Violent Media Essay Example for Free

Violent Media Essay Violent media is inevitable in our daily lives. In recent years, the popular media seem to have become increasingly violent. Whenever you turn on the TV, read the newspaper or comic books and also when you play video games you can easily find that violence is one of the most popular forms of entertainment. Some people believe that violent media have positive effects on young people and children, however others think that violent stories are harmful to kids and we need to keep them away from them. I think that violent media can affect children in many bad ways. According to Gerard Jones, violent media has positive effects on kids because through this stories, they can meet their emotional and development needs. Also they can help children and young people improve their self-knowledge and sense of potency though heroic, combative storytelling. Jones also believes that violent media is a positive influence on children because some cartoons, bloody videogames, toy guns and other â€Å"creative violence† gives children a tool to master their rage and also says that children need violent entertainment in order to explore the inescapable feelings that they had been taught to deny. Jones makes some good points. He says that violent media makes children more confident and with the idea of superheroes and it makes them feel powerful, when in reality they feel powerless since that comes with being â€Å"young and small. † He used the example of his son. He said that his son was afraid of climbing trees and the writer read him an old Tarzan Comic book and that made him a more confident kid. After that his child climbed the tree. Kids always try to imitate what they see. However others think the opposite, that violent stories are harmful to kids and we need to keep them away from these stories. Cartoon violence makes children more aggressive â€Å"High levels of violence in cartoons such as Scooby-Doo can make children more aggressive, researchers claimed. They found that animated shows aimed at youngsters often have more brutality than programmers broadcast for general audiences. And they said children copied and identified with fantasy characters just as much as they would with screen actors. The study also found that youngsters tended to mimic the negative behavior they saw on TV such as rumor-spreading, gossiping and eye-rolling. The U. S. psychologists quizzed 95 girls aged ten and 11 about their favorite TV shows, rating them for violent content and verbal and indirect aggression. The shows included Lost, Buffy the Vampire Slayer, American Idol, Scooby-Doo and Pokemon. The researchers found that output aimed at children as young as seven, which included a number of cartoons, had the highest levels of violence†. In my opinion violent media can affect children in many bad ways. It might make them feel addicted of wanting to see more media images or video games of violence just because they find it cool and also because their friends also like it. Moreover violent media might cause aggressive behavioral problems, they can become less aware to hurt and sorrows of other people and they would be more afraid of their environment, and finally they would be more aggressive and bellicose. Everything that children see or hear in the media early on their lives affect them in some ways. Unfortunately, violence is one of the most popular forms of entertainment.

Social Factors Affecting HRM

Social Factors Affecting HRM HUMAN RESOURCES MANAGEMENT Social Factors Influencing Human Resource Management and Planning The human resource management is heavily affected by the internal and external influences on an organisation. To figure out as to what extent the external factors affect the human resources, one of the prominent external features out of these are social factors. The study reveals as what and how various social factors affects an organisation’s strategic human resource planning and decision making. The study on various articles include social factors such as: worker unions at workplace, minorities, social status, uniform or dressing, social mobility and quality of life affects human resource practices. Health and safety, job security, the privacy of employees, the roles of different sex, rights of gay or lesbian etc. affect the different aspects of HRM. Human resource planning and management helps in assuring employee rights, providing equal benefits for gay or lesbian employees, rewards and recognition policy for staff. Creating healthy working environment for all, abuse or ra cism free working culture, managing different sex at workplace. (Stone, 2010). The study also focuses on how the changing values and attitude of the staff poses new challenges for the human resource. These external influences must be efficiently identified by the HR managers and then adequate planning and management must be done in accordance with these factors to provide a safe, sound, secure and healthy environment for the employees. The motivation behind this examination is to focus the scope of working environment considers that impact worker view of their workplace as what is casually alluded to as a fun work environment. Social holding is subsidiary of positive social practices that are characterized by methodology instead of withdrawal or evasion sort practices. (Curtis Upchurch, 2008). The social aspects of work environment leads to employee turnover such as hotel size, rating etc. and it also leads to the productivity of employee turnover (Brien, Hussein, Thomas, 2013). The article suggests that retention is important for job satisfaction. Work fulfilment turned into a noteworthy develop that encourages strength predominantly by diminishing turnover. Also, fulfilled workers attempt endeavour to end up capable at what they do, build their loyalty to the association and serve clients in a more productive way. (Israeli Barkan, 2003). â€Å"Employee’s behaviour assessment, which is based on indust rial settings, should be reconfigured in order to suit the tourism and hospitality sector as well as imply the indicators of the customer–employee relation within the assessment†, as said by Saad (2013, p. 341). The study highlights the importance of HR and trade unions to enhance the productivity, protection and the employee welfare, preserving jobs (Daemone, 2014).It also tells how trade unions working with human resources helps in providing excellent working environment, practising labour laws and preserve rights of employee (Boardman Barbato, 2008). This study tells the factors that influence the labour turnover in an organisation and also attempts to review as how employee turnover, employment factors, and employee satisfaction are linked. It provides the framework that explains the relationship between job satisfaction and the employee satisfaction in terms of service quality and customer loyalty (AlBattat, Mat Son, Helalat, 2014).Management strategies that enhances different individuals with the internal control locus might increase on one’s job satisfaction since strengthening is harmonious with the workers interior locus convictions that they have control over their own behaviour. It also emphasis on the relationship between employee job locus and their job satisfaction (Salazar, Hubbard, Salazar, 2002). The research (AlHrout Mohamed, 2014) analysed the behaviour i.e. employee- employer relationship, of the employees in a hospitality industry in general and the front-line staff’s behaviour is linked to hotel’s business and can improve the quality of the services rendered by them. The social external factors (Ongori, Iravo, Munene, 2013) not only provide ultimate employee satisfaction but also provides various opportunities in career that has important effect on employee morale and motivation, also these factors that generally affect an employee motivation are family relations and job commitment, that are witnessed prominently in city and coastal hotels whereas reward factor is more effective in city hotels, it isn’t that effective in the coastal hotels (Kingir Mesci, 2010). According to Cheung, Baum and Wong (2010), the comprehension of strengthening by hotel administrators in China identifies with the degree to which the responsible directors or the managers have individual trust for the employees. This study also tells about the commitment of the staff to devolve responsibilities of HR across all the employees and offers significant ramifications for worldwide hotel organizations wanting to situate in a desired location and looking to apply the established strengthening and empowerment approaches inside the hotels of that location (Fleming, 2000).The study yields results that HRM practices arbitrate the uniting of business strategy and employee outcomes. Also the collective effects of business strategies and human resource practices on the workers in MNCs are not much different from the ones that are carried out in hotel organizations (The impact of strategic human resource management on employee outcomes in private and public limited comapanies in Ma laysia, 2013). The study in New Zealand shows at least 22% people work 50 hours a week and this is a great example to signify the workplace as an appropriate environment to promote the health and wellbeing of working class. The work environment acts crucially in the advertisement of health and supporting health conditions with joy of work. Also the workplace programmes, management support helps in establishing their employees feel that their employer is committed to their health and wellbeing (A guide to promoting health and wellness in the workplace, 2012).The understanding of the employee attitudes and their effect on the business results are furthermore complicated in yesteryears by the new era of service workers. The initial analysis of data from the researcher’s study of generation’s differences in employee attitudes yields that there are still major differences in all, but only one key work-related behaviour (Health and safety for hospitality small business, 2002). The same has been agreed by Solnet and Kralj (2011). The article records out issues which influence the adequacy and proficiency of a human resource planning and administration in an association. Among the ranges in this talk are, planning; progression learning; maturing workforce; devotion; expanding number of female employers; uncertain sets of expectations and determinations; debilitated specialists, proactive employers; slow learners; and aptitude inadequacies of the workforce (Gopalakrishnan, 2012).The need of understanding the human resources is to make it effective in workplace, to share the values amongst the staff. The HRM is used as a term that helps in enclosing various human resource practices such as recruiting, training, directing human resource policies and embracing the HR philosophies amongst the workforce (Jackson Schuler, 1995). Social security, that deals with the health and safety of the employees. The management decision effects the employees and it is the responsibility under HR practices of providing a safe a secure environment, as talked about the Iranian hotels in the article (Tabibi, Khah, Nariripour, Vahdat, Hessam, 2011).The rights of the employee are important and sensitive in a workplace. The article talks about the key points of record keeping of employees and the use of biometrics. As how the employee record and information are kept secret and how biometric has become a significant tool in roster planning and payroll (Babu, 2007).The article emphasis on the employee attitudes in attaining ultimate job satisfaction. It basically talks about the causes of employee behaviour, the outcomes of positive or the negative job satisfaction, and how to record and effect employee attitudes. Also it is talked about as how to close these gaps in employee demand and job satisfaction (Saari Judge, 2004).The article states that how HR practices may lead to firm growth rate. The practices that may lead to the firm growth rate are a job security, management’s selective hiring, a self-driven teams, remuneration policy, the rigorous training with the staff and the flow of information sharing (Vlachos, 2009). Various studies refers to an imbalanced distribution of the income between male and female employees in the hotels and hospitality industry, with the earnings of females are less than the males. In various developing countries, women are less empowered in comparison to males, due to the visible and invisible challenges. These factors often reflect in hiring, recruitment, promotions etc. (K, Musa, Ibrahim, 2010). As quickly talked about above with the backing of distinctive scholarly and expert diary articles the paper finishes up by depicting how all the outside social compelling components influence the hotel’s key human asset administration arranging. The paper covers the variables, for example, work fulfilment which is specifically proportionate to the view of individual workers with respect to their occupations which straightforwardly impacts the lodgings worker turnover. It is comprehended that to hold a representative and to keep them fulfilled by their occupation and workplace, the worker should be spurred through distinctive means. The articles studied connects certain elements, the preparation and advancement of individual staff individuals in their territories of interest. Their general wellbeing, security and employer stability with the inspiration of staff and their maintenance to the employment and the hotel organizations. The human resources li kewise differentiates strategies, for example, rewards or recognitions that may be in monetary terms related or others as said above helps boosting the morale and in the ultimate staff satisfaction. The administration and representative’s helps in supervising and the execution of work laws and to reach an agreement between the management and trade unions that provides an excellent workplace. This also helps in providing equal opportunities are given to all genders, prominently gay and lesbians. Works Cited A guide to promoting health and wellness in the workplace. (2012, December). 1-5. AlBattat, A. R., Mat Son, A. P., Helalat, A. S. (2014, Febuary). Higher dissatisfaction higer turnover in the hospitality industry. International Journal of Academic Research in Business and Social Sciences, 4(2), 45-50. Retrieved June 14, 2015, from http://hrmars.com/hrmars_papers/Higher_Dissatisfaction_Higher_Turnover_in_the_Hospitality_Industry.pdf AlHrout, S. A., Mohamed, B. (2014). Human resource management practice tourism and hotel industry. SHS Web of Conferences, 12, 2-11. Retrieved June 19, 2015, from http://journal-archieves31.webs.com/897-928.pdf Babu, T. (2007). Privacy rights of employer. Accomodation association of Australia, 23-26. Retrieved June 18, 2015 Boardman, J., Barbato, C. (2008). Review of socially responsible HR and labour relations practice in internationsl hotel chains. International Labour Organization, 9-14. Retrieved June 19, 2015, from http://www.ilo.org/wcmsp5/groups/public/ed_dialogue/sector/documents/publication/wcms_162286.pdf Brien, A., Thomas, N., Hussein, A. (2013). The low level of organizational social capital in hotel A New Zealand case study. Journal of Human Resources in Hospitality and Tourism, 12, 400-413. Retrieved June 15, 2015, from http://web.a.ebscohost.com/ehost/pdfviewer/[emailprotected]5vid=2hid=4114 Cheung, C., Baum, T., Wong, A. (2010). Factors affecting employee empowerment practics in China hotels. Journal of Business Research, 7(3), 1-11. Retrieved June 20, 2015, from http://strathprints.strath.ac.uk/26542/36/strathprints026542.pdf Curtis, C. R., Upchurch, R. S. (2008). A case study in establishing a positive culture: Attachment and invlovement in the workplace. Journal of Retail and Leisure Property, 7, 131-138. Retrieved June 15, 2015, from http://web.a.ebscohost.com/ehost/pdfviewer/[emailprotected]5vid=1hid=4114 Daemone, M. M. (2014). Human resources management (HRM) and trade unions compatibility: Soft-Hard model digestion for human capacity building and sustainable productivity at workplace. Journal of Emerging Trends in Economics and Management Sciences, 5(7), 121-130. Retrieved June 19, 2015, from http://jetems.scholarlinkresearch.com/articles/HUMAN RESOURCES MANAGEMENT.pdf Fleming, S. (2000). From personnel management to HRM: Key issues and challenges. Journal of CPMR, 11, 8-13. Retrieved June 19, 2015, from .http://www.ipa.ie/pdf/cpmr/CPMR_DP_16_Personnel_Management_to_HR_ KeyIssues_Challenges.pdf Gopalakrishnan, G. (2012). Issues that influences the effectiveness and efficiency of a human resource management in an organisation. Internal Journal of Economics Management Sciences , 1(6), 65-70. Retrieved June 20, 2015, from http://omicsonline.com/open-access/issues-that-influences-the-effectiveness-and-efficiency-of-a-human-resource-management-in-an-organisation-2162-6359-1-056.pdf?aid=17177 Health and safety for hospitality small business. (2002). Workers Compensation Board of British Colunbia, 6, 8-28. Retrieved June 11, 2015, from http://www.healthandsafetycentre.org/resources/hospitality/hosp_smbiz.pdf Israeli, A. A., Barkan, R. (2003). The impact of hotel social events on employee satisfaction: A case study. Journal of Human Resources in Hospitality and Tourism, 2(2), 24-39. Retrieved June 16, 2015, from http://web.a.ebscohost.com/ehost/pdfviewer/[emailprotected]5vid=2hid=4114 Jackson, S. E., Schuler, R. S. (1995). Understanding human resources management in the context of organizations and their environments. 46, 251-254. Retrieved June 13, 2015, from http://www3.ul.ie/ulearning/html files/global hrm/pdfs/Understanding HR Management in the Context of Organizations.pdf K, M. M., Musa, P., Ibrahim, B. (2010, Febuary). Gender bias in managing human resources in the Turkish hospitality industry: Is bias impacted by demographic context? ASBBS, 17(1), 479-483. Retrieved June 19, 2015, from http://asbbs.org/files/2010/ASBBS2010v1/PDF/B/Birkan.pdf Kingir, S., Mesci, M. (2010). Factors that affect hotel employees motivation the case of Bodrum. Serbian Journal of Management, 5(1), 59-67. Retrieved June 19, 2015, from http://www.sjm06.com/SJM ISSN1452-4864/5_1_2010_May_1-188/5_1_59-76.pdf Ongori, J. L., Iravo, M., Munene, C. E. (2013). Factors afecting performance of hotels and restaurants in Kenya: A case KISII Country. Interdiciplinary Journal of Contemporary Research in Business , 4(12), 897-907. Retrieved June 18, 2015, from http://journal-archieves31.webs.com/897-928.pdf Saad, S. K. (2013). Contemporary challenges of human resources planning in tourism and hospitality organizations: A conceptual model. Journal of Human Resources in Hospitality and Tourism(12), 333-354. Retrieved June 16, 2015, from http://web.b.ebscohost.com/ehost/pdfviewer/[emailprotected]vid=3hid=101 Saari, L. M., Judge, T. A. (2004). Employee attitudes and job satisafaction. Human Resource Management, Winter, 43(4), 395-407. Retrieved from http://www.utm.edu/staff/mikem/documents/jobsatisfaction.pdf Salazar, J., Hubbard, S., Salazar, L. (2002). Locus of control and its influence on hotel managers job satisfaction. Journal of Huma Resources in Hospitality and Tourism, 1(2), 15-26. Retrieved June 17, 2015, from http://web.b.ebscohost.com/ehost/pdfviewer/[emailprotected]vid=1hid=101 Solnet, D., Kralj, A. (2011). Generational differeneces in work attitudes: Evidence from the hospitality industry. Journal of FIU Review, 29(2), 37-42. Retrieved June 20, 2015, from http://web.a.ebscohost.com/ehost/pdfviewer/[emailprotected]4vid=1hid=4207 Stone, R. J. (2010). Managing Human Resources. Milton, Queensland, Australia: John Wiley and Sons. Tabibi, J. S., Khah, S. V., Nariripour, A. A., Vahdat, S., Hessam, S. (2011). Factors affecting human resource development in the Iranian social security organizations hospitals. World Applied Sciences Journal, 15(2), 164-173. Retrieved June 19, 2015, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.390.1758rep=rep1type=pdf The impact of strategic human resource management on employee outcomes in private and public limited comapanies in Malaysia. (2013, September). ISS MLB, 175-193. Retrieved June 17, 2015, from http://ibac-conference.org/ISS MLB 2013/Papers/MLB 2013/3028..doc.pdf Vlachos, I. P. (2009). The effects of human resource practics on firm growth. International Journal of Business Science and Applied Management, 4(2), 18-30. Retrieved June 11, 2015, from http://www.business-and-management.org/library/2009/4_217-34-Vlachos.pdf

Impact of Illness and Disability on Child Learning

Impact of Illness and Disability on Child Learning Assignment 5 1. Describe a range of chronic illnesses and physical difficulties that children may experience, explaining how chronic illnesses and disabilities can impact on children’s learning and development. You should make reference to how the setting can adapt their practice to support children’s learning and development and identify the professionals that may be involved in supporting children with chronic and physical disabilities. All children will likely have many different health problems during infancy and childhood, but for most children these problems are mild, they come and go, and they do not interfere with their daily life and development. For some children, however, chronic health conditions affect everyday life throughout childhood. A chronic illness affects your child’s normal activities, and requires lots of hospitalizations and/or home health care and/or extensive medical care. There are different types of chronic conditions. I have chosen to describe some of these and their impact on the child’s learning and development. Asthma is a chronic inflammatory disease of the airways, associated with widespread, variable outflow obstruction. The symptoms are that the child can have difficulty breathing, tightness in the chest, they wheeze and they can cough It is reported in Patient UK that ‘The UK has one of the highest prevalence’s for childhood asthma internationally, with about 15% children affected. An asthma attack is when something irritates your lungs and your airways narrower making it difficult to breathe. The triggers could be colds, flu, exercising, pollution or allergies to dust, animals and pollen. Children with chronic asthma will feel different than other children because their activities may be limited, and, in many cases, their families must change how they live to accommodate the child and also the practitioners . For example asthma could affect the child’s sleeping patterns making them tired and unable to concentrate. This may delay their intellectual development and they may show negative behaviour. If the child cannot partake in strenuous activities it can affect their motor skills. This may lead to a delay in their physical development and they may not being able to participate in sports. This could make them feel socially excluded. Also if a child uses daily inhalers which contain steroidal medicines could restrict their growth. The child’s doctor should produce a ‘personal asthma plan which should inform you what medication the child is on. When they are doing this the child and their parents should be involved and it should be renewed every year. A child has a special need if they ‘come from a social group whose circumstances or background are different from most of the school population. (Frederick and Cline,2002:36) Another chronic illness is diabetes. Net Docter states that 90%-95% of children under 16 years old will have Type 1 diabetes which is caused by the inability of the pancreas to produce the hormone insulin. This type is called an ‘autoimmune disease’ were the body immune attacks one of its own organs or tissues. The symptoms are, feeling thirsty, tiredness, losing weight, frequent urination, stomach pain, headaches and changes in behaviour. When diabetes is diagnosed, your child should be referred to the regional specialist in childhood diabetics. If it is not treated the child’s eyes can be damaged with high levels of glucose within their blood, the small blood vessels within the nerves can be damaged. Stinging and burning sensations throughout the child’s limbs, vomiting and diarrhoea could happen. The child’s vision can become damaged and be blocked. With this blockage it could prevent light passing through the retina and cause permanent damage to the eyesight. Diabetes can increase the danger of the heart diseases or having a stroke. The blood glucose level is the amount of glucose in the blood. Glucose is the main source of energy for the bodys cells and is carried to each cell through the bloodstream. The hormone insulin allows the glucose to get into the cells. In type 1 diabetes, the body can no longer make insulin, so the glucose cant get into the bodys cells. This causes the blood glucose level to rise. Treatment goals for kids with diabetes are to control the condition in a way that minimizes symptoms, prevents short- and long-term health problems, and helps them to have normal physical, mental, emotional, and social growth and development. To do this, parents and kids should aim for the goal of keeping blood sugar levels as close to normal as possible. In general, kids with type 1 diabetes need to take insulin as prescribed. They should eat a healthy, balanced diet, paying special attention to the amount of carbohydrates in each meal and the diabetes meal plan. Also to monitor blood sugar levels several t imes a day an get regular physical activity. Following the treatment plan helps kids stay healthy, but treating diabetes isnt the same as curing it. Right now, theres no cure for diabetes, so kids with type 1 diabetes will need treatment for the rest of their lives. But with proper care, they should look and feel healthy and go on to live long, productive lives, just like other kids To adapt your practice you should identify a member of staff who will be trained to help if a student has a ‘hyper attack’. This person needs to comeand see the diabetic student as soon as symptoms start to appear as with a severe hypo they may become unconscious. Call an ambulance as quickly as possible. Encourage them to participate in all aspects of school life but help them to manage my diet and exercise needs. Before and after any physical activity make sure they test their glucose levels and have a snack if necessary A sugary drink or glucose tablets kept nearby will be helpful if they experience a hypo. It is important that designated staff is trained to give insulin injections. A good point. There are a designated number of professionals known as the diabetic care team. The people involved in this team are paediatrician who specialises in diabetics, a nurse, and dietician and child psychologist. The role off this team is to support the child and their family support to enable them to live a full and normal lifestyle by helping with testing the blood glucose levels, instructions in giving insulin injections, a healthy diet, exercise, emotional support and advice. Another chronic illness is epilepsy. A number of things can cause epilepsy. These include brain damage or a brain malformation. Some people who have damage to their brain or a brain malformation may have behaviour problems. Epilepsy can be caused by a brain tumour or meningitis. . In the hours or even a few days before a seizure, a child’s mood or behavior may also change. This is called a prodrome. Children who have frequent seizures have prodrome symptoms more often than children with better seizure control. It’s quite usual for a child who has focal (partial) seizures to appear to be behaving differently. These behaviours mayinclude gagging, lip smacking, running, screaming, crying, and/or laughing. They may not be conscious of what they are doing, but they are in fact having a seizure. After a seizure it’s quite usual for a child to be confused, have a headache, feel sleepy of have problems with vision and speech. It can cause a change in the child’s behavior and they may have delusions or hallucinations. A paediatric neurologists or a paediatric specialist in epilepsy will diagnose epilepsy in children and a care management plan together will be agreed with the parents and the child. There are various medicines to help the child with epilepsy but these can cause side effects such as sleepiness, irritability, mood changed and confusion. Most children with epilepsy can lead a normal life but they have a greater risk of developing learning difficulties. They may benefit with one to one support because they have little retention span. A risk assessment is needed to enable professionals putting in control measures from the risks identified. Some children have various physical disabilities. One physical disability is Cystic Fibrosis. A child with Cystic Fibrosis has a faulty gene that affects lungs and the digestive system. Poor growth is one of the first signs of Cystic Fibrosis. A child with Cystic Fibrosis makes thick mucus within the respiratory tract, which can make them suffer from nasal congestion, sinus problems, wheezing, and asthma like symptoms. As the symptoms progress, they can develop a chronic cough that produces globs of thick, heavy, discolored mucus. They also may suffer from repeated lung infections. It can also affect the liver, the sweat glands, and the reproductive organs. The symptoms can emerge in the child’s first year. Today you can get screening as part of the NHS newborn screening programme.. Children with Cystic Fibrosis will not require any special adaptations but it is important that you teach the importance of a healthy diet. It is important you allow a child with Cystic Fibrosis extra time to eat during lunch, to snack throughout the school day and to take enzymes and nutritional supplements to increase calories Children with this physical disability may have a lot of absence of school and therefore their school work may suffer and this may cause a delay in their intellectual development. The professionals involved with children who have Cystic Fibrosis is a physiotherapist. They provide the child with different techniques to loosen the mucus that builds up within their lungs and digestive system. One technique is teaching the child stretching and exercises because with the child persistently coughing with the build- up of mucus their muscles in their chest and shoulders can become tight and weak. Stretching and exercising should promote good posture and keep the muscles mobile. Caring for a child with Cystic Fibrosis can be tough at times, but parents need not feel alone. Doctors can usually refer them to a local support group linked to the Cystic Fibrosis Foundation. Another physical disability is Spina Bifida. This is a congenital defect of the spine in which part of the spinal cord and it’s meninges are exposed through a gap in the backbone. It often causes paralysis of the lower limbs, and sometimes learning difficulties. Children with this display symptoms that can fall into three categories. The first one is Cognitive Development. The brain of a child with Spina Bifida may not develop fully and 50% of the children with this condition will develop learning difficulties. They will have difficulties in problem solving, have little concentration span, understanding spoken language, have difficulty reading and have poor co-ordination skills. In order to develop interventions that will result in better long term outcomes researchers at the Children’s Learning Institute (CLI) have been studying children with spina bifida to see how they perform on language and cognitive skills compared to typically developing peers. This research is creating a new understanding of spina bifida to help create effective solutions for everyday learning in spite of this condition. Another symptom is mobility. Children with spina bifida often have some form of paralysis in their lower limbs and will need support with the ir mobility. The third symptom is they have bladder and bowel difficulties. This means that they are incontinent and this is a common difficulty associated with spins bifida Practices can be adapted by making sure where possible and necessary, lifts or ramps should be used to allow the child to gain access †¢ to the building, and play areas within the building. Toilets should also be fully accessible and free from clutter. Also try to ensure that doors are wide enough and easy enough for the child to open. Obviously it may not be possible to install, but automatic doors and those that involve a touch switch would be more beneficial for the child to operate, instead of having to rely on someone else giving them access. It is good practice that the layout of furniture within the classroom that there is sufficient space for the child to move around and there are handrails on walls to support the child. Two children’s views are Yes, they should come into our class, because they are only human with a wheelchair, and a wheelchair is like a bike, so it’s a person with a bike. Yes, because children come to school to learn and a wheelchair does not stop them learning (Hodkinson, 2007a:71) Every child with severe spina bifida will need extensive and intricate care. This requires the involvement of a specially trained team of professionals. Included in this care team are paediatricians, neurosurgeons, orthopaedic surgeons, neurologists, endocrinologists, urologists, physical medicine specialists, physical therapists, orthotics specialists, occupational therapists, psychologists, nurses, dieticians and social workers among others. Ideally, the child with spina bifida should receive care at a specialised multidisciplinary spina bifida setting where all the necessary specialists are and services can be delivered in a coordinated fashion. These specialists will collaborate with your primary care clinician. Professionals within the education system will be important to develop a health plan at school, ensure appropriate physical supports in the school setting including mobility, access to the classroom, and adapted physical education, provide specialized educational supports when needed, and plan for the transition to adulthood. Visual Impairments this is when a person has sight loss that cannot be fully corrected using glasses or contact lenses. This can be caused by congenital birth defect, an accident or an illness, genetic condition and complications of epilepsy, down syndrome and severe conjunctivitis. It can affect have an impact on the general development of a child in three areas. Firstly physical skills and mobility for example when a child exploring is harder and as a result physical skills can be delayed. Secondly is communication skills , this is more difficult because a child learns communication skills by their ability to interpret, looks at body language , gestures and facial expressions . Lastly their independence because it is harder to carry out everyday tasks including self help skills. You can make many modifications for the visually impaired student. Books on tape can replace textbooks. Tape recorders can capture lectures or assist in composition. Computers can help compose papers, while voice synthesizers can read each page back to the student. Partners assigned within the classroom can provide specific assistance such as help with gathering materials and organizing for work. You must always make sure that in the classroom you organise the furniture appropriately within that setting and remove all obstacles such as toys. One to one work with their key worker can develop their skills and to enable them to build their self esteem and confidence. The ideology if inclusion should not be viewed as a new phenomenon indeed, its origins may be traced back to the early 1900s and the welfare pioneers who believed in a non-segregated schooling system (O’Brien, 2002) A child with visual impairment will have been referred by their GP to a paediatrics ophthalmogy department . The last physical disability is hearing impairment. This is when a child’s hearing is affected due to an underlying condition or injury. There are two different types of hearing loss. Conductive Hearing Loss which is blockage of the ear cause by wax or fluid. This is usually a temporary condition. The other is sensorineural hearing loss which is a problem with the inner ear or between the inner ear to the brain. When a young child has a hearing impairment it can be detrimental on the child’s development so the earlier it is detected the quicker they can obtain support. It can have an impact on their speech and language skills due to the child unable to hear what is being said to them. Because of this it can lead to the child’s developing learning skills so this stops them from achieving. Children with a hearing impairment find it hard to interact with other children. This can lead to them having no confidence and low self-respect. Hearing is what keeps us in touch with our world. It plays a significant role in expressing and receiving language. Hearing loss creates problems in how an individual expresses and receives language in turn causing social, communication, and educational problems (Hall, Oyer, Haas, 2001). Teachers need to make special considerations when teaching hearing-impaired children. Much of the consideration involves common sense that sharpens through close collaboration with the student, the student’s family, and the speech language pathologist (SLP). The student and student’s family can certainly offer the teacher support on a daily basis through constructive criticism of what is or isn’t working for the child in the classroom. You should ensure that the child has an optimal hearing and listening environment in the classroom. The child should sit close to the teacher to enable them to lip read what the teacher is saying. The teaching using facial expressions is good practice and good lighting to reinforce clear vision for the child. Teachers need to be sensitive to the social, academic, and emotional challenges a child with hearing loss has in any given day. Hall, Oyer, and Haas (2001) suggest that teachers support hard of hearing students by frequently c hecking to ensure the child understands information provided in class. When a child has complete loss of hearing there are other forms of communication. This could be Makaton or British Sign Language where the support worker can communicate with the child by signing, using their hands to communicate. Reference List Hodkinson A and Vickerman P (2009) Key Issues in Special Educational Needs and Inclusion Los Angeles Sage. Peer L and Reid Gavin (2012) Special Educational Needs A Guide for Inclusive Practice Los Angeles Sage. TEACH Magazine Sept 01.2010 p 5 Hall, B. J., Oyer, H. J., Haas, W. H. (2001). Speech Language Hearing Disorders: A guide for the teacher (3rd ed.). Needham Heights, MA: Allyn Bacon. O’Brien,T. (ed) (2002) Enabling Blue skiesdark Clouds, London Optimus Hodkison, A (2006) ‘Conceptions and misconceptions of inclusive practice. Research in Education, 76: 43-55 Hodkison, A (2006) ‘Conceptions and misconceptions of inclusive practice. Research in Education, 73: 15-29 Internet www.netdoctor.co.uk www.springerpub.com/chronic-illness-in-children www.apa.org/practice/resources/evidence/children

Examination of Heathcliffs character in the plot of Wuthering Heights :: English Literature

Examination of Heathcliff's character in the plot of Wuthering Heights WutheringHeights centers around the story of Heathcliff. The first paragraph of the novel provides a vivid physical picture of him, as Lockwood describes how his "black eyes" withdraw suspiciously under his brows at Lockwood's approach. Nelly's story begins with his introduction into the Earnshaw family, his vengeful machinations drive the entire plot, and his death ends the book. The desire to understand him and his motivations keeps us engaged in the novel. His many levels cause us to delve deeper than expected, and the introspection allows us to fully explore not only Heathcliff but also the novel itself. Heathcliff, however, defies being understood, and it is difficult for us to resist seeing what they want or expect to see in him. The novel teases with the possibility that Heathcliff is something other than what he seems; that his cruelty is merely an expression of his frustrated love for Catherine, or that his sinister behaviors serve to conceal the heart of a romantic hero. We expect Heathcliff's character to contain such a hidden virtue because he resembles a hero in a romance novel. Traditionally, romance novel heroes appear dangerous, brooding, and cold at first, only later to emerge as fiercely devoted and loving. However, Heathcliff does not reform, and his malevolence proves so great and long-lasting that it cannot be adequately explained even as a desire for revenge against Hindley, Catherine, Edgar, etc. As he himself points out, his abuse of Isabella is purely sadistic, as he amuses himself by seeing how much abuse she can take and still come cringing back for more. The author does the same thing to the readers to us that Heathcliff does to Isabella, testing to see how many times the reader can be shocked by Heathcliff's gratuitous violence and still, masochistically, insist on seeing him as a romantic hero. Heathcliff drives the plot, as without Heathcliff we would not have any of the problems needed to be dealt with. Heathcliff is connected in some way to almost everyone in this novel, and unfortunately in some way he deals with them negatively. Heathcliff helps to attach all of these stories together, as he is the reason such misfortune happens to everyone and thus he sits at the crux of the basic plot. He remains throughout the novel to be somehow involved in most happenings, whether it is part of the present day with Mr. Lockwood or when Nelly recalls of his doings back in the day when Catherine was still alive.He Considering this historical context, Heathcliff seems to embody the anxieties that the book's upper- and middle-class audience had Examination of Heathcliff's character in the plot of Wuthering Heights :: English Literature Examination of Heathcliff's character in the plot of Wuthering Heights WutheringHeights centers around the story of Heathcliff. The first paragraph of the novel provides a vivid physical picture of him, as Lockwood describes how his "black eyes" withdraw suspiciously under his brows at Lockwood's approach. Nelly's story begins with his introduction into the Earnshaw family, his vengeful machinations drive the entire plot, and his death ends the book. The desire to understand him and his motivations keeps us engaged in the novel. His many levels cause us to delve deeper than expected, and the introspection allows us to fully explore not only Heathcliff but also the novel itself. Heathcliff, however, defies being understood, and it is difficult for us to resist seeing what they want or expect to see in him. The novel teases with the possibility that Heathcliff is something other than what he seems; that his cruelty is merely an expression of his frustrated love for Catherine, or that his sinister behaviors serve to conceal the heart of a romantic hero. We expect Heathcliff's character to contain such a hidden virtue because he resembles a hero in a romance novel. Traditionally, romance novel heroes appear dangerous, brooding, and cold at first, only later to emerge as fiercely devoted and loving. However, Heathcliff does not reform, and his malevolence proves so great and long-lasting that it cannot be adequately explained even as a desire for revenge against Hindley, Catherine, Edgar, etc. As he himself points out, his abuse of Isabella is purely sadistic, as he amuses himself by seeing how much abuse she can take and still come cringing back for more. The author does the same thing to the readers to us that Heathcliff does to Isabella, testing to see how many times the reader can be shocked by Heathcliff's gratuitous violence and still, masochistically, insist on seeing him as a romantic hero. Heathcliff drives the plot, as without Heathcliff we would not have any of the problems needed to be dealt with. Heathcliff is connected in some way to almost everyone in this novel, and unfortunately in some way he deals with them negatively. Heathcliff helps to attach all of these stories together, as he is the reason such misfortune happens to everyone and thus he sits at the crux of the basic plot. He remains throughout the novel to be somehow involved in most happenings, whether it is part of the present day with Mr. Lockwood or when Nelly recalls of his doings back in the day when Catherine was still alive.He Considering this historical context, Heathcliff seems to embody the anxieties that the book's upper- and middle-class audience had

A destructive love Essay --

A destructive love Othello is such a character who is portrayed as a tragic hero through his high ranking in army, jealousy caused by racial inferiority, and credulousness for the villain Iago. In Shakespeare’s play, The Moor of Venice, jealousy is the major component constructed though out the entire play and eventually leads to Othello’s downfall and ultimately destroys his marriage with Desdemona. The play is a story of a black hero in the white community at an era of alteration from racist past to a less biased future. During this social transform period, a black Moor is able to be promoted over other white men and therefore Othello is in a higher ranking than most of white people in Venetian society. However, during this period of alteration, many social disciplines and social understanding are arbitrary. On one side, the society promotes a certain degree of racial equality by having black Moor appointed as general. On other side, Othello is alienated in Venetian society because most Venetians see him as an outsider whom is protecting their country. Therefore, Othello only gains respect for his bravery in fighting the war and his reputation for being a skilled general in the army and nothing else like his lieutenant, Cassio is, who comes from an upper class and white race family and has strong social skill. Othello is clearly aware the fact that he is not being recognized as part of Venetian society, yet he cannot do anything to the existing class prejudices. But not only that he is fully aware of presented racial prejudices, this racism has somewhat made him feel racially inferior to other light skinned people around him. Othello’s racial inferiority is intensified when he is being compared to Cassio ... ...,† his jealousy of honor has blinded his mind and he wrestled with a rising feeling of impotence, self-pity and vengeance. Yet, this jealousy also blinds his mind when Desdemona tries to defend herself before Othello smothers her. Othello firmly believes his wife has cheated on him, and he confirms his deed by telling himself that he is defending his honor. Therefore, I believe that right before Othello kills Desdemona, he himself is too afraid that he is wrong about Desdemona because he firmly confirms himself the purpose of this monstrous murder with an apparently upright reason. However, his self-affirmation is crushed as Emilia reveals the truth about the handkerchief and the fact that Iago has plotted all these traces to mislead Othello. Othello’s loss of his one true love is like â€Å"the base Judean, threw a pearl away/ Richer than all his tribe† (5.2.352-353).

Lawyer essay Essay

Teenagers at this age of their lives are not certain about what career path they want to take, because of economic problems and personal influences which they face. Regardless of the fact, I knew from the time I was 9 years old that I wanted to be a lawyer. I have chosen this career because I want to help many people with certain problems and protect their rights. Lawyers give people and companies advice and tell them what they can and can’t do under the law. The trick of being a lawyer is finding a job in a type of law that you enjoy, because there are so many different types of lawyers; from tax attorneys to criminal defense lawyers. In support of my research I have met with Andrew Forsythe and Christopher Gunter, they are both criminal defense attorney and they also have been practicing law for 14 years. In hopes of getting a better understanding of my career search. I realize that before pursuing this career, it is also important to learn that you must need three or more years of intensive study beyond a bachelor’s degree program. You are also likely to face steep competition from others attempting to enter the legal profession. However, the potential benefits of being a lawyer can make pursing a legal career worth the effort. Part 1- Reasons for choosing this career A career as a lawyer is an extraordinary calling. However becoming a lawyer is an enormous undertaking in terms of time commitment and financial investment. The beauty of a law degree is that it opens door for many paths. You could choose to practice so many types of laws, or take your qualifications and never ever seen the inside of a court room. Many lawyers end up becoming professionals in other fields, such as working in policy in the department of state, entering the military, working in corporations, eve the FBI. I always wanted to be the guy with the suit and fancy shoes, standing in front of the judge and defending my client. It seem as a pretty easy job with well earned pay, which requires a lot of knowledge. Becoming a lawyer is often one of the most difficult professions to enter due to the high competition and time require obtaining degrees. You need at least 4- year bachelor’s degree, 3 years of law school and passing a written bar examination. However, some requirements vary by state. In schools such as mine, there aren’t any programs that let you work on criminal cases until you hit college, and college is not free. If your school may not offer this, then that ruins your change to get a scholarship to help you pay for the debt. Part 2- What I learned After I did some research on this career, I learned that you must earn a Bachelor’s degree, and take the LSAT. The Law School Admission Test (LSAT) is a required standardized exam that applicants must take before entering a law school accredited by the American Bar Association. The exam is offered four times each year and measures an applicant’s reading and verbal reasoning skills. Last but not least, you must pass the Bar exam. Each state requires law school graduates to pass the bar exam in order to practice. Lawyers were able to accomplish their dream jobs based on passion and talent. â€Å"In a day and age when opportunity abounds, I’m surprised to find many people who give up on their dreams. Some want to learn how to become a lawyer but give in all too easily.† (Peter J. Loughlin) Becoming a Lawyer is very difficult. There are many fields that you could study for but to me, you should study the legal basis of law. It helps to interact with many people around you. (Lucille Ball) â€Å"If there were no bad people, there would be no good lawyers† (Charles Dickens) The most important thing I learned about this career is that their salaries range from $110,000- $113,000. (Occupational outlook†¦Ã¢â‚¬ ¦.) This fact definitely made me happy. One of the best schools that offer job placement assistance after you have graduated, it’s ITT Tech. It’s a four year college and offers financial aid for those who need it. Part 3- Summary of my Interviews I interviewed Christopher Gunter. He is a criminal defense attorney and has practiced criminal law in Travis County since 1980, after earning his JD from ITT Tech. Mr. Gunter discusses his experiences prosecuting his first death penalty case when he was an Assistant District Attorney. Throughout my interview I’ve realized that he is very passionate about working as a lawyer. His salary starts at $75,000 and gets higher depending on the cases he takes. He suggested that â€Å"you must take this job seriously.† He also told me that â€Å"ITT Tech does not look at your experience, instead they look at all your grades, attendance to determine if you are a hard worker or not.† He earns a lot of money in every case he takes. He also enjoys defending his clients when they really need it. I felt very comfortable when he told me those things, I see lawyers as heroes, because they take their job seriously. Mr. Gunter taught that lawyers got their own way of doing things, some lawyers work different than others; however they all have something in common. They fight until the end and they share the same purpose; win their cases. Part 4- Reflection At the beginning of this I search project, I was shocked when I saw the mandatory 3-7 pages we had to do. It was really difficult to decide, at one point I decided to take the zero and do well on other tests. Now I am very thankful for having to do this project, because it taught me a lot in the area of my career. It also taught me to never give up on my dreams no matter how hard they are. I thought that I just go to college, get the degree and then get a job. I was completely wrong, that’s when I realized it was not that easy. I have learned a lot of stuff that I will need in the future I order to accomplish my goals, this project helped in many ways. I never knew that colleges looked at your attendance and judged you based on that. I am very happy at finding more about my choice of career; I know that being a lawyer is very difficult but not impossible, and I will never give up until I see myself standing in front of the judge, wearing a suit and fancy shoes.

Good Behaviour Game Essay

Managing the classroom is an important part of efficient teaching. This research study aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of this study is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom. Implementation of Good Behavior Game on the Students of First Standard Introduction Class room management is one of the most important aspects of Educational psychology and is closely related to motivation, respect and discipline. This term is used by teachers and psychologists to describe the process of running a classroom without disruption despite of disruptive behavior by the students. It also implies the prevention of behaviors that are disruptive in nature. Disruptive behavior is linked with subordinate or lesser scores on high stakes tests and low academic success overall (Wentzel, 1993). Brophy elucidates the term classroom management as a teacher’s efforts to create and uphold the classroom environment as an efficient place for teaching and learning (Brophy, 1986). Maintaining the classroom environment involves teacher’s efforts to provide activities for students that are both inside and outside of the classroom setting. This might include academic instruction, management of student interactions and supervision of student behavior (Wright, 2008). A study conducted by Merret and Wheldall advocated the point that for some teachers controlling behaviors of multiple students at the same time proves to be a difficult task. The study showed that teachers were unhappy and concerned about the level of disruptive behavior in their classrooms, because they were unaware of the knowledge of behavioral classroom management theories and strategies to address behavior in order to put into practice specific behavior modification strategies (Merrett & Wheldall, 1978). The research conducted by Wesley and Vocke showed that less than half of teacher pre-professional education programs (37%) necessitate students to complete a course designed to formally address classroom management approaches, techniques, and assessment of the methods (Jones, 1996), (Wright, 2008). Disruptive behavior projected by students is seen as a major concern while providing optimal learning and teaching environment. Many strategies and interventions have been used in order to tackle this issue and provide better class environment that is well managed. Effectiveness of behavior modification has been proven through research and behavior analytic approaches have been employed in many settings (Bellack & Hersen, 1990). These approaches address various target behaviors that include verbal, motor and combination of both motor and verbal behaviors. These approaches have been implemented in classrooms by teachers as they are the ones maintaining the environment of the class. Our research study focuses on how effective such strategies can be, when used by the teachers, to manage disruptive behaviors and maintain the protocol of the class. The stress is on the teacher as he or she is the constant variable in the classroom (teachers do not change or alter their behavior everyday) and can act as an effective behavior change agent. There is a growing need for efficient interventions that effectively deal with the behaviors of multiple students at the same time. Doing so is necessary because it ensures optimal learning and teaching environment that ultimately results in a more developed and aware students with better capability to make sense of the world around them. The Good Behavior Game The Good Behavior Game is a strategy used to manage behaviors in the classrooms that employs giving rewards to children for avoiding disruptive behaviors during instructional times. The class is divided into two teams and a point is given to a team for any inappropriate behavior shown by one of its members. The team with the lowest number of points at the Game’s end each day wins a group reward. If both teams keep their points below a predetermined level, then both teams share in the reward. The program was first used by Barrish, Saunders, and Wolf in 1969. Since then several research articles have confirmed that the Good Behavior Game is an efficient means of increasing the rate of desired behaviors while decreasing disruptive behaviors in the classroom. The Good Behavior Game sees the classroom as a community. The teacher is essential to the Good Behavior Game, because he or she determines the rules for becoming a successful student and member of the community and also sets whether each child succeeds or fails. The Good Behavior Game improves the accuracy with which the teacher delivers and the student receives these rules, and by doing so improves the teacher-student interaction and the child’s chances for success. Initiation of Good Behavior Game in classroom settings shows that the better behaved children were observed to influence and socially integrate the children who behaved less appropriately thus promoting healthy competition inside the class among students. Rationale This research aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of initiating the Good Behavior Game is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom in order to develop an atmosphere of positive peer pressure, reduced inattentiveness and prevention of disruptive, disturbing and destructive behaviors in the class. Type of Experiment The study conducted includes elements of an observational study and a quasi experiment. Initially the students were observed and the frequency of desirable and undesirable behaviors occurring in the class was noted down. After the initial assessment, once the rules of the game were employed in the classrooms, the study was continued as a quasi experiment where we gauged whether the implementation of the game has any effects on the students’ behavior. Work Plan The experiment was conducted over a one month time period. The breakdown and time schedule is given below: For the first three days the classrooms were visited and the children and the teachers were observed; how the teacher deals with disruptive behavior in general, how often the students indulge in undesirable behavior, how other students react to the misbehaving students etc. For the next three weeks, the Good Behavior Game was employed in class after initial assessment with the help of the teacher. It was essential for the success of our study that the game continued at all times. Although we were not present in the school the whole time during the three week period, we visited the classes thrice a week to check up on the implementation and to observe if the game was having the hypothesized effects. We allocated two days at the end of the study to meet with the teachers and head of the school to debrief them about the study and get feedback as to how they received it and whether they, as professionals, saw any merit to implementing the game full time in their school. Good Behavior Game: Our use of the technique on First graders The school chosen to implement the study on was The City School, Kindergarten III, Gulshan Branch. The school comprised of students of the first standard. The technique was implemented in five steps. We modified the certain aspects of the Good Behavior Game: we had four groups in a class instead of two groups, the reward was given after every two weeks instead of every day and the game was played continuously through the school time instead of certain specific periods. There were two major reasons to implement the study on the first grade: First being that the first grade is a major transition for both the students and their families, that is, the first grade is generally the first place where all the children interact and that at this level behavior problem can be easily identified. Secondly, the first-grade classroom is well-suited for interventions, like the Good Behavior Game, that focuses on inculcating the role of students in classrooms. First grade is the first setting outside the home where many children learn the social and behavioral skills they will need to succeed in school. The first grade is also a good setting in which teachers can be provided with certain techniques to manage the class efficiently. Before the steps were employed in the classes a detailed observation of three days was carried out inside the classes in order to gauge the following aspects: The level and the amount of disruptive behavior; What is considered as bad or disruptive behavior; General time duration of the class; The time wasted in dealing with the disruptive behavior; Total time spent teaching every day; Attitude of the teachers and the level of student-teacher interaction. After the observation was made, the steps to incorporate the Good Behavior Game were put into action. The steps are as follow: Step One We discussed with the class teachers of the five sections if they were comfortable with employing Good Behavior Game inside their classes. The whole purpose of the study was explained to them and they were asked to decide whether the game should be played in certain periods or at all times. We explained to them that to see the hypothesized effects it should continue at all times so they agreed to implement the game full-time in their classes. The teachers were also asked how they defined disruptive behavior and what behaviors they would want to decrease in their students. Then the views of teachers and our observation were incorporated together in order to decide what behaviors are to be labeled as bad or disruptive. The list of behavior that we decided upon is: Leaving one’s seat without permission; Talking out loud during study time; Name calling; Fits of uncontrolled laughter; Speaking without raising one’s hand; Step Two The other step was to decide upon proper rewards that would be given to the winning teams. This was time consuming because the rewards should effectively motivate students to take part in the game. Thus six students from every class were interviewed about what would motivate them or push them to study harder and to avoid bad behaviors. This was an interesting part of the study as we got to know the perception of children about what they considered a gift or a reward and that how very important is it for them to win it. There were two rewards that were finally decided with the help of the teachers, students and our observation. The rewards that were decided are: Movie day Longer recess Step Three The third step was to introduce the Good Behavior Game to the class. A day before the game was to start it was announced in the assembly that a game would be starting in every section of the school. The students were told that they would be judged on the basis of their behaviors. The rules of the game were explained to the students which was and the identified bad behaviors were asked to be curtailed in order to win the rewards. The teachers were then asked to divide the class into four groups. For the sake of building camaraderie among students they were allowed to name their groups. The students were told the rules of the Good Behavior Game which were: The teams that would engage in bad or disruptive behaviors would earn a black star; In order to win the teams had to earn as few black stars as possible; If the number of stars for all the teams stays below six then they would all share the reward with the winning team. Step Four The fourth step was to put the game into effect. During those times that the game was in effect in the classroom, the teachers were asked to continue their usual instructional practices. The only change in the routine for them was to note and publicly record any black star earned by either of the teams. Teachers were given a chart to put stars on. The teachers were also asked to praise the students when they tried to avoid bad behaviors and tried to exhibit appropriate behaviors. Step Five The final step of our study was to observe the classrooms during the course of the game. Detailed observations were again made. We visited the school five times during the two weeks in which the Good Behavior Game was in action. Observations about the following were made: The level and the amount of disruptive behavior; General time duration of the class; The time wasted in dealing with the disruptive behavior; Total time spent teaching every day; Attitude of the teachers and the level of student-teacher interaction; Level of students’ interest in the game. Observations and Findings There was a noticeable drop in the level of disruptive behavior in the classroom as many students associated bad behavior with a black star, which was undesirable. While on the other hand, many students started behaving nicely to earn a golden star. Both positive and negative reinforcement was in action. The students learnt how to function as a member of a team. Level of cooperation was observed to rise within the students. It was observed that the teachers were less stressed and their moods were more pleasant when compared to before. Few children were scolded on the basis of disruptive behavior. Better academic attainment was seen, especially because teachers used the time made available for instruction and learning. Female students had much lower rates of disturbing and disruptive behaviors when compared to male students. The reward at the end of the game was seen as a major factor motivating the students to avoid engaging in disruptive behavior. The total teaching time per day in the classes increased around a good 20-30 minutes when compared to before. This happened because the time wasted in dealing with various disruptive behaviors decreased, resulting in more time available for the teacher to teach. It was observed that the age of the teacher also played a key role in the level of disruptive behavior in the classroom. The younger the teacher, the more the level of bad or undesired behavior in the class. The protocol for the discipline set by the school management was enhanced as more students tried to avoid those behaviors that were not allowed in the school rules. It was observed that after the initiation of the Good Behavior Game the environment of the class became more cheerful and students were more excited to learn. This meant that Good Behavior Game enhances the learning environment. It ensures maximum student-teacher interaction to provide better opportunities for the students to learn more openly. Good Behavior Game is more effective when compared to punishment in order to reduce undesirable or disruptive behavior in the class. Promoted healthy competition inside the classroom. Better behaved children were seen to influence and integrate the children who engaged in disruptive or inappropriate behavior. It was noticed that such classroom management technique enhances the teacher-child relationship. A student more easily identifies with his or her teacher and is less afraid to express what they think. The level of class participation increased. Students were actively engaged in learning and receptive to what their teachers taught them. Benefits of Good Behavior Game The Good Behavior Game is easy to implement and can benefit every student in the classroom. It cuts down on classroom distraction and benefits everyone and can help to create a positive and comfortable learning environment. To base the behavioral expectations for the Good Behavior Game on the school-wide expectations may facilitate students to generalize their appropriate behaviors across other settings. The Good Behavior Game is affordable and easy to put into practice. It does not involve extra class time to play. It is ideal for use in individual classrooms, throughout the school, or even throughout entire school districts. Its implementation is so easy that it can be brought into play effectively in almost every setting in the school, and even on the bus. The Good Behavior Game engages parents and caregivers in classroom activities too, so as to make sure that the effect of the game is not limited to the classroom but also other places where the children go. The Good Behavior Game works well with children whose first language is not English, which means that it can be implemented almost everywhere and that the scope of Good Behavior Game is not limited to only those children who are fluent in English. Also, the behavioral strategies in the Good Behavior Game support group based reinforcement for self-consciousness of disruption and aggression. Not only is the scope of this game limited to troublesome children but the game also extends as an effective resource for youth with special needs. Limitations Current developments in educational and psychological fields encourage positive approaches to improve children’s behavior. The Good Behavior Game remains an important tool for teachers struggling to manage classroom behavior yet the limitations remain. The study that was carried out had several limitations. The results that came out from our current observation showed that the students could have been at a good behavior because of the presence of outside observers in the classroom instead of the Good Behavior Game. Examination of the data suggested that this effect, if present, remained at a consistent level whenever observers were present in the classroom during the examination periods. However, this effect might not be present when observers were not present in the classroom, hence this effect might not be consistent throughout the study. To rectify this, future research should be implemented in a way that observations could be conducted in a less obvious method so as to give a natural and consistent result throughout the examination period. The teacher of the class thought that the preparation and involvement in the Good Behavior Game would require extra time and ingenuity and that extra burden would be placed on her, since she had also to prepare regular lessons. Due to this, the teacher was quite reluctant in helping and assisting us in the observation. Another problem, that was perhaps not as serious, concerned teacher observation of behaviors. No signaling system was used. The teacher had to become alert and talk about the behaviors in addition to continuing to conduct regular classroom activities. Spotting the target behaviors did not appear to be difficult for the teacher except when she faced the blackboard or talked to individual students. However, it should also be noted that since the teacher knew the students for a couple of months, for her, some behaviors would be quite normal and she might not have been able to identify them in an unbiased manner. Another problem that was faced was the time constraint. The observations were only carried out for six days which are inadequate to reach proper results in Good Behavior Game. Because the Good Behavior Game is typically played during instructional time, there is a decrease in disruptive behavior during this time, that is, the class is quieter so the teacher can be heard so the results might not be the ones if the game is played in another setting. Also it can be argued that classroom environment focuses on appropriate skill development rather than reductions of troublesome behavioral excesses. Conclusion Over all the Good Behavior Game is an excellent approach towards classroom management. It enables the teacher to control the level of disruptions inside the class and to engage the students in a healthy activity. During the course of our research we analyzed that the early years in childhood education matter a lot and if proper attention at this stage is not given then these behavioral problems might become ingrained in the children and result in pathology as they grow up. GBG uses the concept of reward instead of punishment which is a more efficient approach to reinforce behavior. Through this the students not only learn to avoid disruptive behavior but in the mean time also learn appropriate manners and the art of functioning in a group. References