Freed Blacks rights after the Civil War Essay -- essays papers

Freed Blacks rights after the Civil War During the year of 1865, after the North’s victory in the Civil War, the Republican Party began to pass national legislation in order to secure free blacks’ rights. Through the 13th, 14th and 15th amendments to the constitution, the republicans tried to protect and establish black freedoms. At the same time southern state legislators were passing laws to restrict free blacks’ freedoms. Through the use of black codes and vagrancy laws, the south attempted to keep blacks in a state of slavery. These laws were worded in a way such that blacks rights would be so restricted that it would remain impossible for them to gain any real freedom. In one Mississippi black code, the law allowed for blacks to own personal property, but stipulated that free blacks could only rent or lease land, or tenements, within the city limits. This prevented blacks from owning their own farms outside the city. The law was very apparently contradictory to itself in the fact that it stated blacks could own property â€Å"to the same extent that white persons may,† but then set the restrictions on renting and leasing land which only blacks were confined to. The law also required that blacks have a â€Å"lawful home or employment.† This, combined with the previous restrictions on renting and leasing land and housing, ensured that whites would retain control over where Negroes could live. By requiring them to have a home, and then restricting them to renting ... Freed Blacks rights after the Civil War Essay -- essays papers Freed Blacks rights after the Civil War During the year of 1865, after the North’s victory in the Civil War, the Republican Party began to pass national legislation in order to secure free blacks’ rights. Through the 13th, 14th and 15th amendments to the constitution, the republicans tried to protect and establish black freedoms. At the same time southern state legislators were passing laws to restrict free blacks’ freedoms. Through the use of black codes and vagrancy laws, the south attempted to keep blacks in a state of slavery. These laws were worded in a way such that blacks rights would be so restricted that it would remain impossible for them to gain any real freedom. In one Mississippi black code, the law allowed for blacks to own personal property, but stipulated that free blacks could only rent or lease land, or tenements, within the city limits. This prevented blacks from owning their own farms outside the city. The law was very apparently contradictory to itself in the fact that it stated blacks could own property â€Å"to the same extent that white persons may,† but then set the restrictions on renting and leasing land which only blacks were confined to. The law also required that blacks have a â€Å"lawful home or employment.† This, combined with the previous restrictions on renting and leasing land and housing, ensured that whites would retain control over where Negroes could live. By requiring them to have a home, and then restricting them to renting ...

Free education Essay

When Thomas Edison set out to create the light bulb, his intention was to reduce the amount of time that people spent sleeping. His idea was that if people had light to work by they could and would work longer hours. In his mind, sleep was something that was not needed and stood opposed to progress (Coren, 1996). â€Å"Anything which tends to slow work down is a waste. We are always hearing people talk about ‘loss of sleep’ as a calamity. They better call it loss of time, vitality, and opportunity. † -Thomas Edison Even great minds, like Edison’s, can be wrong at times. Some researchers argue that had Edison spent more time sleeping it would not have taken him more than 1000 attempts to create his light bulb. Research has shown that lack of sleep can have adverse effects on an individual’s physical health, mental health, and productivity. The information presented in this paper will address the importance of sleep in human health, safety, and productivity. First, some physical issues attributed to sleep deprivation will be discussed. Next, mental problems linked to lack of sleep with be outlined with documented cases. Lastly, examples of errors and disasters that have been tied to sleep deprivation will be presented. There are many physical issues that are linked to sleep deprivation. Cardiovascular problems and greater risk of death have been tied to lack of sleep. The human body requires sleep to restore and repair itself. When the body does not get the rest it requires the consequences can be quite unfortunate. Poor sleep has been shown to increase the risk of high blood pressure, heart failure, stroke, and heart attack. The human liver produces a protein called â€Å"C-reactive protein† that is used by the body to aid in response to inflammation, injury, or infection and is removed by the body when the inflammation, injury, or infection is gone or heals. This protein binds to damaged cells, as well as some bacteria, to aid in removing them from the body. This allows the body to heal. One study showed that over a period of five days during which a subject was denied sleep, the C-reactive protein builds up in blood at a steady and significant rate. Sleeping allows the body time to process and remove these proteins. An increase of these proteins can at times lead to heart attack, stroke, or high blood pressure (Meier-Ewert , Ridker , Rifai, Regan, Price, Dinges & Mullington, 2004). The body is able to restore itself and heal when given between six and eight hours of sleep in a 24-hour period. While a person sleeps the immune system is working to restore and revive the body. When the human body is not granted enough sleep, the immune system is not able to fully complete the task of taking care of and healing the body. Lack of sleep can also cause the number of T-cells to decline in the human body. T-cells aid in immunity and assist other cells in their functions. Lower T-cell levels mean that the body is less able to fight off infection, subdue inflammation, or heal an injury (Mann, 2010). When the body is unable to heal itself, there is greater risk of death. Sleep deprivation can also lead to an increase of stress, which has been linked to heart disease, obesity, depression, gastrointestinal issues, as well as mental heath issues. Allowing the body to rest and rejuvenate during sleep helps ensure that many physical issues associated with the lack of sleep can be avoided. Another way that lack of sleep increases the chance of early death is in traffic accidents. The National Highway Traffic Safety Administration gives a conservative estimate that 100,000 reported crashes per year are a result of a fatigued driver (â€Å"Facts and stats† 2012). Mental illness has also been linked to lack of sleep. Issues ranging from poor concentration, inability to focus, memory loss, the appearance of psychosis, and diagnosed mental disorders have been attributed to sleep deprivation. In the past, researchers believed that poor sleep was caused by psychiatric problems. However, recent research is showing that a lack of sleep is usually the catalyst of mental disorders. When the human body needs to concentrate or focus when it has not had enough sleep, it produces hormones adrenaline and cortisol in an attempt to engage and wake itself up. These hormones give the body a short-term boost in energy and they affect the body in much the same way that caffeine does. Once the boost in energy is finished, the body often â€Å"crashes† and a person returns to feeling tired; unable to concentrate or focus again. These hormones, again like caffeine, often make a person feel jittery of jumpy, which may impede concentration and focus. These hormones have also been directly linked to increase stress in the human body (Hart, 1985). Memory loss can also be a result of sleep deprivation. Memories are captured and recalled in the brain by a three-step process. The first step in creating memories is acquisition; where a person has their first experience with what will become the memory. The next is consolidation; which occurs while a person sleeps. In this step a memory becomes stable in a persons brain. Recall, the final step, is the ability to access the memory in the future. When the brain is denied the opportunity to stabilize a memory during sleep, a person is much less likely to retain the memory (Chang, 2011). Studies have also shown that students who study regularly and get a good night sleep before exams generally do better than students who â€Å"cram† the night before. The information that the student needs is better solidified in the brain and is ready for recall when the student needs to access the information (Sifferlin, Augu). Symptoms of psychosis have also been directly tied to sleep deprivation. In at least two documented cases, persons who went without sleep for extended periods of time showed symptoms similar to psychosis. In 1964 Randy Gardner attempted to gain entry into the Guiness Book of Work Records by staying awake for eleven days (264 hours). Gardner suffered a gamut of symptoms. Days two through five found Gardner unable to concentrate, irritable, unwilling to cooperate with others, and hallucinating. During days six through nine Gardner’s speech slowed, his irritability increased, and he began to have lapses in his memory. He often would begin sentences without finishing them and he had difficulty recalling the names of common objects. Paranoia began to set in on day ten. On day eleven, Gardner’s speech was slurred and without intonation. He seemed expressionless and had to be encouraged to talk or respond to someone talking to him (Ross, 1965). A similar story is told of Peter Tripp, a disk jockey from New York. In an effort to raise money for the March of Dimes, Tripp stayed awake for 200 hours. He showed many of the same symptoms that Gardner did. Tripp’s experience with sleep deprivation ended with him mistaking a doctor for an undertaker. He charged out of the room with doctors following close behind. Tripp’s mind could no longer determine what was real and what was not (Ross, 1965). With the aid of doctors, Randy Gardner was able to recover completely from his psychotic episode. He was monitored while he slept and eventually returned to normal sleep patterns and a normal state of mind. Peter Tripp, however, suffered from his self-inflicted psychotic break. For some time after his sleepless stunt he thought that he was an impostor of himself and complained of headaches and emotional instability. Lack of sleep can also affect how people perform at their jobs. Routine and remedial tasks are often affected by a lack of sleep. Simple errors, such as spelling, grammatical, mathematical, or clerical errors are most often made due to a lack of sleep. These errors can either go unnoticed or can be corrected without significant consequence. More significant errors are also attributed to fatigue. Between 50,000 and 100,000 deaths each year are caused by preventable medical errors. Long shifts for doctors, interns, and nurses deny medical professionals sleep required for them to function a high  levels. The nuclear accident at Three Mile Island, the meltdown at Chernobyl, the grounding of the Exxon Valdez, and the explosion of space shuttle Challenger have all been linked to fatigue (Harris, Horne, 2000). â€Å"Sleep deprivation is bad for your brain when you are trying to do high-level [thinking] tasks. It may have serious consequences both on performance and on the way your brain functions. † -J. Christian Gillin, M. D. (DeNoon, 2000) In research and in experience it has been proven that lack of sleep can have adverse effects on an individual’s physical health, mental health, and productivity. An individuals physical health is affected by sleep deprivation by an increased risk of death, cardiovascular problems, and issues with their immune system. A person’s mental health suffers as well from a lack of sleep. Memory loss, inability to concentrate or focus, and even psychotic episodes have been traced to sleep deprivation. Randy Gardner and Peter Tripp are prime examples of what happens to the brain when it goes without sleep. Poor job performance and errors ranging from insignificant to catastrophic have been linked to a lack of sleep. The amount of sleep needed for each individual is different. Where some people are able to function on very little sleep, others need many hours to fully restore and rejuvenate. References Coren, S. (1996). Sleep thieves : an eye-opening exploration into the mystery and science of sleep. New Yok, NY: Free Press Paperbacks. Hart, A. (1985). Adrenaline and stress. United States: W Publishing Group. Meier-Ewert , H. , Ridker , P. , Rifai, N. , Regan, M. , Price, N. , Dinges, D. , & Mullington, M. (2004, February 18). Effect of sleep loss on c-reactive protein, an inflammatory marker of cardiovascular risk.. Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/14975482. Mann, D. (2010, January 19). Can better sleep mean catching fewer colds?. Retrieved from http://www. webmd. com/sleep-disorders/excessive-sleepiness-10/immune-system-lack-of-sleep Harrison Y, Horne J. 2000. The impact of sleep deprivation on decision making: A review. Retrieved from http://healthysleep. med. harvard. edu/healthy/matters/consequences/sleep-performance-and-public-safety Facts and stats. (2012). Retrieved from http://drowsydriving. org/about/facts-and-stats/ Ross, J. (1965). Neurological findings after prolonged sleep deprivation. Arch Neurol, 12, 399-403. Retrieved from http://www. psychiatrictimes. com/print/article/10168/54471? pageNumber=1&printable=true Chang, L. (2011, March 18). Sleep deprivation and memory loss. Retrieved from http://www. webmd. com/sleep-disorders/guide/sleep-deprivation-effects-on-memory? page=2 DeNoon, D. (2000, February 09). Lack of sleep takes toll on brain power. Retrieved from http://www. webmd. com/sleep-disorders/news/20000209/lack-of-sleep-takes-toll-on-brain-power Sifferlin, A. (Augu). Time healthland. Retrieved from http://healthland. time. com/2012/08/21/study-or-sleep-for-better-grades-students-should-go-to-bed-early/ EFFECTS OF SLEEP DEPRIVATION1.

Marketing to the Bottom of the Pyramid Essay

Professor C. K. Prahalad’s seminal publication, The Fortune at the Bottom of the Pyramid, suggests an enormous market at the â€Å"bottom of the pyramid† (BOP)—a group of some 4 billion people who subsist on less than $2 a day. By some estimates, these â€Å"aspirational poor,† who make up three-fourths of the world’s population, represent $14 trillion in purchasing power, more than Germany, the United Kingdom, Italy, France, and Japan put together. Demographically, it is young and growing at 6 percent a year or more. Traditionally, the poor have not been considered an important market segment. â€Å"The poor can’t afford most products†; â€Å"they will not accept new technologies†; and â€Å"except for the most basic products, they have little or no use for most products sold to higher income market segments†Ã¢â‚¬â€these are some of the assumptions that have, until recently, caused most multinational firms to pay little or no attention to those at the bottom of the pyramid. Typical market analysis is limited to urban areas, thereby ignoring rural villages where, in markets like India, the majority of the population lives. However, as major markets become more competitive and in some cases saturated—with the resulting ever-thinning profit margins— marketing to the bottom of the pyramid may have real potential and be worthy of exploration. One researcher suggested that American and European businesses should go back and look at their own roots. Sears, Roebuck was created to serve the lower-income, sparsely settled rural market. Singer sewing machines fashioned a scheme to make consumption possible by allowing customers to pay $5 a month instead of $100 at once. The world’s largest company today, Walmart, was created to serve the lower-income market. Here are a few examples of multinational company efforts to overcome the challenges in marketing to the BOP. Designing products for the BOP is not about making cheap  stuff but about making technologically advanced products affordable. For example, one company was inspired to invent the Freeplay, a windup self-power–generating radio, when it learned that isolated, impoverished people in South Africa were not getting information about AIDS because they  had no electricity for radios and could not afford replacement batteries. BOP MARKETING REQUIRES ADVANCED TECHNOLOGY The BOP market has a need for advanced technology, but to  be usable, infrastructure support must often accompany the  technology. For example, ITC, a $2.6 billion a year Indian conglomerate, decided to create a network of PC kiosks in villages. For years, ITC conducted its business with farmers through a maze of intermediaries, from brokers to traders. The company wanted farmers to be able to connect directly to information sources to check ITC’s offer price for produce, as well as prices in the closest village market, in the state capital, and on the Chicago commodities exchange. With direct access to information, farmers got the best price for their product, hordes of  intermediaries were bypassed, and ITC gained a direct contact with the farmers, thus improving the efficiency of ITC’s soybean acquisition. To achieve this goal, it had to do much more than just distribute PCs. It had to provide equipment for managing power outages, solar panels for extra electricity, and a satellite-based telephone hookup, and it had to train farmers to use the PCs. Without these steps, the PCs would never have worked. The complex solution serves ITC very well. Now more  than 10,000 villages and more than 1 million farmers are covered by its system. ITC is able to pay more to farmers and at the same time cut its costs because it has dramatically reduced the inefficiencies in logistics. The vast market for cell phones among those at the BOP is  not for phones costing $200 or even $100 but for phones costing less than $50. Such a phone cannot simply be a cut-down version of an existing handset. It must be very reliable and have lots of battery capacity, as it will be used by people who do not have reliable access to electricity. Motorola went thorough four redesigns to develop a low-cost cell phone with  battery life as long as 500 hours for villagers without regular electricity and an extra-loud volume for use in noisy markets. Motorola’s low-cost phone, a no-frills cell phone priced at $40, has a standby time of two weeks and conforms to local languages and customs. The cell-phone manufacturer says it expects to sell 6 million cell phones in six months in markets including China, India, and  Turkey. BOP MARKETING REQUIRES CREATIVE FINANCING There is also demand for personal computers but again, at very low prices. To meet the needs of this market, Advanced Micro Devices markets a $185 Personal Internet communicator—a basic computer for developing countries—and a Taiwan Company offers a similar device costing just $100. For most products, demand is contingent on the customer  having sufficient purchasing power. Companies have to devise creative ways to assist those at the BOP to finance larger purchases. For example, Cemex, the world’s third-largest cement company, recognized an opportunity for profit by enabling  lower-income Mexicans to build their own homes. The company’s Patrimonio Hoy Programme, a combination builder’s â€Å"club† and financing plan that targets homeowners who make less than $5 a day, markets building kits using its premiumgrade cement. It recruited 510 promoters to persuade new customers to commit to building additions to their homes. The customers paid Cemex $11.50 a week and received building  materials every 10 weeks until the room was finished (about  70 weeks—customers were on their own for the actual building). Although poor, 99.6 percent of the 150,000 Patrimonio Hoy participants have paid their bills in full. Patrimonio Hoy at tracted 42,000 new customers and is expected to turn a $1.5 million profit next year. 8/27/10 2:14 PM Cases 3 Assessing Global Market Opportunities One customer, Diega Chavero, thought the scheme was a scam  when she first heard of it, but after eight years of being unable to save enough to expand the one-room home where her family of six lived, she was willing to try anything. Four years later, she has five bedrooms. â€Å"Now I have a palace.† Another deterrent to the development of small enterprises at the BOP is available sources of adequate financing for microdistributors and budding entrepreneurs. For years, those at the bottom of the pyramid needing loans in India had to depend on local moneylenders, at interest rates up to 500 percent a year. ICICI Bank, the second-largest banking institution in India, saw these people as a potential market and critical to its future. To convert them into customers in a cost-effective way, ICICI turned to village self-help groups. ICICI Bank met with microfinance-aid groups working with  the poor and decided to give them capital to start making small loans to the poor—at rates that run from 10 percent to 30 percent. This sounds usurious, but it is lower than the 10 percent daily rate that some Indian loan sharks charge. Each group was composed of 20 women who were taught about saving, borrowing, investing, and so on. Each woman contributes to a joint savings account with the other members, and based on the self-help group’s track record of savings, the bank then lends money to the group, which in turn lends money to its individual members. ICICI has developed 10,000 of these groups reaching 200,000 women. ICICI’s money has helped 1 million households get loans that average $120 to $140. The bank’s executive directory says the venture has been â€Å"very profitable.† ICICI is working with local communities and NGOs to enlarge its reach. BOP MARKETING REQUIRES EFFECTIVE DISTRIBUTION When Unilever saw that dozens of agencies were lending microcredit loans  funds to poor women all over India, it thought that these would-be microentrepreneurs needed businesses to run. Unilever realized it could not sell to the bottom of the pyramid unless it found low-cost ways to distribute its product, so it created a network of hundreds of thousands of Shakti Amma (â€Å"empowered mothers†) who sell Lever’s products in their villages through an Indian version of Tupperware parties. Start-up loans enabled the women to buy stocks of goods to sell to local villagers. In one case, a woman who received a small loan was able to repay her start-up loan and has not needed to take another one. She now sells regularly to about 50 homes and even serves as a miniwholesaler, stocking tiny shops in outlying villages a short bus ride from her own. She sells about 10,000 rupees ($230) of goods each month, keeps about $26 profit, and ploughs the rest back into new stock. While the $26 a month she earns is less than the average $40 monthly income in the area, she now has income, whereas before she had nothing. Today about 1,300 poor women are selling Unilever’s products in 50,000 villages in 12 states in India and account for about 15 percent of the company’s rural sales in those states. Overall, rural markets account for about 30 percent of the company’s revenue. In another example, Nguyen Van Hon operates a floating sundries distributorship along the Ke Sat River in Vietnam’s Mekong Delta—a maze of rivers and canals dotted with villages. His boat is filled with boxes containing small bars of Lifebuoy soap and  single-use sachets of Sunsilk shampoo and Omo laundry detergent, which he sells to riverside shopkeepers for as little as 2.5 cents each. At his first stop he makes deliveries to a half dozen small shops. He sells hundred of thousands of soap and shampoo packets a month, enough to earn about $125—five times his previous monthly salary as a junior Communist party official. â€Å"It’s a hard life, but its getting better.† Now, he â€Å"has enough to pay his daughter’s schools fees and soon . . . will have saved enough to buy  a bigger boat, so I can sell to more villages.† Because of aggressive efforts to reach remote parts of the country through an extensive network of more than 100,000 independent sales  representatives such as Hon, the Vietnam subsidiary of Unilever realized a 23 percent increase in sales last year to more than $300 million. BOP MARKETING REQUIRES AFFORDABLE PACKAGING As one observer noted, â€Å"the poor cannot be Walmartized.† Consumers in rich nations use money to stockpile convenience. We go to Sam’s Club, Costco, Kmart, and so on, to get bargain prices and the convenience of buying shampoos and paper towels by the case. Selling to the poor requires just the opposite approach. They do not have the cash to stockpile convenience, and they do not mind frequent trips to the village store. Products have to be made available locally and in affordable units; fully 60 percent of the value of all shampoo sold in India is in single-serve packets. Nestlà © is targeting China with a blitz of 29 new ice cream  brands, many selling for as little as 12 cents with take-home and multipack products ranging from 72 cents to $2.30. It also features products specially designed for local tastes and preferences of Chinese consumers, such as Nestlà © Snow Moji, a rice pastry filled with vanilla ice cream that resembles dim sum, and other ice cream flavors like red bean and green tea. The ice cream products are distributed through a group of small independent saleswomen, which the company aims to expand to 4,000 women  by next year. The project is expected to account for as much as 24 percent of the company’s total rural sales within the next few years. BOP MARKETING CREATES  HEALTH BENEFITS Albeit a promotion to sell products, marketing to BOP does help improve personal hygiene. The World Health Organization (WHO) estimates that diarrhea-related diseases kill 1.8 million people a year and noted that  better hand-washing habits—using soap—is one way to prevent their spread. In response to WHO urging, Hindustan Lever Company introduced a campaign called â€Å"Swasthya Chetna† or â€Å"Glowing Health,† which argues that even cleanlooking hands may carry dangerous germs, so use more soap. It began a concentrated effort to take this message into the tens of thousands of villages where the rural poor reside, often with little access to media. â€Å"Lifebuoy teams visit each village several times,† using a â€Å"Glo Germ† kit to show schoolchildren that soap-washed hands are cleaner. This program has reached â€Å"around 80 million rural folk,† and sales of Lifebuoy in small affordable sizes have risen sharply. The small bar has become the brand’s top seller.

Equality And Diversity Essay

Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners. Acknowledging the student’s needs and goals whilst respecting each individual student, giving them the appropriate help and support when needed without favouritism or prejudice, will allow the student to achieve entitlement, equality, inclusivity, diversity and differentiation in a classroom. Equality and Diversity; From this, the students will be able to understand the value of themselves and others as equal individuals. It will ensure that each individual is treated fairly without prejudice and that it is their right to have access to the course. The course should therefore be open to all, regardless of their gender, race, age, religion, sexual orientation or mental or physical ability. Identifying a student’s personal needs will help them succeed within their chosen subject. This support can come from; The tutor/lecturer Supportive friends and/or family Having access to literature and the internet Some prior knowledge of the subject being taught The students needs should be identified when making initial contact with the college. This will enable potential problems to be identified and if necessary, other departments informed so that specialist advise can be given. Needs that should be identified include; Physical access or difficulties Unsupported friends/family Financial problems

Conflict Can Be Character Building Essay

â€Å"Conflict Can Be Character Building† â€Å"Character building† is such a common phrase and has become a cliche designed to put a positive spin on painful experiences. While it is true to say that conflict is an inevitable aspect of life, it is not true to say that it always results in â€Å"building† people. In fact in some cases it tragically destroys them. While novelists and filmmakers, in particular, build a plotline which neatly introduces conflict, complications and crisis points which always lead to a positive resolution, real life doesn’t work that way. Stand by Me neatly follows this pattern, while real life conflicts such as friendship rifts, religious rivalries and political unrest may never be resolved and destroy many lives. Rob Reiner’s Stand By Me portrays conflict through its narrator and protagonist’s reflections of an important journey he took when he was twelve. It was a journey that helped him confront some of his own internal conflicts regarding the loss of his brother, grief and his relationship with his grieving parents. It also explored the personal conflicts of his peer group and their own internal struggles as well as the conflict they had with family and a rival â€Å"gang†. While Gordy’s â€Å"victory† in finding the body and standing up to Ace is a crisis point in which he emerges as a hero, we are aware that there are still conflicts that have been overlooked in the focus on the one experience. The other characters are glossed over as they return to their unhappy and dysfunctional homes and so too is the fact that the threat of retribution from their rivals. The film is tied up with a content Gordy who conveniently became the writer his older brother always told him he was, had a nice home and happy relationship with his own son and has memories of â€Å"friendship† to cherish. But we need to focus on the most tragic conflict from which his friend Chris does not survive. â€Å"He was stabbed in the throat; he died almost instantly. Although I hadn’t seen him for more than 10 years, I know I’ll miss him forever.† Group conflict is a reality most of us experience on a regular basis.It comes in many forms.It can be about friendship groups, family feuds, school or institutional authority, gang supremacy, sporting, political, religious or racial rivalries in the extreme state of outright war. Individuals and  groups do clash. Sometimes the conflicts are accepted as differences that will never change while other times they ignite violent reactions. Even bullying is seen as a conflict and for those who are truly affected by bullying and inturn suffer a life long struggle with mental health and self esteem-these people do not ‘build character’ whatever person they were has been destroyed. Instead of the polite, outgoing person-a new, changed character has come about and with it is drugs, self harm and eating disorders. Australia has seen many refugees and asylum seekers risking life and limb to reach our shores in an effort to escape conflict. We know that may of them don’t make it – many losing lives at sea and others scarred by the trauma of loss and their journeys. Our community has opened itself to many of the â€Å"lucky† ones who do make it here and yet they will tell you that the conflict in their lives haven’t â€Å"built† them but harmed them. Some have confessed that they will never recover, haunted by their experiences every day is a struggle. They don’t look back and say they are glad for the conflict as it gave them an opportunity to â€Å"build character†. Many people fear conflict with others but fail to consider the harm internal conflict has on them. There is an acceptance in dealing with or being concerned about conflict with others and internal conflicts still seem to be an issue most people are ashamed to acknowledge, much less discuss. True to its name they keep it all internal and wage a struggle on the inside.Internal conflict leads many to suffer silently on a daily basis and rather than build their character it can absolutely warp them and even break them. Depression, substance abuse (drugs and alcohol) as well as self harm, risky behaviours and suicide are all results of internal struggles that have not ended in â€Å"building† but instead ruining character. â€Å"Dealing with one young person’s sexual orientation was such an internal conflict that he turned to drugs and ended up a completely different personality who sadly overdosed. Friends and family just couldn’t understand why it ended so tragically.†- It is not an uncommon story. Character building happens in many ways. Ultimately, It happens through experience, growth, education, love, relationships, travel and support – to name a few. It is wrong to assume that true character growth can only happen  with painful experiences and conflicts. It may be the case that sometimes a conflict teaches us a great deal and can contribute another layer to our character, but it is also more often the case that conflict can start a chain of events that ends in tragedy and has a destructive effect on an individual or groups of people which can even reverberate for generations.

Motivation in the Classroom: Dealing with Disruptive Behaviour

Motivation in the Classroom: Dealing with Disruptive Behaviour INTRODUCTION Research studies have shown the importance of motivation in supporting learning in education (Lai, 2011) and in raising educational attainment among pupils. A collective theme within the review is that a pupil’s behaviour is closely linked to the theory of motivation (Ikeogu, 2011). The transition into secondary school life has been shown to affect student’s self-competency, reduces their motivation and engagement in the learning process (Klem Connell, 2004; Jacobs et al., 2002; Wigfield Eccles, 2000). Ultimately understanding what motivates pupils is essential in order to influence and encourage constructive learning behaviour. It has been proposed that motivating pupils to learn will result in positive behaviour and higher academic achievement and reduce disruptive behaviour (Kane et al., 2004). This literature will investigate how motivational theories elucidate pupil’s behaviour in a classroom environment which will help teachers develop strategies to deal with such behaviour and create a constructive learning environment. The following study will firstly explore the theory of motivation in a pedagogical context, the factors that motivate learners and the relationship between motivation and disruptive behaviour. Several techniques are reviewed to understand and control disruptive behaviour as well as different theoretical motivational theories such as Maslow, Deci and Ryan which have been shown to determine behavioural hierarchy of confident behaviour. 1.1 Theory of Motivation Korb (2012, p.6) describes motivation as the cognitive state, intramural need, or ‘external goal’ that drives individuals. Romando (2007) agrees, describing motivation as one’s determination and drive that triggers behaviour towards the desired goal. Ball (1977) describes motivation as a series of performances brought upon by stimulating, guiding and sustaining student’s behaviour. McLean (2003, p.7) defines motivation as the need to learn, and the ability to manage any challenges or hurdles in order to realise their goal (Martin, 2008). The resulting behaviour depends upon the pupil’s level of motivation (Guay et al., 2010). Motivation plays an influential role in affecting student’s level of enjoyment in learning at school and can trigger either disruptive or constructive behaviour among pupils (Guay et al., 2010, p. 712). 1.2 Factors that motivate learners To understand pupil’s behaviour, the study needs to consider several factors that effects motivation. These are: ‘ the education they receive by teachers (Teven McCroskey, 1997), ‘ student-teacher relationships (Kelly Hansen, 1987; Johnson, 2008), ‘ pressures and expectations from parents (Dandy Nettelbeck, 2000) and ‘peers’ (Wigfield Tonks, 2002, p.2383), ‘ classroom environment (Qin et al., 1995), and ‘ school culture and system (Anderman Maehr, 1994). Wright’s (2012) study argues that pupils who have low levels of motivation misbehave out of frustration due to failure of the school system to meet the needs of the individual i.e. activities are too challenging, and lesson instructions are too vague or monotonous (Skinner et al., 2005; Linnenbrink Pintrich, 2002). Power et al. (1967) states that family and social background are the key influencers on pupil’s motivational level or lack of and ultimately their behaviour outcome in class. Galloway (1995) disagrees, stating that teachers are the main influencer and that home background employ little influence on pupil’s behaviour. He claims that absence of a positive interaction between teacher and pupils negatively impacts on student’s behaviour. 2. Links between Motivation and Classroom Disruptive Behaviour According to Brophy (1999), the theory of motivation has shifted from a quantifiable measurement to a behaviourist perspective in which the use of a stimulus can be used to reinforce the desired behaviour. Schools use this mechanism to encourage and reward positive behaviour and sanction negative disruptive behaviour with an aversive stimulus i.e. punishment exercise (Ikeogu, 2011, p.12). According to Seifert (2004, p.147) pupil’s motivational level is understood by their display of behaviour. Hudley et al. (2007, p.4) agrees with this assertion that that there is a link between behaviour and motivation and that schools need to diminish the desire to disrupt and increase the incentive to succeed. Disruptive behaviour can be classified as challenging, unacceptable and interruptive behaviour according to Galloway et al. (1982). Nour (2004) perceives distractedness as the most frequent disruptive behaviour in schools in China (Ding et al., 2008; Shen et al., 2009). Accordin g to other studies, disruptive behaviour in England (Arbuckle Little, 2004) and Australian schools (Ross et al., 2008) is perceived as consistent talking throughout the lesson. Browne (2012) defines disruptive behaviour as being disobedient and aggressive. Aly and Gracey (2013) state that using technology during class, reading unrelated material etc. is disruptive. Disruptive behaviour can interrupt positive social interaction, engagement, contribution and overall impede a proactive classroom environment (Doyle, 1986). Pupils’ motivational level are forecasters of performance in the classroom (Pintrich DeGroot, 1990) which helps explain pupils’ cognitive engagement and classroom behaviour (Miller et al., 1996). According to Skinner et al. (2008) using a motivational framework of ‘engagement vs. disaffection’ helps explain pupils’ behavioural and emotional input in classroom activities (Pierson Connell, 1992; Ryan, 2000; Wentzel, 1993) (see F ig.1). Educators can use this framework to measure student’s engagement level at school in order to prevent truancy by recognising early signs of disconnection (Appleton et al., 2008). Figure 1: A motivational theory of engagement and disaffection in the classroom According to Seifert (2004) student’s behaviour or motivation is determined by their emotional response to a task (Boekarts, 1993; Seifert O’Keefe, 2001). In order for students to develop positive classroom behaviour, students must set goals, become more competent and involved, and gain social belonging (National Research Council and Institute of Medicine, 2004). Ikeogu (2011) states that pupil’s lack of motivation and disruptive behaviour in the classroom is attributable to the teacher’s pedagogy and teaching style (Galloway et al., 1998). In order to achieve an effective learning environment, a supportive and nurtured teacher-student relationship needs to develop (Steer, 2005). Adopting effective motivational techniques can help teachers improve pupil’s engagement in class and ultimately raise classroom attainment. MOTIVATIONAL THEORIES To motivate students to climb the hierarchy, teachers need to understand disruptive classroom behaviour in order to achieve appropriate behaviour (Korb, 2012). Abraham Maslow designed a pyramid (Maslow’s Hierarchy of Needs, see Figure 2) to identify individual’s basic human needs. When pupils satisfy the most basic deficiency needs (physical and safety), they then climb the hierarchy towards the developed levels. Children with a stable, supportive home (high level of safety and security) tend to climb the hierarchy to achieve self-actualisation, as they do not have the same needs to seek attention. Those who are stagnant at the basic needs level are more susceptible to disruptive behaviour in the classroom as they are more prone to act-up. According to Korb (2012, p.6), pupils may seek attention in the classroom, either positive or negative if they don’t receive this at home. They may display signs of low self-esteem by being destructive and lack powers of concentration. Figure 2: Basic Human Needs. Source: Adapted from Maslow (1943). McClelland’s theory (Acquired Needs Theory) states that individuals are motivated according to three basic needs; achievement; power; and relationship (Miner, 2006). Maslow distinguished the discrete stages of needs and the transition amid these needs, while McClelland states that individuals are at different stages of elevated needs than others and their experiences eventually change pupil’s needs (Kirstein, 2010). Motivational theories proposed by Maslow (1970), McClelland (1985), and Deci (1980) associate the growth of self to psychological needs and emotional processes which classifies pupil’s behaviour according to their needs. According to Maslow, to satisfy pupil’s deficiency needs, teachers need to create an emotionally and physically protected and secure classroom, and take interest in pupil’s lives to appeal to their sense of belonging etc. (Biehler and Snowman, 1997). To understand and address disruptive classroom behaviour, Kaplan and Maehr (1999) used the Achievement Goal Theory which established a linkage between disruptive behaviour and performance-approach goals, performance avoidance goals, and positive behaviour was associated with mastery goals. Self-Determination Theory was also critically analysed in relation to disruptive behaviour. 3. Achievement Goal Theory Achievement Goal Theory refers to individual’s motives to engage in attainment-based behaviours (Pintrich, 2000, p. 93). This theory can influence how students tackle goals in an achievement scenario (Agbuga et al., 2010, p.279). Undertaking goals results in cognitive and behavioural outcomes, which helps understand pupil’s behaviour (Elliot Dweck, 1988, p.11). Jagacinski and Nicholls (1987) states that failure in a task can cause negative behavioural outcomes. Nicholls (1984) proposed the dichotomous model consisting of two major goals; mastery (learning goals), and performance (ego goals). Mastery goal focuses on development of pupil’s academic capability and competence while individuals pursuing performance goals are more engrossed with the quality of their performance in relation to others and people’s perception of their performance (Seifert, 2004). Roeser et al. (1996) agrees that pursuing mastery goal is centred on gaining knowledge, while pe rformance is focused on demonstrating knowledge. Pupil’s behaviour is determined by which goal they pursue. Example, according to Veiga et al. (2014), pupils who are mastery orientated achieve their goals (Linnenbrink Pintrich, 2002), are intrinsically motivated (personal enjoyment of the lesson) (Elliot and Harackiewicz, 1996, p.462) and therefore display positive behaviour (Ryan Patrick, 2001), and higher level of engagement in class (Ryan Pintrich, 1997). Encouraging pupils to take control of their learning and boosting self-confidence discourages disruptive behaviour and promotes a more positive behaviour (Pintrich, 2000). While in a performance goal orientated classroom, those pursuing to surpass their peers have a tendency to exhibit disruptive behaviour (Agbuga et al., 2010) and reduced level of engagement (Hughes et al., 2010). Pupils pursue performance goals as a defence mechanism to protect themselves from negative opinions of their competence, or receive po sitive acknowledgement of their competence (Dweck Legget, 1988; Seifert O’Keefe, 2001), and to come across superior to others (Nicholls et al., 1990). According to Roeser et al. (1996) performance goals are uncomplimentary to learning, as they lower pupil’s confidence in their competence to successfully complete tasks in class (Dickinson, 1995) by comparing and evaluating pupils against their peers and reducing ‘self-efficacy’, which negatively effects motivation and confidence levels (Schunk Mullen, 2012). Dweck (1986) states that pupils with low confidence can exhibit maladaptive behaviour. Kaplan and Maehr (1999) found that pupils seeking performance goals displayed signs of disruptive behaviour i.e. talking out of turn, teasing etc., which can lead to cheating and school absenteeism (Anderman Midgley, 2002; Roeser Eccles, 1998). Whereas mastery goals are learning orientated which results in more focus on successfully completing tasks and great er task-focused performance (Kaplan et al., 2002). 3.1 Mastery Goal orientated classroom A mastery orientated classroom should be fostered to motivate students effectively and promote positive behaviour and engagement in class. To drive students, teachers should promote self-sufficient learning, recognise and reward achievement, evaluate student’s effort and progress, encourage teamwork, designate a realistic time to complete tasks (Veiga, et al., 2014), communicate clear and concise lesson tasks, use alternative teaching and learning strategies, manage classroom behaviour and encourage pupil to give their opinion (Zyngier, 2007). Multiple perspectives were proposed in studies to analyse pupil’s behaviour. Dweck (1999) differentiated between performances and learning goals, and Nicholls (1989) proposed performance and mastery goals. Elliot and Harackiewicz (1996) further extended and challenged these two goals and included the performance-avoidance goal, forming a ‘trichotomous’ goal framework (mastery, performance, and performance avoidance goals) as an extension of the dichotomous model (Elliot and Church, 1997; McGregor Elliot, 2002; Ames, 1992). 3.2 Performance-Avoidance Theory According to Middleton and Midgley (1997) anxiety is a common emotion related with performance avoidance goals (Bong, 2009; Duchesne Ratelle, 2010). Avoidance or difficulties completing tasks can cause anxiety which may trigger pupils to play up to alleviate any negative emotions. Pupils may engage in disruptive behaviour as a defence mechanism to avert carrying out the activity to avoid humiliation and safeguard their sense of value (Seifert, 2004, p.144). Covington (1984) concurs that students would rather feel guilty about not doing the work rather than feel shamed due to low ability. 4. Self-Determination Theory Deci and Ryan (1985, 2000) cultivated the Self-Determination Theory (SDT) to understand and develop pupil’s motivation and the anticipated behavioural outcome which follows. SDT explicates how pupil’s interaction with their classroom conditions can either encourage or impede pupil’s positive contribution, drive, and engagement (Reeve, 2012). SDT presumes that students no matter their background, age etc. are self-motivated and integrally motivated to participate academically in class (Deci Ryan, 1985, 2000; Vansteenkiste et al., 2010). SDT addresses the features of intrinsic and extrinsic motivation. Intrinsic stimulus is the preferred motivational method to facilitate effective learning (Ryan Deci, 2009), as it involves one’s own decision to participate in the lesson out of enjoyment and interest. Intrinsically motivated pupils engage in a more profound learning, better quality of work, and exhibit positive behaviour compared to extrinsic motivatio n. According to SDT, to become intrinsically motivated schools need to facilitate ‘three basic psychological needs’; autonomy, competence, and relatedness (Kusurkar et al., 2011). Structuring lessons based on the needs of the pupils, helps to facilitate self-determined motivation. Promoting autonomous motivation contributes to better task-related behaviour which reflects real interest in the subject (Kusurkar et al., 2011). According to Kusurkar et al. (2011) appealing to their intramural needs to effectively stimulate proactive behaviour is more effective that using incentives to reinforce desired behaviour. MOTIVATIONAL TECHNIQUES TO CONTROL DISRUPTIVE BEHAVIOUR Effective motivational techniques help promote positive behaviour and reduce disruptive behaviour. Positive Behavioural Support (PBS) strategies has proven favourable in studies to transform disruptive and challenging behaviour and promote positive behaviour which aid effective learning in class (Ausdemore et al., 2005; Feinstein, 2003; McCurdy et al., 2007). This proactive approach explores the source of the behaviour, identifying undisruptive responses to manage challenging behaviour, reward desired behaviour and reduce rewarding disruptive actions, and decreasing the course components that initiate difficult behaviour. PBS strategies involves creating a positive, organised and consistent classroom, increasing autonomy, amending and differentiating the curriculum to meet individuals needs and abilities, acknowledging and rewarding positive behaviour, and teaching coping skills and behaviours to express pupil’s emotions and needs (Ruef et al., 1998). Carr et al. (1994) ag rees that PBS does not involve eradicating negative behaviour but rather to understand why pupils behave in that manner and to substitute disruptive behaviour with positive proactive behaviour’. 5.1 Motivating students with Positive Reinforcement (rewards and praise) Rewards and praise are used as a tool to reinforce and develop the desired classroom behaviour, to attain skills or sanction maladaptive behaviour. They are a tool used to inspire pupils to attain skills (Ruef et al., 1998) and should appeal to the pupil’s needs in order to motivate them. According to Ruef et al. (1998) and Walker et al. (1995) sanctioning bad behaviour is counterproductive and such action results in hostility, destruction, tardiness, absenteeism, and quitting school. Positive reinforcement (PR) is more effective (Frisoli, 2008). Wheatley et al. (2009) agrees that positively reinforcing desired behaviour decreases undesired behaviour. PR encourages pupils to engage in activities and behaviour out of personal pleasure e.g. reading (Lepper et al., 2005), inevitably enhancing pupil’s intrinsic motivation in and outside of school settings (Willingham, 2005). According to Willie (2002), introducing ‘mystery motivators’ positively reinforce s good behaviour which involves providing an unknown reward. Similar studies by Moore and Waguespack (1994) and Kehle et al. (1998) agrees that the ‘mystery motivator’ approach shows favourable results in improving disruptive classroom behaviour (DeMartini-Scully et al., 2000; Kehle et al., 2000). 5.2 Curriculum Adaptions Ferro et al. (1996) showed an association between the curricular content and the pupil’s resulting classroom behaviour. The content of the curriculum needs to be modified to adapt to the pupil’s additional needs and abilities in order to enhance their contribution and engagement in class and reduce the chances of disruptive behaviour. Curricular content that is not age and ability appropriate, lacks creativity, does not emulate the interest of pupils and cannot be applied to other contexts can foster challenging behaviour (Ferro et al., 1996). 5.3 Positive Competition Using competitive techniques will help motivate pupils to perform academically in class, raising situational interest (Jones et al., 2009). This method has shown favourable results amongst teachers (Ediger, 2001) and enjoyment amid pupils (Bergin Cook, 2000). However Kohn (1992) has criticised the use of competition to motivate pupils. Kohn (1993, p.1) argues that setting pupils against each other is destructive and counterproductive, negatively comparing ‘competition is to self-esteem as sugar is to teeth’. He states that disruptive behaviour is triggered by competition, as it fosters hostility and mistrust towards others. Meece et al. (2006) study concurs that competition is demotivating as students are outshone by their peers and the focus is on surpassing your peers rather than the learning process. Gottfried et al. (2001) study agrees, stating that competition has shown a decrease in level of engagement in class and an increase in disruptive behaviour. Howev er, Good and Brophy’s (2008) study disagrees, stating that competitive methods can be used to assist in behaviour management, to promote positive behaviour and reduce disruption within the class. Their study found that competitive methods creates a more stimulating and attractive lesson for pupils. Tingstrom et al. (2006, p.245) study shows positive results for effective use of positive rivalry e.g. the ‘Good Behaviour Game’ which motivates pupils and reduces disruptive behaviour. He suggests that competitive activities are usually accompanied with rewards for the desired learning intention and the fewest behavioural transgressions (Good Brophy, 2008). This leads to adopting competitive strategies to manage behaviour and results in improved academic performance i.e. meeting deadlines. 5.4 Student Autonomy Encouraging autonomy increases motivation among students in the classroom (Guthrie et al., 2000; Reeve, 2009; Stefanou et al., 2004). Hidi and Harackiewicz (2000) and Turner (1995) claims that increased self-sufficiency among pupils in their learning process can enhance academic interest in their work improving behaviour in class and educational performance. Stefanou et al. (2004) references 3 types of support that teachers can offer to students: 1. Organisational autonomy (allowing students some decision in the classroom organisation) 2. Procedural autonomy (choice of alternative media to portray ideas) and 3. Cognitive autonomy (providing pupils the opportunity to self-evaluate their own work). According to Bieg et al. (2011) teachers need to support autonomous behaviour which involves listening to pupil’s contribution and creating more individual based tasks for pupils to work on by themselves, promoting improved learning behaviour. 5.5 Student-Teacher Relationship Ikeogu (2011, p.74) study found that positive relations with pupils resulted in reduced levels of disruptive behaviour, and those who experienced disruptive behaviour felt this was due to unstable relationships among peers. Creating a connection with pupils allows teachers to understand their frustrations which helps to resolve any undesired behaviour (Kuhlenschmidt and Layne, 1999). Gest et al. (2005) proposes that a close, supportive relationship between pupils and teachers will result in a more positive atmosphere, quality academic performance and good behaviour in class. SUMMARY This present study aimed to review an assortment of literature on the connection between motivation in the classroom and disruptive behaviour. Many factors are relevant in influencing disruptive behaviour but paramount is the motivational level which are dependent on the school ethos. The interaction between pupils and social quality of the classroom, educators, and pupils can add to this. Following analysis of a selection of motivational theories, (using multiple academic approaches to understand student’s behaviour and how to motivate them) no single model addresses all the factors influencing motivation and how to control destructive behaviour in the classroom. A lack of evidence on external conditions influencing student’s behaviour requires further research in order to effectively motivate pupils and reduce possible undesired behaviour in the classroom. The findings of this study is that encouraging a mastery orientated classroom displays more positive behavio ur than achieving performance goals. Future research needs to focus on adapting the curriculum to address both classroom behaviour and academic motivation. 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Eastman Kodak and Fujifilm Essay Example | Topics and Well Written Essays - 1250 words

Eastman Kodak and Fujifilm - Essay Example On the other hand, Fujifilm is a Japanese concern, established in the year 1934, operating in the segment of photography and imaging. But within a very small time frame, the organization became successful in captivating the entire market into its grips that contributed in cementing its reputation and competitiveness in the market of Japan (Fandel, 2007). Soon, it tried to expand its popularity and brand image on the entire globe by offering value-added products at a quite competitive price. This strategy proved effective for the organization of Fujifilm to enhance its leadership and reliability in the global market as compared to others. In order to amplify the sustainability and productivity, Eastman Kodak offered more attention over innovation as well as development of products. However, in order to offer innovative products, the organization concentrated more over digital imaging by utilizing digital print Kiosks in the entire globe. This strategy or product innovation proved extremely effective for the organization that amplified its reputation and demand in the market. Moreover, due to the utilization of digital kiosks, the organization was able to offer online photo services to its target customers that intensified its image and loyalty within their minds among others. Furthermore, in order to improve the customer base and profitability in the segment of ink jet printer, the organization developed digital camera. This helped the organization to increase its total sales and dominance in the market, in spite of numerous competitive rivalries. On the other hand, Fujifilm, tried to implement a different management strategy, in order to amplify its reputation and customer base (Markham, 2006). The organization ventured in different markets and offered varied types of new executions to its existing technology. This strategy of making various alliances and