The Communist Revolution in China Term Paper Example | Topics and Well Written Essays - 1750 words

The Communist Revolution in China - Term Paper Example The Communist Revolution in China, which culminated in the establishment of the Peoples’ Republic of China in 1949, was the result of several historical developments of the preceding decades. At the start of the twentieth century, China’s last imperial dynasty, the Qing, was in deep decline. The moribund feudal Confucian system, massive increase in population, failure to modernize, and the proliferation of warring war-lords, made China a fragmented nation. This fragmentation was further compounded by the establishment of foreign enclaves, or concessions, in important port cities by the colonial powers, each enjoying substantial extra-territorial autonomy and significant economic and political rights. In the aftermath of World War I, in which the Chinese contributed laborers to the Allies, Japan was granted the former German concession in Shantung and expanded control of Manchuria. This was widely resented by the Chinese. The social fabric of the country was in tatters: the peasants, who constituted the largest proportion of the population, were mired in abysmal poverty; the unskilled urban workers were also poor; the landlords and officials blocked any progress; the merchants were constrained by the foreign concessions. In this climate of political fragmentation and social stagnation, an intellectual movement for change took shape and consolidated its hold over the educated Chinese. The intellectual ferment of the late nineteenth to early twentieth century may be considered the precursor of the birth of Communism in China. A growing section of the educated Chinese actively agitated for modernization, social change, elimination of foreign concessions and national unity.... A growing section of the educated Chinese actively agitated for modernization, social change, elimination of foreign concessions and national unity. The earliest attempt for reformation was spearheaded by SunYat-sen, who formed the Revolutionary Alliance in about 1905, and then the Kuomintang (KMT), or National Party, in 1912. Sun Yat-Sen was a medical doctor who entered politics with the goal of building â€Å"a strong, unified, modern Chinese Republic† (Cienciala, 1999). He had a strong backer in the wealthy businessman, Charlie Soong, whose two daughters married Sun Yat-Sen and Chiang Kai-Shek. In 1906, the publication of the Chinese translation of Karl Marx’s Communist Manifesto attracted adherents to Marxism. A short-lived Republic was established in the aftermath of a military revolt in 1912, followed by a changing Central Government, challenged by other regimes and warlords. Thus, the reformists were divided into several factions: constitutional monarchists, anar chists, nationalists, and Marxists. The student-led May 4th Movement of 1919, largely inspired by socialism, expressed the growing intellectual movement for change. The climate was now ripe for the birth of Chinese Communism. The Chinese Communist Party (CPP) took root in the Marxist study groups established at Beijing University in June 1918, under the initiative of Li Dazhao, the chief librarian. Mao Zedong joined the Marxist study group in 1919. At this juncture, in accordance with its objective of establishing socialist allies in other nations, and striking a blow against international imperialism, the Soviet Government adopted friendly relations with China, particularly through the Comintern: the international

The Importance of Net Neutrality Term Paper Example | Topics and Well Written Essays - 2000 words

The Importance of Net Neutrality - Term Paper Example Because of the current net neutrality legislations, these intersecting networks are able to send and receive data from one point to the other without additional payments. Devoid of net neutrality, that would not be the case. Network machinists would be able to regulate traï ¬Æ'c further closely and emphasise on making cash out of one another rather than giving reliable amenity. When net neutrality introduces certain challenges for content-providers and final-users, we trust the beneï ¬ ts exceeds those challenges. Net neutrality provides new developers the chance to share their thoughts with the world through not crippling them economically. While the cancellation of net neutrality profits broadband providers, it will bring problems to a lot of value providers. Therefore it could significantly stiï ¬â€še how the internet works, similarly as the economies that depend on its services. The machinery industry is industrializing so fast today; it is futile to say what is most desirabl e for the future. But one thing to be certain of: eliminating net neutrality would change the internet overwhelmingly for a more good or bad (Gross, 2009) Because of the magnitude of these files, such transfers are able to consume a substantial fraction of the internet’s bandwidth. Bit Torrent’s wireless connection guide offers two model downloads which it says will â€Å"max out your internet connection within a few minutes† â€Å"Digital piracy†. Examining one prominent circumstance, the operators of a Swedish website termed as â€Å"The Pirate Bay† were found guilty of copyright desecration when providing a directory of movies and extra files available in the website via Bit Torrent (Patrick & McBride, 2009). In 2007, some of Comcast’s Internet clients encountered challenges when operating with Bit Torrent. The Allied Press investigated and conveyed that Comcast was prying with the Bit Torrent decorum (Svensson, 2007), leading to

A Problem Question on Contract Law

A Problem Question on Contract Law Introduction A contract refers to an agreement between two or more parties which is legally binding in the eyes of the law. Based on Contract Act 1950, section 2 (h), an agreement that is enforceable by law is a contract. Any other agreements that is not enforceable by law is said to be void, section 2 (g). Therefore, section 2 (j) a contract which is ceases to be enforceable by the law becomes void when it ceases to be enforceable. A contract consists of 6 elements which is proposal (section 2) and acceptance (section 7). The agreement made must be certain and lawful to fulfill the requirement of entering a contract. The consideration (section 26) of a contract have to be in price theory or the benefit and detriment theory. Next, certainty (section 30) said that the terms and agreements of a contract need to be certain and clear. Besides that, all party in the contract have to be free consent, section 10. Lastly, section 11 capacity said that minors, person that disqualified from contracting by any law and unsound mind are not competent to enter a contract. Ah Beng Ah Beng wished to sell his 3-year old motorcycle. He have the intention to create legal relations, commercial contract. In a business contract the presumption is that there is an intention to create legal relations. Unlike domestic contract where agreement made between parties are stated as no intention to create such a legal relations. For example, agreement between spouses, between parent and child and agreements between friends. Case law Balfour v. Balfour. The husband promised to pay a monthly allowance as maintenance to his wife. The court held that it was not a legally enforceable agreement, the parties should be attended by legal consequences. According to section 2 (a), when one signifies to another his willingness to do said to make a proposal, Ah Beng is the offeror before he advertised the sale in a local newspaper. After the advertisement,he becomes an acceptor. Advertisement consist of two types of offer, Bilateral and Unilateral offer. Unilateral offer is a party (X) undertakes to do something is another party (Y) decides to accept by performing some lawful act specified by X. For instance, Carlill v. Carbolic Smoke Ball Co. Carbolic Smoke Ball company made an offer to the pubic by issuing an advertisement saying that whoever still suffered from influenza after taking their product (a drug) will get  £ 100 in a specified manner and for a specified period of time. Mrs Carlill sued the company for the promise reward. The court held that the advertisement is an offer to the world. Referring to the Bilateral case law Majumder v. Attorney General of Sarawak 1967, a newspaper advertisement stated a medical officer war required and set out the salary scale. The Federal Court held that the advertisement in the newspaper for the post of a medical officer was an invitation to treat. Therefore the advertisement by Ah Beng is a Bilateral Contracts, where both parties make promises to one another, a mutual exchange of promise and this leads to invitation to treat. For example, a job advertisement is not an offer but an Invitation to Treat. The applicant is the offeror for the job and if it is accepted, the promisor is obligated to perform by giving the applicant a position and remuneration in accordance with the advertisement, a promise for a promise. Ah Beng and Ahmad Ah Beng called his colleague Ahmad who had previously told him that he is looking for a used motorcycle for his son for RM 2,500.00 in cash. As they discussed, Ahmad asked Ah Beng to hold the offer till end of the month and Ah Beng did not give an affirmative answer. Based on section 2 (a) , when one signifies to another his willingness to do said to make a proposal. Therefore Ah Beng is the offeror and Ahmad is the acceptor. However, the contract is not valid. There are components under Contracts Act 1950 to determine whether a contract is valid or invalid. When Ah Beng offered Ahmad at the first place, Ahmad request for extension, â€Å"until the end of the month†, setting a new request to Ah Beng. According to section 7 (a), conditional acceptance is no acceptance. Case law Branca v. Cobarro. Ahmad’s act has caused the contract to be invalid. Moreover, at the end of the conversation Ah Beng did not give an affirmative answer to Ahmad , section 7 (a) Acceptance must be absolute as referring to case law of Kam Mah Theatre Sdn. Bhd. v. Tan Lay Soon 1994. The acceptance given by Ahmad must be absolute and unqualified in order to make the contract between him and Ah Beng valid. After two days, Ahmad rang up Ah Beng’s house to inform that he is interested to buy the motorcycle and will go over the next day to make the payment of RM 2,500.00 after seeing Ah Beng has advertised to sell the motorcycle for RM 2,800.00 on the local newspaper. Unfortunately Ah Beng was not in and Ah Beng’s wife is the person who was answering the call. Based on section 4 (1) , a communication is complete when it comes to the knowledge of the person to whom it is made. Refers to case law, R v. Clarke. Clarke was an accomplice to the murder of two policeman, the Australian published a notice granting pardon and a reward of A$ 1,000. Clark supplied the information but he admitted that at the time he gave the information he had forgotten about the reward money. The court held that he was not entitled to the reward as he was not aware of the reward at all. The contract is therefore invalid as Ahmad did not deliver his messages and offers to Ah Beng’s knowledge and not conforming to Section 4(2)(b). However, the contract can still be valid if Ah Beng give authorization to his wife to accept the offer on behalf of Ah Beng. This is illustrated in the case law Powell n Lee, the court held that there was no authorized communication made by the acceptor. Ah Beng and Maniam Maniam read the advertisement and went over Ah Beng’s house to look for the motorcycle. Maniam’s act is to inquire more information about the motorcycle. The conversation between Maniam and Ah Beng signifies that the advertisement made by Ah Beng regarding the motorcycle is uncertain as there are informations about the motorcycle that Ah Beng did not mention clearly in the advertisement such as the model of the motorcycle, colour of the motorcycle, accident free and current condition of the motorcycle have not been told from the advertisement. This have caused uncertainty for the consideration of an agreement, therefore invalid contract based on section 30. This scenario can be referred to the case law, Karuppan Chetty v. Suah Thian 1916, â€Å"lease at $35.00 per month as long as he like† is unacceptable by the court therefore declared void for uncertainty. Maniam noticed that the battery was weak and both of the tyres were worn off during the inspection of the motorcycle. Ah Beng immediately offered the price to RM 2,700.00 and has become the new offeror, on the other hand Maniam become the new acceptor. As the negotiation going on, case law Lau Brothers Co v. China Pacific Navigation Co. Ltd 1965, no agreement will be formed under negotiation. However Maniam agreed to bring the cash on the next day expecting Ah Beng to replace the two tyres with the new ones. It is a new condition set by Maniam, leading to a counter offer. Based on section 7 (a), the acceptance made must be absolute and unqualified. Therefore the contract is not valid as Maniam’s counter offer is a rejection of the initial contract, contracts subject to contract. The contract would only be valid if it is free consent from both parties. Refers to case law Hyde v. Wrench 1840, the defendant offered to sell his estate to the plaintiff on 6th of Jun for  £1,000. On 8th of June the plaintiff made a counter proposal, 27th of June the defendant refused to accept his offer. Two days later the plaintiff wrote to the defendant that he was prepare to pay  £1,000, the defendant refused. The court held that there was no acceptance as by rejecting the original offer the plaintiff had destroyed the offer. In effect the plaintiff is now making a new offer. By asking Ah Beng to replace the worn off tyres with new ones, Maniam has become the offeror again whereas Ah Beng as the acceptor of this new agreement. At the end of the day, Ah Beng did not give response to Maniam’s further request. Based on section 7 (b), Mental acceptance is no acceptance, silence will not amount to acceptance. Refers to case law Felthouse v. Bindley, plaintif’s uncle offered to buy a horse from plaintiff for  £30 adding â€Å"If i hear no more about him, i consider the horse mine at the price†. The court held that the plaintiff’s silence did not amount to acceptance of the offer. In this case, Ah Beng’s reaction towards Maniam is not an acceptance to the contract, therefore the agreements between Ah Beng and Maniam is invalid. Ah Beng and Jack A classmate of Ah Beng’s 16 year old son, also came to know about the advertisement. Jack immediately went over to Ah Beng’s house and gave five hundred ringgit in cash to Ah Beng’s son with a promise that he will pay the balance the next day after he gets it from his parents. Section 10 (1) states that if the agreements are made by free consent of parties for a lawful consideration are not hereby expressly declared to be void. Jack is willing to enter the contract by offering his money Ah Beng without being forced. Based on section 11 Capacity as per Age of Majority Act 1971, said that the age of majority to enter a contract is at the age of 18 and above. Case law Tan Hee Juan v. Teh Boon Keat, a minor entered into a contract of transferring land. The court held that the contract was void. Jack is a minor, 16 years old and incapable of entering a contract. Moreover, section 69 said that the necessaries suited to his condition in life is not valid. Case law Nash Vs. Inman (1908) a minor, who was already having sufficient supply of clothing suitable to his position, was supplied further clothing by a tailor. Unlike case law Scarborough v. Sturzaker 1905 where the minor needs a motorcycle to travel to work for 12 miles (19 km ) distance everyday. In this case, a motorcycle is necessaries suited to the condition in life. However, there are few exception for necessity which is valid contract. Such as marriage contract, case law Rajeswary v. Balakrishnan 1958. Case law Government of Malaysia v. Gurcharan Singh 1971 stated that scholarship contract is valid for a minor as education is a necessity nowadays. Insurance is also a valid contract for a minor. Based on Insurance Act 1963, a minor can enter an insurance contract if he is above ten years old. According to section 66, obligation of person who has received advantage under void agreement or contract that becomes void. When a contract becomes void, any person who has received any advantage under the agreement is bound to restore it, or make compensation for it to the person from whom he received it. Therefore, Ah Beng is obligated to restore balance, return the five hundred ringgit to Jack. Referring to case law, Thong Foo Ching Ors v. Shigenori Ono 1998. Conclusion In conclusion, non of the person above have a valid contract with Ah Beng. First, the communication is yet to be complete between Ah Beng and Ahmad as Ahmad called and Ah Beng’s wife is the person who answered the call (section 4 (1) Communication). Next, being silence did not amount to acceptance of the offer (section 7 (a). Therefore invalid contract with Maniam as Ah Beng remain silence. Next, the capacity of both parties must be competent to enter a contract in order to make it legal, section 11 Competent to contract. In this case the contract between Ah Beng and Jack is invalid due to the age of Jack, minor (16 years old) .

Essay --

Introduction: X-ray tubes are a critical aspect of all x-ray imaging systems and the central site of x-ray production. They are a part of the imaging system that radiologic technologists do not interact with, as it is located in protective housing and out of reach. Despite the tube’s location, it is a radiographer’s responsibility to understand its construction and operation. While not all x-ray tubes are the same, there are critical parts that all tubes must contain in order to create x-rays, such as the cathode an anode. Both the cathode and anode are considered electrodes, or conductors through which electricity enters or exits an object. X-ray tubes contain two electrodes and can be further classified as diodes. Diodes are semiconductor devices with two terminals that allow for the flow of current in only one direction. In the x-ray tube this flow is directed from cathode to anode. The purpose of this paper is to describe the different parts that make up an x-ray tube, both internally & externally, and briefly describe the role that each part of the tube plays in the in the process of x-ray production. Literature Review: X-ray tube structure can be divided into the external components, and internal components. The external components consist of the protective housing, an envelope and insulating oil. The internal components include the negatively charged cathode, and positively charged anode. External components: The components necessary for the production of x-ray are housed in a glass or metal envelope. The envelope’s primary purpose is to provide a vacuum for the x-ray tube, allowing the improved flow of electrons from cathode to anode. The envelope also provides insulation from heat and electricity given off. Dielec... ...production, while the angle of the anode interacts with x-ray photons. An anode’s angle affects both the effective focal spot size as well as the intensity of the x-ray beam that exits the tube. X-ray tubes containing rotating anodes possess an assembly of induction-motor electromagnets known as the stator and rotor, mechanisms necessary to turn the target. The stator is the only section of the cathode that is located outside of the tube envelope. It is made up of electromagnets that surround the neck of the x-ray tube. The rotor is a positively charged hollow copper cylinder attached to the anode by a molybdenum shaft. It is located within the stator and inside of the tube envelope. The rotor rotates at high speeds due to the current that runs through each stator, which induces a magnetic field that surrounds the rotor and interacts with the ferromagnetic copper.

Pros of Lowering Drinking Age Outline

Affirmative side for Lowering Legal Drinking Age (OUTLINE) 1) Human rights. * Individuals who are legally allowed to vote and get married, sign legal contracts, smoke cigarettes, can be responsible when it comes to drinking alcohol as well. Turning 18 allows one to make their own decisions in life. * Evidence #1: â€Å"National Youth Rights Association does not feel this is an issue primarily about alcohol; rather it is an issue about equality, respect, discrimination and freedom.Americans of all ages, races, genders, and ethnicities deserve equal respect, and they deserve the right to make their own choices in life. † 2) Drink safely in regulated environments * Prohibiting this age group from drinking in bars, restaurants, and other licensed locations causes them to drink in unsupervised places such as house parties where they may be more prone to binge drinking and other unsafe behavior. * Evidence #1: â€Å"Among college students, a decade’s worth of research in the College Alcohol Study found the proportion of students engaging in frequent binge drinking had increased.Compared to 1993, more 18- 24 year students who chose to drink in 2001 were drinking excessively- as defined by frequency of drinking occasions, frequency of drunkenness, and drinking to get drunk. † * Evidence #2: â€Å"College students experienced a nearly 10 percent increase in the rate of drinking to get drunk between 1993 and 2001, which corresponded to an increase in secondary consequences and treatment for alcohol overdose. * Evidence #3: â€Å" National estimates suggest that among full-time college students, 690,000 are involved in assaults, 97,000 are involved in rapes, and 599,000 are injured as a result of alcohol† 3) Ineffective * Evidence #1 (Prohibition did not work then): â€Å"In 1920, alcoholic beverages were banned in the United States. However, the government had created a huge black market for the intoxicating substance by encouraging the drin kers to switch to spirits. It is believed widely to have been a misguided and failed social experiment that made alcohol problems worse. † Evidence #2 (Prohibition did not work now): â€Å"95% of those who will be alcohol consumers in their lifetime take their first drink before age 21† * Evidence #3(Prohibition did not work now): â€Å"50% of 18-20 year olds consume alcohol regularly† * Evidence #4(Prohibition did not work now): â€Å"75% of high school seniors, 60% of sophomores and 40% of eight graders have consumed alcohol† * Evidence #5(Prohibition did not work now): â€Å" 5,000 lives were lost each year by those under the age of 21. Of these, fewer than 40% are traffic fatalities. The vast majority- over 60%- of alcohol-related fatalities take place off roadways†

Internet as a Form of Communication and Its Misconception

One of the most talked, known and controversial issues today is the Internet. Internet is a large network made up of a number of smaller networks. Almost every computer in an educational facility and in home and small office use is connected to some type of a network. People spent a lot of time on the Internet, which may make them seem isolated. However, the Internet does not foster isolation, because it may be used for many different things like communication, education, problem solving and etc. The concept for the Internet was to make a link in to a new world, a world that has many different opportunities within its self. To gives the people options to go to China, Italy, and Egypt without spending a lot of money on the trip. To open new experiences and ideas that are just a click of a button away. The idea of going on to the internet for almost every thing may make the person seem isolated. Isolated from people, form culture, from education, from communication to other people, but in reality they are not isolated. The internet gives variety. It might not give physical opportunity to visit Japan or Russia, but it gives almost the same emotional and cultural experiences. A person does not have to read a newspaper on the train or go to an art gallery to be cultured and not seem isolated; a person just has to do what feels right at a certain time. The Internet also gives a misconception about communication. Internet is a different world that has the idea of communication in a different perspective. To communicate people don†t have to see one another, or hear one another they just have to be able to understand one another. The Internet provides just that. This may seem like isolation because no physical contact is present, and some or all of the things that are said might not be true. This is a misconception. People that are talking face to face with one another might be lying or might not be; the same is said for the Internet conversations. â€Å"People whose physical handicaps make it difficult to form new friendships find that virtual communities treat them as they always wanted to be treated† (Rheingold 206). Equality and understanding is the key, and the virtual community provides that and much more. Advice is also one of the keys for equality and understanding. As we all know advice in today†s world is not free, and most of the time you need to make an appointment to get that expansive help. The internet provides advice that is free and at the same time on the spot. In Urbana, Illinois, the Federal Department of Education has set up a network for parents, teachers, community workers, and etc. that have questions concerning children, financial assistance, educational assistance, and etc (Thomas). The Internet is not only for fun and games, but it is also for problem solving of all types. This is not the only site of this sort; Howard Reingold logged onto the Well, when he needed an answer in a matter of seconds. What amazed him when he logged on â€Å"wasn†t just the speed with which we obtained precisely the information we needed†¦it was also the immense inner sense of security that comes with discovering that real people†¦are available, around the clock, if you need them† (Rheingold 202). The idea of Internet advice may seem like isolation, but it is not. It helps people with real problems to get real advice. The ones giving advice once were getting some type of advice. The idea behind these help links are for real people to talk to real people not necessarily professionals, but with people who had real life experiences, and who see it on a more personal level. This gives emotional support to those who need it and trust that just comes along. Although the internet brings communication to different communities as well as different individuals, it also plays as an educational source. Many educational facilities are starting to conduct courses on the Internet. They are also using â€Å"Web pages to post class materials and other resources† (Mendels) for student on the Internet for faster and easier access by the students. Some educators are also requesting and requiring for their students to have an e-mail address. An e-mail address gives less paper work for the professor, and an easier access of the professor for questions and faster responses. Since the demand of computer knowledge has increased, this is a perfect way to start learning. The Internet also provides a wide variety of encyclopedias, newspapers, magazines, etc, for educational reasons, and the more people will use the Internet the more they will learn. Education does not have to be the old fashion way, it has to provide and teach different experiences th at may not otherwise be available. The Internet is a world that is available to each and every person, but how that person uses it, is how the opinion of isolation forms. If each and every person would use the Interne for education, than there would be too many educated people. We are all very lucky that we have so much opportunity in our access, but a lot of us don†t know how to use it, and for what. That†s where education plays a big role, it does two things at once gives general and computer knowledge. The more we learn the more we know, and isolation is not one of the thing that the Internet provides.

The Best AP US Government Review 5-Step Guide

The Best AP US Government Review 5-Step Guide SAT / ACT Prep Online Guides and Tips AP US Government can be a fascinating class for those interested in how the American political system works and what factors led to its formation. While the exam is less difficult than many other APs, it's still important to understand the types of questions you can expect and the most efficient ways to study based on the content. In this article, I'll go through sample questions from each part of the exam, list a step-by-step AP Government review process, and provide some tips for making the most of your studying. What’s the Format of the AP US Government Exam? The exam is two hours and twenty-five minutes long, and, like other AP tests, it includes multiple-choice and free-response sections.The multiple-choice section is 45 minutes long and contains 60 questions.You’ll earn one point for each question you answer correctly; there are no points deducted for incorrect answers or questions you leave blank.The free-response section is 100 minutes long and contains four questions.Each question in the free-response section is worth the same percentage of your score, although they typically have different numbers of raw points possible. What Do Questions Look Like on the AP US Government Exam? In this section, I’ll provide official examples of questions from each section of the test.The multiple-choice example is from the course guidelines, and the free-response example is a released question from the 2015 AP test. Multiple Choice Question Example EXCEPT questions are common on the AP US Government exam.It’s critical to read these questions carefully so that you don’t end up getting confused and looking for the wrong answer.In this case, we are looking for the one response that doesn’t represent a concern about the flaws of the Articles of Confederation.We need to eliminate the responses that were legitimate reasons for modifying the Articles of Confederation. The main issue with the Articles of Confederation was that they created a wimpy central government that didn’t have enough power to regulate conflicts between the states.We can eliminate any answers that talk about problems with weaknesses of the central government.That means B, D, and E should all be crossed out, leaving us with A and C as potential answers. Choice C, the desire to promote trade among the states, is connected to the problems with a lack of centralized power.Since the states were so autonomous, trade barriers were being set up that stifled the economy and divided the country too drastically.The federal government needed to be strengthened so that it could prevent these sorts of barriers from being thrown up and creating divisions and rivalries that damaged the country’s economy as a whole.This means that choice C can also be eliminated. Choice A, the only answer left, is the one we want.Although there was ultimately dissatisfaction over safeguards of individual rights and liberties which led to the creation of the Bill of Rights, this did not come to fruition until a couple of years later; it wasn’t a direct impetus for the convention. Free This question requires an understanding of presidential election policies and procedures.You could earn one point in part A for describing a reason why the electoral college was instituted by the framers of the constitution.Potential answers include: It provides for a compromise between small and large states in the election process. It protects against direct election by poorly informed citizens (caters to elites). The framers did not trust the people, Congress, or state legislatures to elect the president on their own. The electoral college reinforces federalism and gives states a role in presidential selection. For part B (also worth one point), you have to explain the message the cartoon sends regarding presidential elections.You might say that it points out that candidates mainly focus on battleground or swing states while placing much less emphasis on most other states.Alternatively, you could simply say that the cartoon indicates that most states are ignored by presidential candidates in the election process. For part C (again, worth one point), you would need to explain why California, Texas, and New York are not emphasized in the cartoon despite being assigned tons of electoral votes.You could say that all those states are very heavily controlled by one party or the other, so campaigning there will only help a candidate so much.Their voting patterns are essentially predetermined. The fate of the election is typically decided in smaller but more evenly divided states. For part D, worth two points, you just need to describe two campaign tactics used in swing states during presidential elections.Possible answers include: Concentrating campaign funds in those states Putting out more TV ads and media coverage in those states Having larger campaign organizations stationed in those states Making more campaign appearances in those states Focusing on issues that swing voters in those states care about Selecting a running mate who hails from one of the swing states You could earn a potential total of five raw points for this question, which is a typical number of points for most AP US Government free-response questions.On the 2015 exam, the first three free-response questions were worth five points each, and the last question was worth seven points.Keep in mind that each question has the same influence on your final score regardless of its raw point value.That means there’s no reason to prioritize one question over another; just start with whichever question seems easiest to you. Which Topics Does the AP US Government Exam Cover? There are six major topics covered by the exam.Here’s a chart detailing how often you’ll see each of them in the multiple-choice section: Topic Area Percentage of Questions Constitutional Underpinnings of US Government 5-15% Political Beliefs and Behaviors 10-20% Political Parties, Interest Groups, and Mass Media 10-20% Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts 35-45% Public Policy 5-15% Civil Rights and Civil Liberties 5-15% How to Review for AP US Government It can be hard to know where to start with your AP Gov review - I'll walk you through five steps to get you readyfor the exam. Step 1: Take a Practice Test The first step in your review should be to take a real practice exam.You need to do this before you dive into studying so you can focus on the areas that need the most work rather than reading over the material indiscriminately.As I mentioned in the previous section, you should also be sure totime yourself accurately on this practice test. When you’re done, score the test (one point for each multiple-choice question, consult specific scoring guidelines for free-response questions), and use this calculator to convert your raw score into an approximate AP score.This should give you some insight into how much time you’ll need to spend studying if you want to reach your goals. The AP US Government exam is known as one of the easier AP tests, so I'd suggest that you aim for a 5 unless you're really struggling with the material. Step 2: Look Back at Your Mistakes When you’ve finished scoring the test, review your mistakes to see which topics need to be addressed in your studying.Categorize incorrect answers by topic area and/or skill set.If you find that you had a lot of trouble with questions that asked about the judiciary, you would want to focus on that content in your review sessions. You can also consider the types of question formats that tripped you up most frequently.For example, if you noticed that you did especially poorly on EXCEPT questions, you might conclude that you need to practice slowing down and paying more attention to the wording of questions on the test. Step 3: Study Whatever You Forgot Now, you can dive back into your notesand study any content that was problematic for you on the practice test.If you don’t have many issues with content and are struggling more with the test format or careless mistakes, you can just do a short review of any small tidbits you missed and then move onto the next step. Step 4: Do Selective Practice Questions This step is important if you struggled with â€Å"EXCEPT† questions or most of your mistakes came from careless misunderstandings of the questions.Practicesimilar questions so that you’re more used to the types of wording and formats you’ll see on the exam.You can find tons of practice questions available on different websites and in review books (I’ll eventually be writing another article that lists all of these resources for you). Step 5: Take a Second Practice Test to Measure Your Progress When you’re satisfied that you have a better handle on all the issues that plagued you on the first practice test, you should take another test to see if you’ve made real progress.Again, time the test accurately, and take it in a quiet, distraction-free environment.If you find that your scores have improved, you can either decide that you’re satisfied or shoot for even more improvement by going through this process again.If you don’t see much improvement, you should backtrack and reexamine your study process.It may be that you were reading over your notes without really absorbing them or you didn’t do enough practice questions to get the hang of the test. Here’s an approximate timeline for the completion of all five of these steps: Step 1: 3 hoursStep 2: 1 hourStep 3: 2 hoursStep 4: 2 hoursStep 5: 3 hours Total Time: 11 hours When you finish studying for the AP test, the unofficial step 6 is convincing your teacher to let you watch House of Cards in class for the remainder of the year. 3 Study Tips for AP US Government Finally, here are a few essential study tips to keep you on track during your AP Government review. Tip #1: Prioritize Institutions of National Government As you can see from the chart in the previous section, "Institutions of National Government" is the most prominent single content area on the test.Congress and the Presidency, in particular, are hot topics that make up around 30 percent of questions. You should be familiar with the powers of these institutions, their compositions, the election processes associated with them, their origins, and how they’ve changed over time.It’s critical to have this knowledge as a foundation so that all the other information you’ve learned makes sense and can be tied back to the central structure of the US political system. Tip #2: Know Your Key Terms AP US Government is heavy on understanding terminology in context and identifying correct definitions on both sections of the test. It’s a great idea to make some flashcards to get yourself up to speed with all the fancy words that are used to describe stuff related to the government. Most review books and textbooks will have lists of key vocabulary that you can reference when creating flashcards.Be able to identify each term by its corresponding definition and state the definition when you're presented with a key term. Tip #3: Authentic Practice Resources Are Important There’s no foolproof substitute for official AP practice questions when reviewing for this test.Although it’s fine to use some unofficial sources (and, in fact, you probably have to if you hope to get in enough practice), you need to mix in at least some official AP questions to make sure you’re ready for the exam.Take at least one or two full official practice tests in your studying so you can get an accurate prediction of how you would perform on the real test. You should also time yourself to the specifications of the real AP test when taking official practice tests.This will help you to detect any issues with time management and develop skills in pacing that are necessary on the AP test.Note that you have less than a minute for each multiple choice question on this test (60 questions in 45 minutes), so you’ll have to keep yourself moving forward constantly to ensure that you make it to the end of the section. Don't get stuck in traffic when you come across hard questions. Either take your best guess or skip it on the first run through and come back to it later. Make sure you glare at the question as you zoom past. It knows what it did. Key Points for AP Government Review The AP US Government exam is one of the shorter AP tests, but it still covers a wide range of topics and includes some confusing question types that you should become familiar with before test day. Here's a recap of the steps you should take to get the most out of your review process: Step 1: Take a Practice Test Step 2: Look Back at Your Mistakes Step 3: Study What You Missed Step 4: Do Selective Practice Questions Step 5: Take Another Practice Test You can repeat these steps as necessary until you're satisfied with your scores. In your studying, focus on learning the ins and outs of institutions of national government and memorizing the definitions of key terms. You should also be sure to practice your skills using real AP questions from the College Board. Above all, don't be intimidated by this test. You're almost certainly capable of earning a 5 if you start studying well in advance! What's Next? To get your studying started, here's an article detailing how to find the best AP practice exams. Want even more advice on how to do well on your AP exams? Check out these six critical tips for success on any AP test. If your school doesn't offer an AP class that interests you, you might consider going rogue and taking the test anyways. Learn how you canself-study for an AP exam and end up with a great score. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Geert Hofstedes Essays

Geert Hofstedes Essays Geert Hofstedes Paper Geert Hofstedes Paper This whole thing about cultural differences is simply bunk! The real issue is about market access! Discuss this statement using examples you have encountered during the lectures, seminars and your own research Introduction: International business is all commercial transactions, private and governmental between two or more countries. When a company operates internationally it adds foreign conditions to its domestic ones making the external environment more diverse. Is this whole thing only about market access? When entering a new culture, market access is not the only thing a business should look for. Culture plays a vital role and should be acknowledged and never ignored. There is no one definition for culture. Emile Littri at the end of the nineteenth century, defined in his French dictionary culture to be a cultural, farming activity. As early as the eighteenth century, the Germans defined culture or Kultur in reference to civilization. Culture has also been defined as a set of accepted behaviour patterns, values, assumptions and shared common experiences. There are as many as 164 different definitions of culture. Most anthropologists however view culture as the sum total of beliefs rules, techniques, institutions, and artifacts that characterize human populations. In addition, they identify some common elements of culture: 1. Most important point is that culture cannot be present at birth but is learnt through experience. 2. Various aspects of culture are built in 3. Culture is shared 4. Culture defines the boundaries of different groups. Figure . 1. The diagram below shows the different elements of culture Models of culture The iceberg concept of culture Hoft (1995) describes culture as being like an iceberg (Fig. 2). : The tip of it is primarily in awareness (Surface culture), while nine-tenths of it hidden below the surface, (Deep culture), and is primarily out of awareness. Deep culture is the most crucial part and is the one which outsiders find difficult to spot. Every culture is defined by the powerful and invisible dimensions of deep culture which consists of norms and values and the implicit basic assumptions. The iceberg model implies that the visible dimensions of surface culture are simply expressions of the deeper culture dimensions1 which we cannot see, hence, we are unable to understand what the foundations are. For this reason, understanding different cultural backgrounds becomes difficult. Cultural differences however must be understood and acknowledged before they can be managed. Culture is the way in which a group of people solve problems. 2 Figure 2. The Iceberg Model (Hoft 1995) Trompenaars (1993) describes the onion-like model. Trompenaars portrays culture to consist of three layers which can be peeled of layer by layer. The first outer layer consists of artefacts and products, the second layer norms and values and the third inner implicit layer of the onion represents basic assumptions. Figure 3. The onion-like model Trompenaars F. (1993) A set of basic assumptions is developed by each and every different culture which is measured by dimensions. Cultures distinguish themselves from each other in the way they deal with these dimensions. Geert Hofstedes model of cultural dimensions (The Hofstedess Studies) Geert Hofstede carried out a study in forty countries on IBM, a multi-national company. His aim was to identify the basic dimensions of differences between national cultures and he discovered four such dimensions. Power distance: this is the extent to which an unequal distribution of power is accepted by members of a society. It is about hierarchy. Hofstedes findings revealed that the countries with low power distance included Australia, Israel, Denmark and Sweden and those with high power distance were the Philippines, Mexico, Venezuela, India and Brazil. Femininity-masculinity: this dimension refers to the extent to which highly assertive masculine values predominate (acquisition of money at the expense of others) versus showing sensitivity and concern for others welfare and the quality of life. Japan Australia, Venezuela, Italy and Mexico were found to be high on this dimensions compared to countries such as Thailand, Finland, Denmark, Sweden and Yugoslavia. Uncertainty avoidance: is the extent to which members of a society feel threatened by ambiguous situations and have created beliefs and institution which try to avoid these. Greece, Portugal, Japan, Peru and France were countries which had high on uncertainty avoidance while Denmark, Sweden, Britain, the USA and India were low on this dimension.

Benihana of Tokyo

Benihana of Tokyo Benihana of Tokyo has been very successful for the last 40 years since 1964. From a small restaurant, it has developed into a chain of themed restaurants. The success of Benihana has been attributed to the superb total quality management (TQM) process especially in maintaining the overall exotic ambience and the high quality food provided. All these strengths contribute to providing an unforgettable dining experience to its consumers and are reflected in their ability to retain consumers which is shown in exhibit 4 such that 65. % of their customers are return customers. Benihana is able to minimize cost effectively without affecting the quality of food and service provided. From Exhibit 1, total costs of sales are kept to 35-45% of total sales. Their attempt to reduce operating costs is also reflected through a reasonable net profit margin of 0. 5-9% of sales. Benihana made use of floor space efficiently to decrease labor costs and rent. The elimination of the conventional kitchen with the hibachi arrangement allows the company to keep labor costs low and at the same time, give huge amount of attentive service. This boosted its dining experience, through constant interaction with consumers. Benihana also focuses on setting up their businesses in areas with high traffic, especially in the business district areas. Rent is usually higher in these areas. By using floor space more efficiently, Benihana is able to serve more consumers during peak period and allow for more sales to cover the higher rental costs. The concept that Benihana adopts is that consumers are served at their tables with freshly prepared food by the chef. By only providing 3 menus to consumers, this reduces food costs and wastage. Benihana’s lower food costs are also reduced through the use of fresh ingredients, where storage is minimized. The main process flow of a Benihana restaurant is different from a typical restaurant. In Benihana, the orders for the soup, salad and beverages taken by the waiter while the order for the main dish is taken directly to the chef. This allows Benihana to quicken the process flow, and make it more efficient, as it eliminated the waiting time in ordering and receiving their orders. As the food is freshly prepared, the production flow is very short as there is limited movement to the food being moved from the storage area to the tables where food is being prepared. As food is being served on the spot after being cooked, this allows Benihana to maintain their quality of the food, and this satisfies consumers as shown in their feedback in Exhibit 4, where food is the main highlight of Benihana restaurants. Benihana is also able to reduce labor costs through the use of a simple management structure in each of their restaurant. In addition, chefs and waiters would clear the dishes and set the table for the next customer, unlike the use of cleaners in typical restaurants. This also reduces labor costs. Benihana success is also attributed to their TQM system where the management also emphasizes the importance of quality control in every employee’s responsibility. They emphasize quality in their inputs like the high quality food provided, and the sources of food are also selected carefully. Benihana also highlight quality in the process of serving their food to their consumers. However, the management of Benihana also faces problems despite their raving success. Their attempts to go into franchising didn’t go as planned as Rocky was unwilling to give up its control, and he felt that these franchisees were not well equipped with the experience and knowledge to run a food business, especially one that relates with Japanese culture. In addition, Bill Susha, the head of Operations for Benihana recognizes that if Benihana wants to continue to expand, it will face higher costs in terms of rental as well as shortage of well trained employees. Although Benihana has been proven that their uniqueness cannot be replicated easily by competitors, critics have been predicting that the uniqueness of Benihana is only a fad and it will not last. As Benihana is providing not only products, but also the service, they should continue to emphasize and improve on their TQM, as in this industry, employees are key input sources and by implementing TQM, there will be positive impacts on the service being delivered.

Leadership Approach Essay Example | Topics and Well Written Essays - 750 words

Leadership Approach - Essay Example Different approaches tackle different ways of scrutinizing leaders in different organizations. However, they have a common feature which is the determination of effective leadership. The leadership study approaches have been in existence since the early 90’s. The approaches have evolved to more efficient and appropriate approaches. The leadership study approaches include the trait approach, behavior approach, power influence approach, situational approach and the integrative approach. All the approaches have three key variables; characteristics of the leader, characteristics of the followers and the characteristics of the situation. This paper will focus on behavior approach of studying leadership (Yuki, 2010). It will give an insight in the characteristics of this leadership study approach. Additionally, the paper will include an insight on its strengths and weaknesses and an example of its application in studying leadership. Behavioral approach of studying leadership was est ablished in the early 1950’s after the trait approach failed to provide researchers with the required results to evaluate leaders (Yuki, 2010). The behavior approach pays close attention to managers and leaders in organizations. It evaluates some personal attributes and skills at a closer perspective. The approach is divided into two categories of scrutiny. The first category focuses on the research on the manager’s job description, how they spend their time, their daily pattern of activities, their responsibilities and the functions of their managerial jobs. In this category some researches also focus on how managers deal with constraints and demands and how they resolve conflicts in their line of duty. In this category data collection is mainly done through observation, job description questionnaires, diaries and anecdotes from retrieved from interviews (Griffin, 2011). The mangers effectiveness in this subcategory is their ability to solve role conflicts cope with d emands, deal with constraints and recognize opportunities. The other subcategory in behavior study approach entails the identifying of effective and appropriate leadership behavior. In this subcategory research methodology is mainly done by a survey of the research field and using an appropriate questionnaire. The questionnaire is an inclusion of behavior description questions. Since the establishment of this approach researchers have been able to identify the correlation between a manager’s behavior and effective leadership (Yuki, 2010). This leadership approach has several weaknesses and strengths when it comes to application and results. According to Yuki (2010) the strengths of this approach revolve around the personal knowledge of a leader. This approach enables researchers to know a manager more when not and when in their job description. The personal attributes of a manager are very important in analyzing their effectiveness. By its method of data collection a managerà ¢â‚¬â„¢s skills and effectiveness is able to be scrutinized in a personal basis. The evaluation of a manager’s ability to solve conflicts is also a unique feature in this leadership study approach (Griffin, 2011). Additionally, this approach provides a perspective on the correlation between the personal attributes of a manager and their effectiveness in their job description. This approach mostly questionnaires as a tool of data collection. This

Stanard v. Bolin, 88 Wash. 2d 614 (1977) Essay Example | Topics and Well Written Essays - 250 words

Stanard v. Bolin, 88 Wash. 2d 614 (1977) - Essay Example Similarly, she suffered socially from embarrassment and ridicule from friends and neighbors (Stanard v. Bolin, 1977). In this case the court found the law of tort as well as the law of contract to be the most applicable since the plaintiff was suing for damages arising from a breach of promise- marriage (Lettmaier, 2010). Many American states, a promise to marry is deliberated to be legally enforceable, if the promise or agreement satisfies all the basic requirements of a valid contract. Therefore, failure to satisfy a promise to marry is treated in a similar manner to breach of contract. Moreover, a breach of promise to marry is treated as tort since the plaintiff suffers injury and loss hence they have a right to sue for damages ( LaMance, 2011). In light of the presented facts and claims by the plaintiff, the court ruled that the defendant owed the plaintiff damages for mental distress, injury to health, and loss to reputation. In addition, the court ruled that a rejected fiancà © would no longer be compensated for damages for loss of anticipated financial and social position (Stanard TD v. Bolin,

Jazz Essay Example | Topics and Well Written Essays - 750 words

Jazz - Essay Example Wild is a unique woman who exhibits several literary features of a character known as Beloved in a previous novel. The similarity in the features of the two character is a strategy that the author uses to provide solutions to the problems he leaves unresolved in the previous novel as discussed in the essay below. Suspense is an artistic style employed by authors to sustain readership. It refers to a manner of developing a conflict and leaving it unresolved with a promise to resolve it in the next episode. Most authors address numerous conflicts in their storyline. They introduce multiple conflicts in a single chapter and leave them unresolved. The desire to determine the solution to the conflicts motivates the audience to continue reading to the next chapters. Morrison employs the strategy on a different scale as he uses the technique to join two separate novels. He uses hypothetical features of the character in the first novel, Beloved is an equally unique woman with most of her features such as the weird color of her skin resembling the color of Wild in the Jazz. Morrison refers to Wild’s skin color as coal black’ (Morrison 171]), this provides an outright connection with the first novel in which a female character entitled Beloved exists and performs mystical roles. The mystic nature of Beloved is similar to the nature of Wild in Jazz. The name Wild is appropriate since the woman disappears to the wild soon after giving birth to her son. She is therefore a wild woman whom the rest of the characters in the novel do not understand. Beloved was a spirit in the previous novel, she was equally unknown to the rest of the characters in the novel with most of the characters interacting with her only in their dreams. The similarity in their roles and features is a means the author uses to provide some of the soliloquies that audience may hold while reading the first novel. By portraying Wild as an actual character in Jazz, the author provides the audience

Gender Segregation In The Education System Research Paper

Gender Segregation In The Education System - Research Paper Example Single-sex schooling has characterized private education for decades. However, the amendment of Title IX by the Department of Education in 2004 effectively allowed for public schools to pursue gender segregation either in entire schools or classes. In 2006, single sex schools were formally legalized and even incentives provided for public schools to transform into single sex schools instead of just providing single sex classes within coeducation schools. The advent and legalization of single sex schools was mainly as a response to concerns from certain sections of the society that coeducation was promoting gender inequity in education. Some of the main concerns include the observation that coeducation schools were responsible for education stereotypes amongst boys and girls. Some of these stereotypes inc single-section that mathematics and sciences are traditionally for males while females are proficient in hum single-sex languages. Thus, single-sex schools were muted as a way to all ow boys and girls to pursue their interests without having to face stereotypes (National Association for Single Sex Public Education, 2011). Kiselewich (2008) advocates for gender segregation in education on a separate but equal basis just as is accepted in athletics. The evidence put forward to support single-sex schools extrapolated from studies that are not directly related to single-sex education. For instance, advantages given for single-sex schooling were mainly drawn from studies on peer/role model effect. Hoxby’s (2000) class size study findings indicated that classes with majority female students had better performance in certain subjects. This is only indirectly related to single-sex education, and there is no evidence that the impact on boys may be equal to that of girls. Other considerations that backed gender segregation stated that girls were likely to pursue male-dominated careers if they attended single-sex schools. The argument further stated that women in si ngle-sex colleges pursued mathematics and sciences on a much greater level than those in coeducation schools (Billger, 2006). The Counterproductive Nature of Gender Segregation in the Education System One of the explanations as to why the promotion of gender segregation in the education system is counterproductive is that it promotes the same gender stereotypes it is said to be addressing. There are several aspects through which this is seen beginning with the insistence that by proponents of single-sex schools that such a system places girls in a position to handle mathematics and sciences. By doing this and by labeling single-sex schools as facilities where girls can pursue these areas of study, the perception that such subjects are better and that girls cannot excel in them is further strengthened.  

Does Globalization have a future Term Paper Example | Topics and Well Written Essays - 1500 words

Does Globalization have a future - Term Paper Example Globalization has the positive and negative influences and consequences. Its influences and consequences are spread across the globe. There is both optimism and concern in the future of globalization. The negative influences spread to other parts of the world and may continue to influence the society in future. In the light of this, it is important to assess the nature in which globalization processes will take course in the future. This paper highlights the future of globalization. Discussion Positive Impacts of Globalization in the Society in the Future Globalization may have facilitated market and trade integration in the recent past but there are speculations about its future. Globalization has brought implications for future mobility and migration, worldwide social inequality and technological expansion. Globalization is likely to play a huge role in determining competitive advantage in the near future. Given that previous advocates of globalization in the political and the busi ness world of advanced countries are now in deep worry, it is apparent that globalization has brought positive and negative impacts. This worry stems from the fact that globalization has been responsible for the loss of jobs and pay reductions. Moreover, globalization has created a situation in which business executives continue to enjoy high salaries at the expense of other employees (Gangopadhyay & Chatterji, 2005). Given its numerous benefits, globalization will continue to play a vital role in converging market values and creating a free trading system. In the recent past, former socialist states have made transitions to economies that are based on the market. Countries like China have developed a capitalist economy with a hybrid system that possesses socialist characteristics. Such a development has had positive impacts on the economy with China witnessing an increase in productivity in some of its main industrial sectors (Waters, 2001). Globalization has influenced cultural pr eferences and taste in a scale that will be witnessed even in the future. Most countries are making a distinct move to homogenized arts, media and popular culture with the English language becoming the main lingua franca of communication in the global front. Moreover, the use of English as the main language has been promoted by the internet and the e-mail. Globalization has had negative and positive aspects. The positive aspects are many with globalization presenting numerous opportunities. Globalization continues to change the world system in an irrevocable manner and current trends indicate that the pace of globalization is bound to continue and accelerate in the near future. The most significant trends in the recent past and presently are greater inflow and outflow of goods and services, capital, people, money, technology, ideas and information (Rivoli, 2009). Globalization continues to lead to an increase in competition on the global front. This scenario will be witnessed in the future due to numerous beneficial aspects, which increase efficiency and production. Each country is likely to rely on globalization as a means of achieving higher production levels. Recently, increase in market space and competition has led to specialization and improvement in the division of labor. Countries that have thoroughly embraced globalization have achieved economies of scale and scope,

Group accounts Essay Example | Topics and Well Written Essays - 1000 words

Group accounts - Essay Example FRS 2 'Accounting for Subsidiary Undertakings' details the conditions under which a parent company of subsidiaries should prepare and present consolidated financial statements. The FRS also spells out the manner in which the consolidated accounts need to be prepared. As per the FRS the purpose of the consolidated financial statements is to provide detailed information about the activities of the whole group of undertakings including the subsidiaries (ASB). The FRS adopts the definition of a group as provided by the Companies Act 1985 as amended by the Companies Act 1989. In the preparation of group accounts the primary consideration should be the effect on the users of the financial statements with respect to their ability to see the complete economic activities of the group and to ascertain the exposure of the parent company to risk through its interests in the subsidiaries and participation in their activities. Hence it becomes necessary that the qualitative aspects of materiality are given full consideration in respect of preparation of the group accounts. The accounts of the subsidiaries are to be consolidated in accordance with the procedure laid down in FRS 2. This requires consolidation on a line-by-line basis and also the removal of the all transactions within the group companies. Goodwill on acquisition is to be calculated on the basis of FRS 2 and FRS 7. In order to ensure that the parent company group accounts comply with the UK Generally Accepted Accounting Principles (GAAP) adjustments to the data from the subsidiary companies' accounts need to be made as the first step in the consolidation process. These adjustments managements may related to the profits or losses on disposal of assets and the notional interest and any directly controlled assets and liabilities that have been excluded from the subsidiary accounts. The effect of consolidating the parent and the subsidiary companies may be that the aggregation being undertaken in the process of consolidation may obscure the useful information about the different companies whose accounts are being consolidated and by inclusion of the activities in the consolidated financial statements. Hence the parent companies usually provide a segment-wise analysis of the activities and their results in the financial statements with useful information on the various risks and rewards, as well as the growth and potential for profitability for different member companies of the group. It is also mandatory that the financial statements of all subsidiary companies to be consolidated should have the same financial year end and must represent the financial results for the same accounting period as that of the parent company. When the parent company acquires a subsidiary company according to the FRS the identifiable assets and liabilities shall have to be brought in to the consolidation at fair values on the date the company became the subsidiary. This is so even when the acquisition is made in different stages. Cash Flow A company's financial statements have three important components. The balance sheet, income statement and the cash flow statement. The balance sheet gives an overview of the assets and

Does Globalization have a future Term Paper Example | Topics and Well Written Essays - 1500 words

Does Globalization have a future - Term Paper Example Globalization has the positive and negative influences and consequences. Its influences and consequences are spread across the globe. There is both optimism and concern in the future of globalization. The negative influences spread to other parts of the world and may continue to influence the society in future. In the light of this, it is important to assess the nature in which globalization processes will take course in the future. This paper highlights the future of globalization. Discussion Positive Impacts of Globalization in the Society in the Future Globalization may have facilitated market and trade integration in the recent past but there are speculations about its future. Globalization has brought implications for future mobility and migration, worldwide social inequality and technological expansion. Globalization is likely to play a huge role in determining competitive advantage in the near future. Given that previous advocates of globalization in the political and the busi ness world of advanced countries are now in deep worry, it is apparent that globalization has brought positive and negative impacts. This worry stems from the fact that globalization has been responsible for the loss of jobs and pay reductions. Moreover, globalization has created a situation in which business executives continue to enjoy high salaries at the expense of other employees (Gangopadhyay & Chatterji, 2005). Given its numerous benefits, globalization will continue to play a vital role in converging market values and creating a free trading system. In the recent past, former socialist states have made transitions to economies that are based on the market. Countries like China have developed a capitalist economy with a hybrid system that possesses socialist characteristics. Such a development has had positive impacts on the economy with China witnessing an increase in productivity in some of its main industrial sectors (Waters, 2001). Globalization has influenced cultural pr eferences and taste in a scale that will be witnessed even in the future. Most countries are making a distinct move to homogenized arts, media and popular culture with the English language becoming the main lingua franca of communication in the global front. Moreover, the use of English as the main language has been promoted by the internet and the e-mail. Globalization has had negative and positive aspects. The positive aspects are many with globalization presenting numerous opportunities. Globalization continues to change the world system in an irrevocable manner and current trends indicate that the pace of globalization is bound to continue and accelerate in the near future. The most significant trends in the recent past and presently are greater inflow and outflow of goods and services, capital, people, money, technology, ideas and information (Rivoli, 2009). Globalization continues to lead to an increase in competition on the global front. This scenario will be witnessed in the future due to numerous beneficial aspects, which increase efficiency and production. Each country is likely to rely on globalization as a means of achieving higher production levels. Recently, increase in market space and competition has led to specialization and improvement in the division of labor. Countries that have thoroughly embraced globalization have achieved economies of scale and scope,

English Languages and Power Essay Example for Free

English Languages and Power Essay English language has many types that are influenced by the culture of the people. This is why other people cannot understand people with a different type of English. English language, according to Dr. Tupas is not a neutral language. It is ideological through and through because it carries meanings which are not originally not ours. Learning proper English can help you understand the ideas of a person with a different type of English language. In his essay, Wronging English, he explains that when you know your English inside and out, you know whats wrong and whats right, then you can intentionally make the English wrong. In Sutherlands essay For A While, he states that English usage in the Philippines is idiosyncratic, or even unique. For example, in the Philippines, the idiom for a while means sandali lang, but in UK, they would prefer to use just a second or just a moment. For the foreign perspective, Philippine English may sound odd to the visitors. On the other hand, Montemayors essay The Kings English and I, she states that British English has verbose politesse. In example, the Filipinos will just say thanks or thank you, but the British will invariably say, thank you very much indeed. Moreover, Dr. Tupas essay wronging English neutralizes the perspective of Sutherland and Montermayor. She exclaimed that changing the way we speak and write does not automatically translate to changing the way we live in our lives. And by saving the English language may just be a good way to save us from thinking that English is inherently good, it brings good lives to everyone, and everyone benefits from it.

Grendel As Dynamic Character English Literature Essay

Grendel As Dynamic Character English Literature Essay John Gardners Grendel provides us with an in-depth look at the personality and mindset of a monster known to be an antagonist to mankind. The reader is seeing the world through the eyes of Grendel, giving the reader the feeling of having a very close relationship with him. Through this close relationship that the reader creates with Grendel, it becomes evident that Grendel undergoes a personality change throughout the novel as a dynamic character. Grendels development throughout the novel is highly influenced by his communication with the Shaper, Grendels mother, and the dragon. The first human to have a major influence on Grendel was the Shaper, a blind man who preaches to those around him. The first mention of the Shaper was in chapter one, when Grendel attacked Hrothgars meadhall. During Grendels attack, the flaws of human instinct become apparent. Instead of running away at the sight of a horrid monster, the citizens become frozen in terror like a dear in headlights. The only exception to these humans was the Shaper, who acted quickly and despite his blindness, was able to escape the building and run away from the danger. Grendel had admired the Shaper for being different from the other humans, and reacting properly and quickly, as well as for possessing knowledge Grendel wished he could have himself. Grendels envy for a mind like the Shaper causes him to fill with jealousy, so he subconsciously tries to mirror the ideology of the Shaper despite not being a human. The Shapers songs teach Grendel about the way that the humans live and function. To Grendel , it appears that everyone around loves and respects the Shaper, which is evident when Grendel explains that the people, and even the surrounding hills were hushed when the Shaper spoke. This popularity causes Grendel to wish that he could be like the Shaper even more, so that he can finally lose the feeling of isolation and gain acceptance among the humans. As Grendel analyzes the popularity and appeal of the Shaper, he begins to realize why people have are always running away at his sight. Grendel dives deep into himself to get a sense of the flaws in his own character, and subconsciously decided that he doesnt really need nor care about getting the approval of the humans because he isnt a human and shouldnt have to live by the expectations and standards that they have for themselves. (Gardner, letter) He was born not as a human, but as a monster that would never be able to live like the humans, and instead must follow his own role in society: to terrorize and kill humans. Although it was evident that Grendel cared for his mother, their relationship wasnt always perfect. She was very controlling, and attempts to keep Grendel at her side throughout the novel, but she loved him and was even considered a source of comfort to him (Grendel pg. 17). In chapter two of the novel, Grendel views his mother as a fat and lazy brute who is to unintelligent to able to speak the same language as the humans. As the mother tries to become more protective and sheltering of Grendel, he tries to break away from her more and treats her as truly a monster or animal instead of an equivalent to himself. He realizes that she is exactly what he wants to avoid becoming, so he begins to spend less time with her and instead spend more time with the humans, which starts to make him become more like a human than a monster. Grendel became more independent as he looked less to his mother for advice and began to think for himself, using his own thoughts and observations as a guideline. He starts to develop philosophical thoughts, and begins to question the meaning and purpose of life. At the points in the novel where Grendel is leaving or returning to the cave, his mind becomes restless with thoughts about the humans and what he should. The complexity of Grendels thoughts is synonymous with the complex design of the cave itself. Getting in and out of the cave is no simple process. Grendel describes the process as swimming up through the firesnakes, hot dark whalecocks prowling the luminous green of the mere., and continues by saying that he gulped churning waves and smoke, which implies that the mere is on fire. (Grendel pg. 9) The water is used as a symbol of the subconscious and emotion, which explains the thoughts that start to jump around in Grendels head as he is on his way in or out of his cave. Grendels thinking to himself is key to his development as an independent individual. He feels so dependent near the end of the book that he even ignores the warning of his mother. His mother wants to protect him and warn him of the danger he is getting into, but her warning only comes out as Warovvish. (Grendel pg. 145) Without trying to understand what she was saying, he shrugs her warning off as gibberish and continues with what he originally planned. Instead of relying on the advice and opinions of others, Grendel tries to sort everything out within his own thoughts. This causes him to become less and less dependent on other characters, which in turn allows him to become more of an individual. The final character to have a major influence on Grendels character was the dragon, who makes his first appearance in chapter five of the novel. Prior to meeting the dragon, the only being that Grendel ever met more powerful than himself was his mother. Grendel became so terrified at the site of the monstrous dragon that he could barely even speak. Grendel has never really felt this level of fear, and it makes him realize that there are more fearsome creatures to walk the planet than him. This fear also rationalizes the feeling of the terror the humans exhibit when encountering Grendel, so he now understands their fear of him. The dragon proves to be an incredibly smart philosopher, and when the dragon starts reading his mind, Grendel becomes even more afraid of him. He never felt fear like when he saw the dragon, so he didnt understand why the humans would run away in terror even if he were to do nothing wrong. He tells Grendel that the essence of life is to be found in the frustrat ion of established order, so he should continue terrorizing the humans. (Grendel pg. 67) The dragon proceeds to tell him that being terror to all humans that is actually important to their development. He goes on to explain that humans are constantly trying to destroy anything they consider to be evil, but evil is actually very important to them because without evil, the world would not be balanced. The dragon tries to explain to Grendel that he drives them to poetry, science, religion, all that makes them what they are for as long as they last (Grendel pg. 72).This means that Grendel is actually very important to human society, and without him, mankind would not be advanced as it is today. This confrontation with the dragon allows Grendel to rid himself of the doubts he had about the morality of killing humans, finally providing him with the reason and conformation he desired to continue with his role in society. Grendel has become one of the most important and developed characters throughout the history of literature, despite him being an antagonist. His thoughts often conflict with each other, but by the end of the novel, they become very deep and complex. After his confrontation with dragon, Grendel finally develops an understanding of his role in society, and the importance that he plays. Through the influence of Grendels encounters with the humans and other important characters throughout the book, he was able to undergo a change and become a much more intelligent, sophisticated being. In the beginning of the novel, Grendel was portrayed as being an unintelligent monster, isolated from the humans, having no understanding of his role and importance to society, but by the end of the book, Grendel has developed into a sophisticated being with a greater understanding of the world than the humans even have.

Effect of Playing in a Childs Life :: essays research papers

What effects does play have on a child’,s life? Does it give a big role to a child’,s life? Play benefits a child mentally, emotionally, and socially as it helps the child’,s development during the childhood stage. A child develops mental skills through play by language, infants learn words through friends and hearing words spoken. They can use words to point out favorite toys and activities. They can also use words to express their feelings and emotions. The second one is the ability to learn shapes, infants and toddlers can be introduced with puzzle shapes and pictures for it will help them to identify all the things around them. And the third one is colors for a child can learn colors through coloring, picture books, puzzles, and paints, that adds up the creativeness and the artistic nature of a child. A child develops emotional skills is first by means of having fun cause for a child to express happiness and pleasure in an activity is a start for a healthy life. There is a need for any child to express themselves with school or at home. They learn to play by themselves or with special people in their life. The second is playing with others. A child learns to play with friends, relatives, or parents to bond with other children their age. Third is expressing feelings. To express how they feel through sadness, anger through role-play. And in terms of Developing Social Skills the first is taking Turns and Sharing. In this learning take turns with blocks or colors or by sharing toys at home or in school. Learning to share is a big step with little ones. The next one is cooperating, learning to cooperate by working with teachers and friends. Cooperating with parents at home.

The Red Convertible Essay examples -- Analysis, Louise Erdrich

Symbolism is a quintessential element in all writing, whether it is prose or a poem. â€Å"The Red Convertible,† a short story written by Louise Erdrich, tells the story of the destructive nature of war, via the strain caused on the families from improper deconditioning. The main characters in the story, Lyman and Henry Lamartine, are brothers that develop a seemingly inseparable bond through a car; a red convertible. Lyman, the younger of the two was very hard-working and could always â€Å"make money† (Erdrich 394). He manages to ascend up the employment ladder at Joliet Cafà © from â€Å"washing dishes† (Erdrich 394) to eventually owning the establishment. Henry was soon drafted into the war and became a Marine. Upon returning from the Vietnam War â€Å"Henry was very different† (Erdrich 396) and â€Å"the change was no good† (Erdrich 396). Additionally, with the name in the title, it is only befitting that the convertible play a very impo rtant factor in the short story. The red convertible, Henry’s refusal to remove his war garments, and the picture of the two brothers are symbols that make the story complete by providing a view of their lives and personality. Although there are many symbols throughout the story, the most established is the red convertible. Louise Erdrich uses the red convertible as a symbolic representation of not only Lyman and Henry’s relationship but all war separated families. The convertible served as a common enjoyment of both brothers and is representative of their independence. When Henry returned from the war scarred, â€Å"quiet, and never comfortable sitting still anywhere† (Erdrich 396). Lyman was upset that his brother was acting differently, so, in order to spark emotion and â€Å"interest† (Erdrich 396) Lyman damaged th... ...d Lyman’s relationship. A noteworthy example is when Lyman â€Å"plows† (Erdrich 400) the automobile into the river. Eventually, the car engine dies; just like Henry and the relationship of the two brothers. Clothes, an occupational indicator in this instance, show Henry’s inability to remove himself from war. His garments act as a binding force and a memory that will oppress him until death. Comparatively, the picture serves as a reminder of the past that continues to haunt Lyman, so much in fact, that he â€Å"put the picture in a brown bag and folded the bag over and over tightly† (Erdrich 398). The author uses the most disparaging facet of living, death, to portray that life is not everlasting and that although we will not live forever, our memories will. Symbols deepen the story by opening a gateway into the emotional and physical states of the brothers. The Red Convertible Essay examples -- Analysis, Louise Erdrich Symbolism is a quintessential element in all writing, whether it is prose or a poem. â€Å"The Red Convertible,† a short story written by Louise Erdrich, tells the story of the destructive nature of war, via the strain caused on the families from improper deconditioning. The main characters in the story, Lyman and Henry Lamartine, are brothers that develop a seemingly inseparable bond through a car; a red convertible. Lyman, the younger of the two was very hard-working and could always â€Å"make money† (Erdrich 394). He manages to ascend up the employment ladder at Joliet Cafà © from â€Å"washing dishes† (Erdrich 394) to eventually owning the establishment. Henry was soon drafted into the war and became a Marine. Upon returning from the Vietnam War â€Å"Henry was very different† (Erdrich 396) and â€Å"the change was no good† (Erdrich 396). Additionally, with the name in the title, it is only befitting that the convertible play a very impo rtant factor in the short story. The red convertible, Henry’s refusal to remove his war garments, and the picture of the two brothers are symbols that make the story complete by providing a view of their lives and personality. Although there are many symbols throughout the story, the most established is the red convertible. Louise Erdrich uses the red convertible as a symbolic representation of not only Lyman and Henry’s relationship but all war separated families. The convertible served as a common enjoyment of both brothers and is representative of their independence. When Henry returned from the war scarred, â€Å"quiet, and never comfortable sitting still anywhere† (Erdrich 396). Lyman was upset that his brother was acting differently, so, in order to spark emotion and â€Å"interest† (Erdrich 396) Lyman damaged th... ...d Lyman’s relationship. A noteworthy example is when Lyman â€Å"plows† (Erdrich 400) the automobile into the river. Eventually, the car engine dies; just like Henry and the relationship of the two brothers. Clothes, an occupational indicator in this instance, show Henry’s inability to remove himself from war. His garments act as a binding force and a memory that will oppress him until death. Comparatively, the picture serves as a reminder of the past that continues to haunt Lyman, so much in fact, that he â€Å"put the picture in a brown bag and folded the bag over and over tightly† (Erdrich 398). The author uses the most disparaging facet of living, death, to portray that life is not everlasting and that although we will not live forever, our memories will. Symbols deepen the story by opening a gateway into the emotional and physical states of the brothers.

The Effects Political and Technological Change Have on One Another

It was the year 2008. Exactly 833 days prior to the writing of this essay, Barack Obama was elected to be the 44th president of the United States of America. The road that lay ahead of this relatively young, but undoubtedly brilliant politician was laden with pot-holes, cracks, and unpaved areas. He faced the repercussions of an economic meltdown, two foreign wars against an unidentifiable enemy, and dismal education system. It can be said that political change was eminent, with the several new faces on Capital Hill and a resounding cry of ‘Hope’ among the nations’ voters. But at the same time, it could also be said that technologic landscape was changing as well. Social media, cell phones, cable television, and the internet would have been words of tomfoolery to anyone before the 1990’s. And yet, only 2 decades later all of the items listed above play a major role in the domestic and international political landscape. Never before this time period would you have seen so many voters influenced by presidential candidates’ appearances on ‘Saturday Night Live’, or a mass riot in Egypt organized by Twitter. The examples of change during our current time period and several others from the past have lead me to believe that neither political or technological change are ever more important than the other, but instead each have a direct influence on one another that drives change to occur in general. The middle of the 20th century has been marked as a time of great triumph for the United States. The country was finally being recognized as a modern day heavyweight on the international scene. Emerging relatively healthy from the Great Depression as well as two World Wars, it seemed that their was truly one worry on the minds of the American Citizens: The Rise of Communism. The tensions between the US and Eastern Europe and Asia were consistently on the rise. Our leaders did everything they could to warn their people about the dangers of that type of government and how the country could show the world what the power of a democracy could accomplish. They heavily encouraged scientific and medical advances, an increase in free enterprise, a movement for improved technology, as well as artistic and philosophical ideas. The results received were unbelievable, between the development of nuclear weaponry and advances in space exploration, the introduction of rock and roll, discovery of DNA, a cure for polio, and launch of nationwide television service, this time period may easily have been one of the greatest advances in technology in the history of mankind, but the forces that drove these events to occur had steep political backings, showing that although equal in importance, each could play a direct role on one-another. Now that examples have been given of important technological change affecting politics and vice-versa, it is time to take a closer look at the time period in question: the turn of the 19th century. It had been 36 years since the establishment of the United States and 11 since the new government had been put in place. Although this new government did have some kinks to work out, with some larger problems coming in the future, the vast majority the system did not require change. In the worlds of science, medicine, architecture, etc. , while some advances such as bi-focals, steam engines, and spinning jennys, there was not necessarily an introduction that dramatically changed everyday functions of the citizens of the United States. Therefore, the time period of the early 1800’s, although important, should be marked as somewhat of a stalemate in terms of change. It marked a time in which a country was trying to establish itself among other world powers, a country attempting to survive its infancy. A lot can be said about the concept of change. It can be viewed in both positive and negative light. In terms of political and technological change, it should be said that, no matter positive or negative, they consistently show a correlation between each-other. Major technological change can play an equally important role in how political change can occur, while important political change can play a major role in determining technological change, they both play an equally important part. Looking back through history, examples can be made of Egyptian Pharaohs forcing their people to make technological advances to build ancient temples, cities, and monuments. Also, advances made in travel during the later half of the 2nd millennium forced leaders of major powers to begin interacting on a more regular basis. No matter the time period, these two sections of possible change will never have one show more importance than the other. As citizens, we should always be looking to make the right decisions and holding the correct beliefs, because change is inevitable, but growth is optional.

Psychology and Behavior

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