Å"A marriage is something sacred betwe en two people in love. God gave us the gift to have feelings for someone else and because of that we should cherish and respect it. Interviewee C, moving in together before marriage defeats the purpose of a marriage and the outcome wouldn’t be the right one. † Interviewee D â€Å"Woman give in too easily and will fall for anything if it has to do with some kind of commitment. Everything comes at the right time, cohabiting is not one of them† Both interviewees, â€Å"It depends on the situation, but a lot of times they default into marriage only because they became so used to the person they live with and other times they don’t get marriage because they moved too fast. Interviewees both agreed that cohabiting builds rapport, love and support but only because one is living with someone they invested in and these characteristics come naturally by default. † Interviewee C, â€Å"I think that one day people will one longer get married because America ac cepts and influences the cohabitation behavior, if its accepted in society, it will take over† Interviewee D, â€Å"I don’t think it will happen unless the law changes, but as of now you don’t get the same benefits when you cohabit which makes them different† Both interviewees said, â€Å"The U. S. is liberal to many different things, which are followed with different cultures and religions. The way one is raised dictates whether or not people are influenced by cohabitation. Everything makes a difference, race, culture, religion, morals, values, and each lifestyle. We value ourselves too much to just live with someone without any ties attached. If you are a strong individual, you wouldn’t find a need to live with someone before marriage. (Interviewees C and D, twin sisters, 24, both still live with their parents at home and will never cohabit under any condition; interview took place for 40 minutes face to face on December 1st 2011) Interviewee E was the final interview which completed the variety of opinions. Interviewee E, â€Å"marriage is something held with a person you trust, value and are able to spend the rest of your life with. Couples who move in together are inexperienced in life and think that moving in with someone will bring them into adulthood, which i t doesn’t. It depends on how old and how ready they are to know if they will marry by default. I think cohabiting will only fail the relationship because should only move in together if they are planning on starting a life and family together not because it’s easy or saves one money. Cohabiting is a train wrack waiting to happen, one will get sick of the other faster than falling in love with them. Nothing can replace the value of marriage except the ones who disrespect the meaning of it. This would be a bad thing if it did happen because we are breaking traditions that have been around for decades. I feel the people who cohabit were not raised well enough to understand what they are actually doing. † (Interviewee E, 30, cohabited with the person he ended up divorcing, interview took place for 45 minutes on December 3rd 2011) Interviewee F, â€Å"marriage is over rated and misleading to someone who’s jumping into a serious relationship. Living with someone before marriage is great because you get the advantage of understanding someone better when living with them. I think by default cohabiters need to make the next step, either get married, or divorce. This will make a strong marriage because it’s basically a marriage just without the legal mess. Anyone who lives with another for a while ends up sharing something naturally because you’re in their presents every moment. Our social structure allows us to do whatever we want, I feel the cohabitation percent will raise which will give people the choice if they want a legal marriage or not. I think the only bad outcome is not getting legal benefits when cohabiting. (Interviewee F, 29, single but has been in 4 different cohabiting relationships, interview took place for 30 minutes on December 3rd 2011) As you can see, all had different perspectives. I believe that comments from interviewee A fell into the same category as researchers and facts based statistics and interviewee B’s outlook was more based on emotions and lack of personally experience. Both interviewees C and D had strong outlooks to their opinion and how cohabitation is looked upon. A greater impact fell with interviewee E because I was able to interview someone who personally experienced the down falls of cohabitation. The after effects from cohabitation seem to lead to a corruption of thoughts on marriage. Studies have also shown that most couples living together before marriage either split up before they are married or wind up in divorce. Interviewee E found out that his partner was cheating during their cohabiting era and in their marriage which caused him to believe cohabiting is built for a failing marriage. Cohabiting has serious consequences for the well-being of an individual and their relationship. In particular, cohabiting is bad for the women because it could mean there are committed to something untrue which will emotionally drain them and keep them from developing into strong independent individuals. Evidence shows that marriage is healthier and better than any other marriage â€Å"form† which should never be out sourced. In conclusions, after the collective research and data gathered, a better overview can be developed in greater detail. What advantages does cohabitation have over marriage? The idea that a cohabiting relationship is equivalent to marriage is undoubtedly unfounded. Research has showed a large difference in the commitment within the two types of relationship. I can see why cohabitation has become more accepted considering society does it for the wrong reasons such as, family and employment issues and trying to find an easy way out, but when doing so this only jeopardizes a future marriage. This is when a new marriage leads to divorce, without self development one is not able to contribute the proper needs and wants in a marriage. Couples want stability and security, this doesn’t happen overnight just because you move in together. A healthy marriage happens when you discover your partner inside and out to the point that you realize you were made to establish a life together, as one. Work Cited 1) Benokraitis, Nijole V. Marriages ; Families: Changes, Choices, and Constraints. 7th Ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2011. Print. 2) Ihara, Toni Lynne. Living Together a Legal Guide for Unmarried Couples. Berkeley: Nolo, 2006. Print. 3) Diduck, Alison. Marriage and Cohabitation. Aldershot, Hampshire, England: Ashgate, 2008. Print. 4) Waite, Linda J. , and Christine Bachrach. The Ties That Bind: Perspectives on Marriage and Cohabitation. Vol. 10. New York: Aldine De Gruyter, 2000. Print. 5) Interviewee A, age 25, in a 3 year relationship, denied her boyfriend from moving in with her, interview took place for 30 minutes face to face on Oct. 30th 2011 6) Interviewee B, age 23, just got out of a 2 year cohabitation, boyfriend changed after them moved in together, interview took place for 30 minutes face to face on Nov. st 2011 7) Interviewee C, 24, still lives with parents at home and will never cohabit under any condition; interview took place for 40 minutes face to face on December 1st 2011 8) Interviewee D, 24, still lives with parents at home and will never cohabit under any condition; interview took place for 40 minutes face to face on December 1st 2011 9) Interviewee E, 30, cohabited with the person he ended up divorcing, interview took place for 45 minute s on December 3rd 2011 10) Interviewee F, 29, single but has been in 4 different cohabiting relationships, interview took place for 30 minutes on December 3rd 2011 11) Cohabitation, Marriage, Divorce, and Remarriage in the United States. Hyattsville, MD: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, 2002. Print. 12) Landale, Nancy S. Statistics on Cohabitation, Marriage, Divorce, and Remarriage in the United States. S. l. : S. n. , 2002. Print. Ser. 23. 13) â€Å"Statistics on Living Together Before Marriage. †Ã‚  Ray Fowler . org. Web. 06 Nov. 2011. ;http://www. rayfowler. org/2008/04/18/statistics-on-living-together-before-marriage/;.

Eurasian Milfoil essays

Eurasian Milfoil essays We have the right to swim, fish, water ski and boat in most of the lakes in Minnesota. We have heard for years that in order to keep our lakes beautiful, we must all take responsibility in keeping them clean. We know not to put garbage in the lakes, but how many of us know about the garbage we should not take out of the lakes? Eurasian watermilfoil is a particularly problematic exotic aquatic weed in North America, due to its ability to reproduce from fragments and spread rapidly. It also has a high growth rate in a range of temperatures and environmental conditions. Its tendency to reach the surface and form extensive mats of plant at the surface can allow it to shade and out compete native vegetation. Eurasian watermilfoil (Myriophyllum spicatum) is recognized primarily by its whorls of four feather-like leaves around the stems. Each leaf is finely divided into paired leaflets, typically 12 to 21 pairs per leaf. The number of stems per plant increases as the plant ages. Each individual stem branches several times as it nears the water surface. Dense Eurasian watermilfoil beds usually occur in water between 3 and 12 feet deep, although specimens have been found in up to 30 feet of water. The tops of the milfoil plants, both stems and leaves, often turn red in color. The species is perennial, initiating new growth from over wintering root material each spring. Milfoil is believed to spread from one body of water to another primarily by the introduction of plant fragments. Fragmentation is the principal means of reproduction in this species. A milfoil fragment only a few inches long can form roots and grow into a new plant. Milfoil fragments are most abundant during mid-to-late summer, but can be transported from a lake year round. The second traditional method of reproduction is through asexual reproduction. The mother plant forms underground runners that develop into other plants. These new plants will separat...

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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