Chromium Essays - Diabetes, Food Science, , Term Papers

Chromium It was known by the 1950s that chromium was needed in humans to control blood sugar, but it wasn't until the 1970s that chromium's main role in humans was found out. It came accidentally, as a result of a new procedure that had been introduced to nourish hospitalized patients who could not take in food by eating. This method of nourishment was designed to give patients all the things people need to maintain health until they could eat normally and get these nutrients from food. Some of the patients who had been fed intravenously for months developed a high blood sugar level just like diabetics (even though they weren't). Then the doctors had to start insulin therapy to treat this diabetes-like condition and even then the insulin didn't work right! People already knew that Chromium was needed to keep normal blood sugar levels, so when they added the Chromium to the food solutions, there was an immediate improvement! The people didn't need insulin injections, and their blood sugars and other problems went back to normal. After a while doctors everywhere figured out that Chromium was needed in humans and they didn't make the old mistakes anymore. Trivalent chromium works with insulin to move glucose into cells, we don't know how else it works but we think it has to do with the insulin binding to their receptor sites. Chromium and Diabetes Three of the 17 good studies showed that there wasn't any benefit of chromium with diabetics, 14 did show blood glucose improvements in the patients. The results were impressive: blood glucose, insulin levels, and cholesterol all decreased, with the higher dose (but not always). No one knows how tiny amounts of chromium could have such big effects on insulin's actions and no one knows why this is so but they believe that chromium strengthens some things that happen between insulin and the body. In other words, it doesn't work by making the body make more insulin, but instead chromium makes the insulin that is there work better in the peoples cells. For all the Health Nuts! An area of interest lately is the possible effect of chromium on body composition; or, how chromium affects the relative amounts of lean body mass (mainly muscle) compared to the amount of body fat. There have been positive results from studies with four separate animal species, pigs, lambs, rats and chickens. They were given chromium picolinate. In all of these species, there were increases in muscle mass and decreases in fat. And, in the case of pigs, the results have been confirmed by many other studies. Unfortunately, for humans, the evidence was not as clear until just recently. Earlier Studies were not even conducted properly so we could not go by their results. But later studies used a large group of about average people and conducted a controlled experiment. After a while there seemed to benefits to the control group and it showed to be a result of the extra Chromium intake! (I wish this was, totally the case because I myself am kind of a health nut) Humans Daily Intake of Chromium Info from U. S. government shows that most Americans get less chromium a day than the amount recommended by nutrition experts (the RDA Committee recommends 50-200 mcg of chromium/day; the vast majority of Americans get less than 50 mcg/day). Not many foods have a lot of chromium. The best foods are organ meats, mushrooms, wheat germ, broccoli and processed meats. It is thought that Stone Age people ate more chromium than modern people because they might have always eaten organ meats from the animals they hunted. And it is most likely that they lost less chromium in their pee than we do. This is probably because Stone Agers didn't eat nearly as much simple sugars as modern people and simple sugar intake causes chromium to be lost in the urine. Americans consume about 120 pounds of sugar per year from regular eating! Another interesting thing is that in large numbers of people in the U.S.-- chromium levels in our tissues lower over our lifetimes. In fact, the highest chromium levels are found in babies! Conclusion Chromium is an essential trace mineral for humans, as far as we know chromium deficiency might have direct effects on a societies obesity, diabetes, abnormal blood lipids, hypertension, and even coronary artery disease. Even though it is all controversial, many sources show that this information is correct. Other Uses - To harden steel, manufacture stainless steel, form alloys. - Used in plating to form

malcolm x essays

malcolm x essays Malcolm Xs experience without the white people as he was growing up brought him to what he believed of white people in his earlier years. He was able to overcome many traumatic experiences in order to keep on going with his beliefs. His message in his earlier years was somewhat harsh on the white population, but in his later years he was carrying a good message towards them. Malcolm X overcame many tough obstacles in his life to become one of Americas most influential black leader of his time. Malcolm X, or Malcolm Little as he was known in his childhood years, had a very traumatic childhood. Encarta states that since his father was a Baptist at a black church the Ku Klux Klan harassed his family often. This would have been very scary for a child of Malcolms age at the time. This is probably one of the reasons why he had a grudge against whites for the better part of his early years. After Malcolms family broke up he lived with many different foster homes until living with his sister in Boston (Schooling 2). As a kid it would be hard traveling all over the country living with different parents every few months. It takes a really emotionally strong person to put up with this type of change so often. His childhood was pretty rough and one of the ways he delt with it was to resort to Malcolm X got involved with all types of illegal activity with some really dangerous people. He was narcotics, gambling, and pimping. He picked up the name Detroit Red when he was involved with illegal activity in Detroit (Schooling 2). He had nowhere else to go or do but be involved with illegal businesses. He formed his own house robbing gang, and he was caught and sentenced to ten years in prison (Arnold and Gutierrez 15). This was in the long run probably the best thing that happened to Malcolms whole life. Going to prison not only stopped him from doing more ille...

Report Essay Example | Topics and Well Written Essays - 2500 words - 1

Report - Essay Example SWAT and Porter analysis demonstrates that the strategy of development adopted by the company for the next two decades is fully in line with the key strengths, opportunities, and competitive forces the Corporation is likely to face in the future. The Port of Brisbane Corporation is a Government Owned Corporation that manages and controls the operations of the third busiest container port in Australia. First small exports through Brisbane were made during the early years of European settlement, and only in the second half of the 19th century it emerged as the main commercial centre in Australia. During only 35 years from 1850 to 1885 net tonnage through Brisbane grew from 8,128 tons to 690,883 ton. In 1888 the Port started to trade frozen beef adding it to the dominant exports of coal and rural products (POB 2007). World War II became the next major milestone in the Port's development. Disruption of normal maintenance dredging activities made the main channel's depths unsuitable for further exploitation by 1949. Construction of Cairncross Dockyard to meet the demand for ship repair facilities was only the first step in the long series of developments in the Port. As a result, total tonnage through the port reached 2.6 million ton in 1961 (POB 2007). The 1960s were marked by two other developments that had essential impact on further operation of the Port. Firstly, the discovery of the Moonie oil fields led to construction of two large refineries at the mouth of the Brisbane River. Secondly, the growth of containerized exports led to a modification in cargo handling technology: the Brisbane's first container terminal was constructed in the Hamilton Reach of the river in 1969 (POB 2007). The Port of Brisbane Corporation was established as a statutory authority in 1976. In 1994 it was corporatized under the Government Owned Corporation (GOC) Act 1993, and on the 1st of July this year the Port of Brisbane Corporation changed from a statutory to a company GOC, listed with the Australian Securities and Investments Commission. Currently, the PBC is a publicly owned organization that operates on a commercial basis and in a competitive environment and manages Australia's fastest growing container port. The Corporation also leases and manages land for port-related purposes and maintains navigable access to the port for commercial shipping. Currently, the Port of Brisbane is the largest general cargo port in the region of Queensland. Annually, more than 2,600 ships exchange over 26 million tons of cargo over the Port's wharves. The exchange is expected to reach 50 million tons by 2025 (POB 2007). Factors of Success The progress made by the Port of Brisbane over less than a decade is impressive. Rapidly developing infrastructure of the Port provides effective transport networks, logistics options, and ensures convenient location of warehouses and other facilities. Currently, the Port's trade consists of a range of containerized, bulk and break-bulk cargoes: it leads the industry in beef and cotton exports holding approximately 50% of Australia's total market in this section (POB 2007). Financial

How did the protestant Reformation change the relationship between Essay

How did the protestant Reformation change the relationship between England and Spain - Essay Example As Franklin (19-21) points out, the problem of Protestantism was not easily solved anywhere. For instance, in England, it led to a bloody religious war that led to the execution of Queen Mary on the order of her half-sister, Queen Elizabeth. Spain, under King Philip, remained faithful to the catholic faith and as a result, it supported the side of England that was supporting catholic faith. After the defeat of the catholic side by the execution of Queen Mary, political tension between Spain and England started to build and within no time, the two nations were on each other’s throat. In early 17th century for instance, King Philip of Spain sent an army of professional military men to go and fight for the side of England that was supporting catholic faith. This was however retaliation to the action of England fighting non Protestants in Netherlands, which at the time was a colony of Spain. These religious wars continued for decades before ever reaching an amicable diplomatic sol ution. According to William (205), it was not just political relations between these two countries that were severed, since trade was also very much severed between the two nations. At that time, there was almost no private sector and any private businesses that traded internationally. They were only trading locally, and governments were very much involved in international businesses and there were times when people would entirely depend on the government to import essential things such as food and clothing. In realization of this, King Henry of England tried to build a good relationship with Spain, in order to improve the trade between Spain and England. This was achieved by the use of marriages between the sons of King Henry and a Spanish princess (Brans et al. 452). However, when one of the sons decided to divorce his wife, this created problems because the church (catholic) opposed

Measuresure of Organizational Performance Essay Example | Topics and Well Written Essays - 250 words

Measuresure of Organizational Performance - Essay Example It is thus imperative that measures of organizational performance are incorporate into the hospital’s objectives to meet this anticipated increase in patients. Therefore, it is important that quality and effectiveness measures be taken into consideration. Ensuring that quality and effectiveness in service delivery is not compromised, will aid in making future projections of the number of inpatient and outpatient expected. This will help in strategic planning to determine the number of service facilities needed to accommodate patients and future anticipated profits. This measures will also aid predict demand and hence level of marketing e.g. advertising required. Therefore, using quality and effectiveness as measures of performance, the management can be able to determine number of staff required. For instance, the physicians working at Twin Rivers Community Hospital will have to be employed full time to attend to patients at the hospital. Either these measures will help management determine level of patient satisfaction and the level of competition from St Francis, which is major rival offering similar services with high performance percentages e.g. in cardiovascular

Impact of Natural Disasters on the Economy of Pakistan

Impact of Natural Disasters on the Economy of Pakistan Natural disasters are an increasingly phenomena that we all evidently observe and identify that may have a direct bang on the interests of an area where it hits and also on explicit domestic meters in such areas. Depending of where we live, hurricanes, earthquakes, floods, droughts, etc, are intimidation to living, belongings, industrious assets, and also can have an impact on societal pointers. The increasing occurrence of natural disasters is extremely interrelated to the increasing susceptibility of homes and communities in emergent nations, as earlier socioeconomic vulnerabilities may aggravate the shock of a natural disaster, making harder the course of revitalization (Vatsa and Krimgold, 2000). Therefore, the impact of such events could consequence in an instant raise in poverty and deficiency (Carter et al, 2007). The literature has been still conflicting to a few amounts. For example Benson and Clay (2003) have discussed that the long-standing shock on development of natural disasters is depressing, at the same time as Skidmore and Toya (2002) explain that such tragedy may upbeat impact development in the long run as there is a decrease to returns on physical assets but a boost in human capital, leading to advanced development. Strobl (2008) for the US coastal areas discover that tornados reduce countys development originally by 0.8 per cent, whereas getting your str ength back after in 0.2 per cent. This writer also figures out for Central America and the Caribbean that the impact from a critical cyclone is a diminution of 0.8 percent of development (Strobl, 2008a). The impact of a natural disaster may also origin discriminations. The poor, who undergo from profits rise and fall, and also have imperfect access to monetary services, in the consequences of a disaster may be extra flat to lessen use and have a declining upset in other domestic indicators as a result. Additionally, there are a many non poor, or close to be, who are not insured in opposition to such threats, and then may plunge into scarcity as result of recapitalizing when dealing with with the upset, depending the shock and probability of diminishing into scarcity of the original stock assets and coping means. Furthermore, susceptibility to natural disasters is a multifaceted issue, as it is strong-minded by the financial structure, the phase of growth, prevailing of communal and fiscal conditions, coping means, risk evaluation, rate of recurrence and concentration of catastrophes, etc. The impact on deprived ones could be losing contact with a few vital services, reversals in accretion of corporeal and human funds, and possibly an augment in child employment and unlawful behavior. Lindell and Prater (2003) summarize the significance of shaping the impact and the pretentious agents in natural disasters. First, that information is helpful for policy makers, as they can be acquainted with the need for peripheral support and which may be more efficient; second, definite sections of affected can be acknowledged, e.g. how low income families are affected; and third, it may be also practical for setting up assistance for natural disasters and the latent results. Overall, growing literature has emerged over the last few years on the macroeconomic and development impacts of natural disasters. Amusingly, there is as up till now no harmony on whether disasters are significant from a macroeconomic point of view, and two situations can be identified. The first believes natural disasters a hinder for economic development and is well symbolized by the following reference: It has been argued that although individuals are risk-averse, governments should take a risk-neutral stance. The reality of developing countries suggests otherwise. Government decisions should be based on the opportunity costs to society of the resources invested in the project and on the loss of economic assets, functions and products. In view of the responsibility vested in the public sector for the administration of scarce resources, and considering issues such as fiscal debt, trade balances, income distribution, and a wide range of other economic and social, and political concerns, governments should not act risk neutral (OAS, 1991). The other position sees disasters as entailing little growth implications and consider disasters and their reduction a problem of, but not for development (e.g. Albala-Bertrand, 1993, 2006; Caselli and Malhotra, 2004). These authors find natural disasters do not negatively affect GDP and if anything, GDP growth is improved (Albala-Bertrand, 1993: 207). This paper can be understood as an attempt at reconciling this body of literature. There are two entry points for the analysis. The first is to look at counterfactual vs. observed GDP, the second entry point is to assess disaster impacts as a function of hazard, exposure of assets (human, produced, intangible), and, importantly vulnerability. Overall, the evidence reveals adverse macroeconomic consequences of disasters on GDP. In a medium-term analysis, natural disasters on average seem to lead to negative effects on GDP. The negative effects may be small, yet they can become more pronounced depending on the size of the shock. We tested a large number of vulnerability predictors and found that higher aid rates as well as higher remittances lessen the adverse macroeconomic consequences, while capital stock loss is the most important predictor for the negative consequences. In July-August 2010, Pakistan experienced the worst floods in its history The floods have affected 84 districts out of a total 121 districts in Pakistan, and more than 20 million people one-tenth of Pakistans population More than 1,700 men, women and children have lost their lives, and at least 1.8 million homes have been damaged or destroyed (UN 2010, p.1). In attacking poverty in developing countries, due considerations need to be paid to the vulnerability of households against natural disasters. Poor households are likely to suffer not only from low income and consumption on average but also from fluctuations of their welfare once such disasters occur. These households are vulnerable to a decline in their welfare level because they have limited ability to cope with shocks and also they are subject to substantial shocks, such as weather variability (Dercon, 2005; Fafchamps, 2003). This concern has led to an emerging literature on vulnerability measures in development economics (Ligon and Schechter, 2003; 2004; Kamanou and Morduch, 2005; Calvo and Dercon, 2005; Kurosaki 2006a). We broadly think people as vulnerable when (i) they cannot mitigate income volatility and (ii) their consumption expenditure is volatile over time (they lack reliable coping mechanisms). Vulnerability is thus a forward-looking concept. As an example of low-income countries subject to substantial vulnerability, this paper examines the case of Pakistan. Pakistan is located in South Asia, where more than 500million people or about 40% were estimated to live below the poverty line at the turn of the century (World Bank, 2001). Economic development in South Asia has been characterized by a moderate success in economic growth with a substantial failure in human development such as basic health, education and gender equality (Dr`eze and Sen, 1995). This characteristic is most apparent in Pakistan (World Bank, 2002). Although the overall economic growth rates were improved during the 2000s, poverty reduction was slower than expected. Using a two period panel dataset spanning three years from the North-West Frontier Province (NWFP), one of the four provinces comprising Pakistan, Kurosaki (2006a) and Kurosaki (2006b) show that rural households were indeed vulnerable to substantial welfare fluctuations. Using a three-year pan el dataset from Pakistans Punjab, Kurosaki (1998) shows that farmers consumption was excessively sensitive to idiosyncratic shocks to their non-farm income. Similar findings have been accumulated for rural India as well (Townsend, 1994; Kurosaki 2001). The paper is organized as follows. Section 2 reviews the literature on the macroeconomic impacts of disasters and locates the proposed analysis within the disaster risk management paradigm. In section 3, we present the data and methodology used for projecting the economic impacts for a medium term horizon (up to 5 years after an event), as well as the regression analysis used for identifying predictor variables explaining potential impacts. Section 4 ends with a discussion of possible implications of our analysis. Literature Review The literature on impacts of natural disasters and economic effects is still inadequate and can be separated generally into three different categories. One part of the literature has focused on how several factors intensify susceptibility to natural events. They have maintained a natural vulnerability framework in view of climate change, deforestation and geophysical factors (McGuire, Mason and Kilburn, 2002), other than rising urbanization which brings ecological risks and exposure to threats from deficiency of sufficient urban development and dual political discourse (Pelling, 2003 and 2003a), or even environmental immediacy to exposure, access to property and public conveniences as well as political and social networks (Bosher, 2007). All these parts become a thread to population, their assets and possessions and their dynamic competence, becoming then an expected risk. And when such danger is realized, then it turns out to be a natural adversity (see McGuire, Mason and Kilburn, 2002). Although this thread of the literature distinguishes that such risk factors influence the impact of the natural tragedy, they just briefly point out essentially the number of losses, or some irregular overheads. A second thread of the literature spotlights on the impact of natural disasters on macroeconomic pointers. Auffret (2003) examined the impact of natural catastrophe on Latin America and the Caribbean, and figured out the impact very considerable, particularly for the Caribbean, where the explosive nature of expenditure is higher than in other parts of the world, where insufficient risk-management instruments have been available in the region. This part of the literature has been still conflicting to some extent. For example Benson and Clay (2003) have also explained that the lasting impact of natural events on economic development of any country is negative, while Skidmore and Toya (2002) reveal that such tragedies may also have a constructive impact in the future growth, resulting from a decrease to returns to physical assets but an enlargement in human capital. Strobl (2008) discovers for the US coastal counties that cyclones cut districts intensification at first by 0.8 per cent, at the same time as recuperating after in 0.2 per cent. This writer also figures out for Central America and the Caribbean that the impact from a unhelpful storm is a decline of 0.8 percent of fiscal increase (Strobl, 2008a). When investigating what extra features cut or amplify the impact of such natural tragedies on macro pointers, Kahn (2005) and Toya and Skidmore (2007) explain that organizations, top education and trade openness, in addition to well-built economic segment and smaller governments are significant aspects in shaping the impact that natural events have on growth at global level. The third tributary of the literature takes care of the impact and coping means for such tragic events generally at the domestic and township levels. At this point, natural adversities are upsets that family units have to face as they are unpleasant proceedings leading to a decline in earnings or utilization, and in addition a loss in industrious property. Alderman et al (2006) by means of data for family units in Zimbabwe spotlighted on height growth of kids as result of a deficiency and civil war in Zimbabwe, result that kids influenced by such upsets have less schooling and could have been tall; if not. Dercon (2004) focused on development in utilization amongst family units in chosen villages in Ethiopia, and did not discover that upsets have an effect in the diminution of assets. Carter et al (2007) examined the impact of droughts in Ethiopia and of cyclone Mitch in Honduras on development of belongings at the village level. For Ethiopia they uncover a model of assets leveling between low income family units, i.e. such families keep hold of their assets even they are little in phases where profits and usage drops off, for instance the big deficiency aroused. They discover for Honduran families that comparatively well-off families recovered earlier from the upset than short income households, and that a poverty corner is put below a specified point of income. Baez and Santos (2007) also examined the sound effects of Mitch on households pointers, discovering no outcome on school admissions of kids, but a noteworthy add to their labor contribution. Others have investigated how some coping methods inside families have an effect on revival from a shock resulting from such an adversity. De Janvry et al (2006) explains that uncertain cash transfer accessibility before a disaster provide as a shelter for those who are affected, while those dependent and helpless people utilize as coping method an add to child labor, and savings in food and school expenses. Alpizar (2007) also discovers that access to proper economic services takes the edge off pessimistic outcomes from natural disaster upsets for farmers in El Salvador, as it leads to further proficient production. On the other hand, a less urbanized region is the impact at local level. Yamano et al (2007) explain about industries and production. These writers makes use of region-wise data for employment and production, guessing that financial fatalities are not in proportion to the sharing of manufacturing activities and people attention, signifying that strategies to improve losses should be measured from a top order. Burrus et al (2002) also examined how low intensity typhoons can shock local financial systems from side to side interruption of actions. They exercise statistics from the local Chambers of Commerce surveys and as a result of their regularity the bang could be a decrease between 0.8 and 1.23 per cent of yearly production and up to 1.6 per cent of local employment. Though, there is a slit in the study of how local communal indicators are exaggerated by natural events. This is significant to bring to the front as the effects give the impression of being stretch around all unlike points, macro, micro and local, and how strategies to deal with those upsets can be premeditated in a good way. Whereas families emerge as the natural component of investigation for researching the consequences of natural disasters, it can also seem right to balance the study up as families react to risks are frequently influenced by the broader strategy framework. Certainly, households have substantial and insubstantial assets at their clearance, and their capability to preserve or gather together such assets in such situations will be produced by the arrangements and procedures for instance governance and institutional planning, broader strategies and open circumstances at metropolitan and district level. Additionally, the experience of family units to danger loss can and has been conventionally balanced up to top levels of aggregation (UNDP, 2008). It is the number of citizens situated in definite parts joint with the individual, material and ecological conditions of families and the regions where they live that forms their communal potential to deal with a natural disaster. For that reason, we refer to the community level of study while thinking of the inferences that dangers can have. Governments have a tendency to go on board in various approaches to deal with natural happenings. In the past, they have usually reacted through disaster relief, but more lately there has been a propensity to highlight cash transfers as well. Even if both methods are adopted extra efficiency could be consummate by adopting danger diminution and improvement means that deal with the structural aspects which make families more uncovered to natural risks. Having system in position previous to the awareness of dangers is primary. At the macro level, premature warning systems and the public disaster-preparedness agenda look as if mostly significant, so as sufficient economic assets to promote revival, over and above tax inducements for households or public to take on mitigation procedures. Another type of protecting the value of material goods at the macro level could be through financial diversification. Increasing primary, secondary and tertiary sector activities along with spatial activities in the economy, can offer an open pool to multiply the risk of anguish danger losses, and extra prospects to amplify and steady profits. Equally, the concentration of financial and sector-wise activities would be reliable with condensed capability of families to administer and react to natural disasters. Still, there is a set of insubstantial facts which might improve the family hard work to get through the outcome of natural vulnerability on them, just as adverse socio-economic opportunities. The political economy and organizational aspects of the situation where assets are positioned together with the system of belief, norm and ideas set in the activities of communities members might bear out elementary while utilizing and mobilizing assets for confronting disasters. If possible, one should be capable to clarify how civilization and supremacy provision come into play when they act together with the broader surroundings of risks, assets and wellbeing results. However, most of these features will be tough to get into work empirically for the period of our technical study. Flourishing coping against natural disasters is difficult to achieve in a situation of small efficiency, staled financial development, not having access to industrious possessions, deficiency of economic reserves and safety nets in place, and broad difference crossways geographic, financial, or tribal lines. Lack of health conveniences, remoteness and low rate of education may also complex these susceptibility. Consequently, the covariate life of various natural hazards and the policy-tempted macro circumstances upsetting the rate and likelihood of effectively coping with them might reflect unreliable welfare shocks across region and sub-region levels. At last, societies can make worse these natural, site and practice-specific aspects through not making any investment in substantial and communal infrastructure at the household and district level (roads and bridges). In case of rural areas, these deficiencies can be multifaceted by a high frequency of hazards because of being covered hazard-prone areas, extending the vulnerability of families to experience any losses. Although the impact a natural disaster is an outside factor, susceptibility of causes, making the shock of the event high or low, is not. Susceptibility to natural hazards is a composite subject, as it is determined by the monetary model, the phase of growth, current social and fiscal situation, coping means, risk evaluation, rate of recurrence and greatness of hazards, etc. Lindell and Prater (2003) summarize the significance of shaping the impact and the influenced agents in natural hazards. First, that information is helpful for policy makers, as they can recognize the need for outside support and which may be extra effectual. Second, exact sections of affected can be recognized, e.g. how short income families are influenced, uniqueness of regions etc; and third, it may be also helpful for setting up backing for natural hazards and the possible penalty. They also summarize how the impact of natural hazards should consider other means. One of the main questions concerning the impact of natural hazards on families or towns is how accidental they may be. Donner (2007) examined the effects of hurricanes in the US and figured out that the effects are not accidental, because some aspects such as ecological, society, demographic, and scientific, have an occurrence on the impact of such events. On the whole the flow of impact of natural hazards can be sketched as in Figure 1. figure1.PNG Figure 1. Model of Disaster Impact Other aspect is how establishment have defined practices concerning natural events and how they systematize help in the outcome can also be determinant of the crash. Such as, Peacok and Girard (1997) explain how the revitalization process after tornado in Florida was determined more by governmental obstructions rather than lack of resources. Limited Literature is available which studies the quantitative relationship between the economy and the natural disasters. Zarrar et al (2009) studied the impact of natural disasters on the Irans Gross domestic product. They adopted a auto regressive distributed Lag model in order to study the impact. The findings showed that natural disasters have negative impact on the GDP per capita and on Per captia investment. The result of the model test was that investment had a positive impact on the economy while negative impact on GDP from the damages from the loss of Physical capital. Macro economic variables determine the impact of these natural disasters on the long run economic growth. Aaron (2007) found that financial crises caused by these disasters hurt the long run growth through inflation. This inflation is the result of increased debt burden. Other reason for this inflation could be that central bank print excess notes to pay the external and internal debt. Also the tax collection is also affected which hurdles the government efforts in compensating the losses. However the loss in revenue is compensated by the help of the Loans and aid given by the international institutions. They include the World Bank, International Monetary Fund and the European Union. These loans and aid influence the economic growth in the short as well as the in the long run. Pelling (2002) in his work identified that the most important macroeconomic impact of natural disaster can be studied by examining the inflation trends in the economy. More over the public expenditures by the government and the aid flowing as foreign direct investment influences the GDP growth rate. The used a comparative analysis technique of comparing different case studies to determine the macro-economic effects. These effects are measured by plotting the trends in GDP against macro economic factors i.e Inflation ,FDI and Loans. The literature review discusses the direct and indirect impact of economic variables on the economy. However in this research work only the impact of macro economic variables is studied. From the support of Literature review the macro economic variables which can be used to measure the quantitative impact of natural disasters on the GDP growth of Pakistan are Inflation, Internal and external debts, Foreign Aid and foreign direct investment flowing in the country. In next section of research we will take into account the above macroeconomic variables with the purpose of concluding the impact of natural disasters on the economy of Pakistan. Methodology Research Type In order to identify the macroeconomic effects of disasters, we suggest comparing a counterfactual situation ex-post to the observed state of the system ex-post. This involves assessing the potential trajectory (projected unaffected economy without disaster) versus the observed state of the economy. This contrasts with observing economic performance post-event and actual performance pre-event, as usually done in similar analysis. Our analysis requires projecting economic development into a future without an event. In short, the type of research would be purely Quantitative. Sources of Data Our two main sources of Data are: The open-source EMDAT disaster database (CRED, 2008) maintained by the Centre for Research on the Epidemiology of Disasters at the Università © Catholique de Louvain. The proprietary Munich Re NatCat Service database. Data type and Research Periods Our sample consists of all major natural disaster events during 1950-2010. The sample is based on information from two databases and was compiled by Okuyama (2009) with the threshold for a large event defined arbitrarily to a loss exceeding 1 percent of GDP.One database is the open-source EMDAT disaster database (CRED, 2008) maintained by the Centre for Research on the Epidemiology of Disasters at the Università © Catholique de Louvain. Primary data are compiled for various purposes, such as informing relief and reconstruction requirements internationally or nationally, and data are generally collected from various sources and, including UN agencies, non-governmental organizations, insurance companies, research institutes and press agencies. The other database is the proprietary Munich Re NatCat Service database, which mainly serves to inform insurance and reinsurance pricing. We focus on the monetary losses. In both datasets, loss data follow no uniform definition and are collected for different purposes such as assessing donor needs for relief and reconstruction, assessing potential impacts on economic aggregates and defining insurance losses. We distinguish between sudden and slow onset events. Key sudden-onset events are extreme geotectonic events (earthquakes, volcanic eruptions, slow mass movements) and extreme weather events such as tropical cyclones, floods and winter storms. Slow-onset natural disasters are either of a periodically recurrent or permanent nature; these are droughts and desertification. We broadly associate the loss data with asset losses, i.e. damages to produced capital. This is a simplification, as indirect impacts, such as business interruption, may also be factored into the data. Yet, generally, at least for the sudden onset events, analysts generally equate the data with asset losses, and an indication that this assumption can be maintained is the fact that loss data are usually relatively quickly available after a catastrophe, which indicates that flow impacts emanating over months to years are usually not considered. Losses are compared to estimates of capital stock from Sanderson and Striessnig (2009), which estimated stocks using the perpetual inventory method based on Penn World table information on investments starting in 1900 and assuming annual growth and depreciation of 4 percent. Theoretical Framework and variables under consideration Theoretical Framework to be used in this essay to explain Economical Impacts on Pakistan due to Natural Disasters. Economical Impacts GDP Exposure Socioeconomic Susceptibility Direct Risks Produced Resources Environment Resources Human Resources Type of Hazard Physical Susceptibility Risk Management The literature on the monetary impacts explained can be associated with framework above. Independent Variables: Independent Determinants of such impacts and dangers can be renowned as: Hazard Variable: This variable is related to the type of Natural disaster/Hazard that jolts any part of Pakistan. Exposure: This variable deals with the geographical area and spatial scale of impact from the particular disaster. Economical Structure: This variable deals with the overall structure of the economy in the country and in particular region affected by the disaster (if needed). Development: This determinant deals with risks that might directly or indirectly affect the stage of the development of the country. Socioeconomic Environment: It is related to the current socioeconomic conditions in the country. Risk Management: This takes care of the availability of formal and informal mechanisms to share risks in a particular part of the country. The last four variables are related to economic susceptibility. Research Hypothesis H0: Natural Disasters do not have any significant negative follow-on effects on the economy of Pakistan. H1: Natural Disasters do have significant negative follow-on effects on the economy of Pakistan. Techniques We use autoregressive integrated moving average models, also called ARIMA (p,d,q) (Box and Jenkins, 1976) for forecasting GDP into the future after the disaster event. ARIMA modeling approaches are chosen because they are sufficiently general to handle virtually all empirically observed patterns and often used for GDP forecasting (see for example Abeysinghe and Rajaguru, 2004). While such a type of modeling may be criticized for its black box approach (Makridakis and Wheelwright, 1989), it here serves well due to the large number of projections to be made and the difficulty identifying suitable economic model approaches. The ARIMA process Recall, an autoregressive process of order AR (p) can be defined as x t = à Ã¢â‚¬  1x tà ¢Ã‹â€ Ã¢â‚¬â„¢1 + à Ã¢â‚¬  2x tà ¢Ã‹â€ Ã¢â‚¬â„¢2 ++ à Ã¢â‚¬  px tà ¢Ã‹â€ Ã¢â‚¬â„¢p + ÃŽÂ µt A moving-average process of order MA (q) may be written as xt =ÃŽÂ µ t +ÃŽÂ ¸1ÃŽÂ µ tà ¢Ã‹â€ Ã¢â‚¬â„¢1 +ÃŽÂ ¸ 2ÃŽÂ µ tà ¢Ã‹â€ Ã¢â‚¬â„¢2 +à ¢Ã¢â€š ¬Ã‚ ¦+ÃŽÂ ¸ qÃŽÂ µ tà ¢Ã‹â€ Ã¢â‚¬â„¢q and an ARMA(p,q) process, with p autoregressive and q moving average terms can be defined to be xt =à Ã¢â‚¬  1xtà ¢Ã‹â€ Ã¢â‚¬â„¢1 ++à Ã¢â‚¬   p xtà ¢Ã‹â€ Ã¢â‚¬â„¢ p +ÃŽÂ µ t +ÃŽÂ ¸1ÃŽÂ µ tà ¢Ã‹â€ Ã¢â‚¬â„¢1 ++ÃŽÂ ¸ qÃŽÂ µ tà ¢Ã‹â€ Ã¢â‚¬â„¢q Where à Ã¢â‚¬   and ÃŽÂ ¸ are parameters to be estimated and ÃŽÂ µ are white noise stochastic error terms. Now, let yt be a non-stationary series and define the first order regular difference of yt as Άyt = yt à ¢Ã‹â€ Ã¢â‚¬â„¢ ytà ¢Ã‹â€ Ã¢â‚¬â„¢1 or more generally using a back-shift operator denoted as Bk zt = ztà ¢Ã‹â€ Ã¢â‚¬â„¢k yt B d yt Άd = (1à ¢Ã‹â€ Ã¢â‚¬â„¢ ) An ARIMA (p,d,q) model can then be expressed as yt q B t B B d à Ã¢â‚¬   p ( )(1à ¢Ã‹â€ Ã¢â‚¬â„¢ ) =ÃŽÂ ¸ ( )ÃŽÂ µ with B p à Ã¢â‚¬   p (B) = 1à ¢Ã‹â€ Ã¢â‚¬â„¢Ãƒ Ã¢â‚¬  1B à ¢Ã‹â€ Ã¢â‚¬â„¢Ãƒ ¢Ã‹â€ Ã¢â‚¬â„¢Ãƒ Ã¢â‚¬   p and Bq ÃŽÂ ¸ q (B) = 1à ¢Ã‹â€ Ã¢â‚¬â„¢ÃƒÅ½Ã‚ ¸1B à ¢Ã‹â€ Ã¢â‚¬â„¢Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã‹â€ Ã¢â‚¬â„¢ÃƒÅ½Ã‚ ¸ q Data Analysis The Box-Jenkins methodology (Box and Jenkins, 1976) is applied for determining the components of the ARIMA process; i.e. we test different ARIMA(p,d,q) models with p and q to be smaller or equal 4 (due to the limited amount of data) and estimate à Ã¢â‚¬   and ÃŽÂ ¸ using Maximum likelihood techniques and the Akaike Information Criterion (AIC) as well as diagnostic checks to detect a suitable model. The data requirements were set thus that at least 5 observed data points are needed for projections into the future. This is the smallest number of observations which are needed to estimate ARIMA (4,1,4) models (however, the majority of the sample (greater 90 percent) has at least 10 data points). Furthermore, all models are tested to be stationary (usually d=1 suffices to assure a stationary process) and all series are demeaned. To include uncertainty in the projections, also 95 percent confidence forecasts were calculated and analyzed. Forecasts into the future are performed with the selected models and then compared to the observed variables. Increases or decreases of GDP in future years are measured as a percentage increase or decrease to baseline GDP (i.e., baseline =100) which is defined to be GDP a year before the disaster event. Furthermore, the differences between observed values and projected ones are calculated and called Diff(t), which indicates the percentage difference between the observed and projected value of GDP in year t. We focus on projections with a medium term perspective (up to 5 years into the future). This limitation is due to important data constraints for the ARIMA models within

An Inspector Calls - Priestleys Presentation of the Inspector Essay

An Inspector Calls - How does Priestley's presentation of the Inspector create dramatic tension in the play? 'An Inspector Calls' Question Title: How does Priestley's presentation of the Inspector create dramatic tension in the play? During the play 'An Inspector Calls' the Inspector is used as a dramatic device. He raises and decreases the tension due to his attitude, actions, speeches and his symbolic role to the family, and audience at the time when the play was first performed. Throughout my essay I will be examining how Priestley's presentation of the Inspector generates tension throughout the play. Before the Inspector is introduced into the play, the atmosphere in the Birling's house is quite relaxed. They are celebrating Sheila and Gerald's engagement, so there is a party atmosphere and dull lighting. The stage directions describe the situation as: "At the moment they have all had a good dinner, are celebrating a special occasion, and are pleased with themselves." The Inspector's arrival disrupts the family's celebration; this automatically raises the tension, because the family would be annoyed by the abrupt interruption of their celebration. When the Inspector first rings the doorbell, Birling is just finishing one of his arrogant speeches. He has just said: "a man has to mind his own business and look after himself and his own." This is significant in relationship to the play because Birling's original views are exactly what Priestley, through the Inspector, is trying to teach the audience not to think like. Birling is the kind of person who Priestley is trying to get through to. The atmosphere is also made uneasy because no one knows definitely why the Inspector has called bu... ...r classes and the way that the Inspector brought these ideas crashing down. In the 1954 film version of the play the man who plays the Inspector is a pale faced man with dark dramatic eyes. This makes the Inspector look ghostly enforcing some peoples theories of him being a ghost. Because the Inspector's true identity is not revealed the tension in the play is increased. This is because the audience don't know anything about the Inspector, so do not trust the inspector and there-fore would be put on edge by him. Priestley has presented the Inspector in a very mysterious way, we do not know where he comes from or anything about him, but it is soon made clear why he is in the play; to teach an important lesson. The audience is left thinking about the play and all the issues raised in it. This play definitely left me thinking about my role among society.

Harm the Environment of Air Pollution

HARM THE ENVIRONMENT OF AIR POLLUTION 1. Harm to human health and animal life on earth:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Air pollution on the human body and animals primarily via the respiratory tract as well as direct effects on the eyes and skin of the body. They cause diseases such as suffocation, acute pulmonary edema, a number of irritating contaminants for coughs, asthma, tuberculosis, lung cancer, causing bitter tears, cause allergies, itching on  skin, urticaria, stone dust and asbestos dust causes lung †¦ Are some of the most dangerous air pollutants cause cancer. The impact of pollutants on respiratory strong or weak, in part dependent on their solubility in water. If contaminants are soluble in water when the air we breathe, we will dissolve the liquid in the airways and impact on the agency. Nature into the lungs of a variety of pollutants has been linked to the presence of the aerosol in the air. Normally these contaminants do not penetrate deep into the trachea and bronchi, but thanks to the aerosol absorption which can penetrate deeper in the lungs and until the alveoli. Environmental pollution of air increased the proportion of people suffering from respiratory disease (pharyngitis, rhinitis, sinusitis), lower respiratory disease (pneumonia, asthma, tuberculosis), neurodegenerative diseases, diseasesheadaches, heart disease, skin diseases, eye diseases and allergies. In environments where the air is more polluted as the proportion of infected adults. In general, animal husbandry and wildlife are sensitive to air pollution is greater than man. In some major industrial countries, some animals have perished because of environmental pollution. . Harm to the plant: Most of these pollutants in ambient air have adverse effects to plants, causing adverse effects for agriculture and horticulture. Expression is making slow crop development, especially photochemical smog has caused great harm to the vegetables: lettuce, peas, rice, corn, fruit trees and other rooms  lan. The components of environmental pollution in the air as sulfuro SO2, HF hydrogen fluorid e, sodium chloride, NaCl, the vapor or dust from the manufacture of copper, lead, zinc, dying †¦ Especially the gas coming from the lime kiln  , hand-baked bricks, even if their concentration is low also slows the growth of plants, high concentrations of gold leaf work, as fruits are flat, cracked, was punched and higher level  the fruit and leaves were falling, necrotic. The type of rock dust clinging to tree leaves many also affect plant growth because of reduced chlorophyll contents of the process of plant photosynthesis. These plants have flower buds turned down on the ground are less affected by dust pollution than plants with flower buds to the sky. However, there are pollutants is good for plants, is to enhance plant growth, especially for algae such as phosphorus, nitrogen and carbon. 3. Damage to the material: In general, air pollution has negative effects, materials, textures and furniture and damaged equipment immediately. The air pollutants such as SO2, H2SO4, chloride, the sol air †¦ make steel rust and damage the weld metal and construction materials quickly. Therefore, reducing the life and works to speed up repairs. The stones used in construction will be damaged if the air contains more CO2 because the CO2 is high humidity will combine with moisture to form carbonic acid H2CO3, we causticity,  forming long slit trench on the rocks. The copper oxide pollutants, sulfur oxides have negative effects for textiles, paper and leather. With the advent of supersonic aircraft noise pollution has caused a very dangerous aircraft. The supersonic blast emits the sound (sound bombs) with high pressure in excess of 100 N/m2. The explosion sound is capable of building structural damage such as broken windows. 4. The effects of pollution on climate: Environmental pollution of air without adversely affecting the climate of the region but also affect global climate. Affect the global climate is reflected in the formation of the greenhouse effect of CO2 levels, global temperatures increase, raising sea levels or the ozone hole phenomenon, umbrella protects life on  Earth from ultraviolet radiation from the sun destroy †¦ Here are some of the effects of pollution on local climate. a. High temperatures: Daily minimum temperature in urban areas than rural high around 2 – 5oC and mean annual temperature is generally higher than 0. 5 to 1. 3 oC. It is caused by fuel combustion and the production process by the method of processing large amounts of heat radiating heat already in the atmosphere, and surface area of uildings, roads, yards occupy much, they draw picturessolar surface has more trees in the countryside. On the other hand, vacuum thermal evaporation in the city less than in rural areas. In contrast, the relative humidity of the air in cities than in rural low 2-8%. b. Reduced solar radiation and increase the cloud:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The smoke dust, smog pollution of urban air absorption effect from 10 to 20% of solar radiation and reducing visibility, ie reducing the transparency of the atmosphere. The dust, the aerosol produced by the operation, traffic and human activity released into the air can create condensation nuclei of water vapor in the atmosphere. Water vapor deposition in urban areas is often greater in rural areas from 50 to 10%. Based on the scientific and technical achievements today humans can actively control a variation in climate as methods of reducing artificial fog at the airport, making artificial rain, meltHurricane †¦

Methods Used by Elementary Teachers in Managing Misbehavior in the Classroom Essay

Introduction In today’s society, teachers at all grade levels face a growing number of students whose behavior challenges the success of daily classroom instruction. Managing misbehavior in the classroom remains one of the persistent difficulties of teaching. Whether it is in the elementary or secondary and tertiary education, the management of the pupil’s conduct remains to be a vital part of the daily equation of effective teaching. A large part of everything students do in school is geared toward forming good habits and discipline falls right in line with this. Discipline is concerned with the development of internal behavior that enables the students to manage themselves. Every school is required by our government to maintain discipline and to issue disciplinary rules for strict compliance. They are designed to develop among students the highest standard of decency, morality and good behavior. If there’s no discipline early, there’ll likely be no discipline as an a dult, which affects job performance, family relations, among other aspects of a student’s life. The aim of discipline is to set limits restricting certain behaviors or attitudes that are seen as harmful or going against school policies, educational norms, school traditions, among others. Concrete, reasonable and fair discipline is the foundation of an effective and efficient institution. Fortunately, teachers usually are able to rely on these disciplinary rules and standard strategies for addressing classroom misbehavior, either independently or with the support of colleagues, and they are able to find a successful solution to the problem however these tactics may still fail to produce the desired outcome because of the varying degrees of differences in the attitude of teachers and students and other societal factors. While there have been gains in terms of school’s responses and significant programs and policies have already been made to lessen the occurrence of misbehaving, and improve the behavior of the students, such efforts have not been enough to cater to this rap idly growing number of cases. On the other hand, while these set of strategies are in place, enforcement remains weak. Challenges still remain in terms of translating these rules into concrete and doable actions that will address the underlying cause that bring about misbehavior in schools. It is therefore imperative to develop a stronger and comprehensive platform on treating this phenomenon that includes a wide  array of possible intervening factors, existing opportunities and limitations. Teachers must be able to work within school guidelines, connect with the students and communicate these difficulties with parents for effective teaching best takes place in a classroom with few disruptions for misbehavior. Moreover, the government, the school, the parents, and the children themselves should share responsibilities. This paper is therefore addressed to concerned professionals, agencies, and the public school administrators and teachers who are presently working hard in alignment towards eliminating the negative effects of misbehavior from public schools such as Catbalogan I Central Elementary Sch ool to other public and private institutions in the whole country. Statement of the Problem Nowadays, Filipino teachers face the spread of behavioral problems that threaten the educational system in most schools. These problems have direct influence on the learning process and the overall teaching/learning experience. Thus, more and more models of strategies are utilized by schools to combat the increasing problems. To deliberately rank the most effective means to overcome misbehavior on a more basic and intrinsic spectrum as vital and basic as public elementary schools, the study will explain and analyze the different strategies that have facilitated Catbalogan 1 Elementary School teachers in dealing with the misbehavior of Grade 5 and 6 students and how effective have they been in managing misbehavior in the classroom during the school year 2013-2014. Research Questions: 1. What are the general theories explaining the occurrence of misbehavior among children in general? * Why do students misbehave? * What are the indicators of misbehavior? * When and how could we assess if the student is already misbehaving? * Compare respondent’s approach to classroom management with Dreikurs’s approach and determine which of Dreikurs’s approaches were incorporated into the respondents’ approach. How do they incorporate them? * 2. What basic proper standards of behavior does the teacher implement in addition to the existing school behavior policies and programs in dealing with students misbehavior? 3. Which of these disciplinary methods, techniques and strategies is the most effective in the reduction and prevention of misbehavior of students in class? Thesis Statement The research intends to study the administration of discipline towards misbehavior cases in Grade 5 and 6 classes of Catbalogan 1 Central Elementary School. The study affirms that the management of existing policies and strategies used by the teachers in dealing with the problem of misbehavior still face greater challenge that it remains inadequate in the implementation because these rules and their consequences are not equally and consistently enforced. A comprehensive school behavior policy program is indispensable in meeting the needs of each school in curbing down misbehavior towards effective teaching and also in providing a positive learning experience for children. Hypotheses 1. The strategies that will be utilized greatly depend on the ability of the teachers to provide a comprehensive set of the proper standards of behavior or a behavior policy in the class. 2. Societal factors have a significant effect in properly addressing the issues of misbehavior in the classroom. 3. Teachers’ lack of awareness of the rules which requires their functions to discipline, safeguard and promote the welfare of the children has a negative effect on the behavior of the students. Student’s behavior on the other hand is directly affected by the teachers’ attitude towards them. Theoretical framework Effective teachers know that in order to truly help a student to change an inappropriate behavior, they have to get to the root causes and consider the core of the problem. When there is misbehavior, we have to stress out several external consequences of several interdependent conditions. Therefore, in order for us to identify, plan, and implement and compare the most effective strategies of intervention, it is necessary to define it in  the context of its different causes and structural features. The researcher through the examination of theories available in the literature will use the Social Discipline Model by the social psychologist, Rudolf Dreikurs. Dr. Rudolf Dreikurs, renowned educator, developed these four behavioral goals in the 1930s. He was a student and colleague of Alfred Adler, who believed that â€Å"all behavior has a purpose.† Dreikurs has written many articles and books on student behavior and much of his work can be purchased on the internet. His theories on behavior have had an enormous impact on the raising of children and classroom management models. His model is based on the four basic premises of Adler’s social theory which are: 1. Humans are social beings and their basic motivation is to belong 2. All behavior has a purpose 3. Humans are decision-making organisms 4. Humans only perceive reality and this perception may be mistaken or biased Dreikurs’ educational philosophy is â€Å"based on the philosophy of democracy, with its implied principle of human equality, and on the socio-teleological approach of the psychology of Alfred Adler. In this frame of reference, man is recognized as a social being, his actions as purposive and directed toward a goal, his personality as a unique and indivisible entity†. (Dreikurs,1968). A socio-teleological approach implies the existence of God, a higher purpose, and a natural order of things. Dreikurs believed it was possible to understand children’s misbehaviors by recognizing the four main purposes or goals of the child. The four goals of misbehavior are attention getting, the contest for power, seeking revenge, and displaying inadequacy. Dreikurs promoted the use of encouragement and logical (and natural) consequences rather than reward and punishment. Essentially, every action of the child is grounded in the idea that he is seeking his place in the group. A well-adjusted child will conform to the requirements of the group by making valuable contributions. A child who misbehaves, on the other hand, will defy the needs of the group situation in order to maintain social status. Whichever of the aforementioned goals he chooses to employ, the child believes that this is the only way he can function within the group dynamic successfully. Dreikurs states that â€Å"his goal may occasionally vary with the circumstances: he may act to attract attention at one moment, and assert his power or seek revenge at another† (Dreikurs, 1968, p.27). Regardless if the child is well-adjusted or is misbehaving, his main purpose will be social acceptance. The following are techniques that can be used to address the four goals of misbehavior Attention Getting Some students strive to be the center of attention. They do almost anything to be noticed from being argumentative to being funny. There is a lack of concern about following accepted procedure to gain recognition. Teachers and classmates find behavior by this student annoying and at times rude and unacceptable. The attention seekers may be disciplined for: disrespect, teasing, disturbing the class, being uncooperative, swearing, talking, being out of his seat, and making fun of others. Dreikurs said most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. This is why it is important to find a thoughtful intervention in the first phase of misbehavior: attention seeking. (http://www.metu.edu.tr) Dreikurs believed that over 90% of all misbehavior is for attention. Technique towards attention Getting Behavior: 1. Minimize the Attention – Ignore the behavior, stand close by, write a note 2. Legitimize the Behavior – Create a lesson out of the behavior, have the class join in the behaviors 3. Do the Unexpected – Turn out the lights, play a musical instrument, talk to the wall 4. Distract the Student – Ask a question or a favor, change the activity 5. Recognize Appropriate Behavior – Thanks students, give a written note of congratulations 6. Move the Student – Ask the student to sit at another seat, send the student to a â€Å"thinking chair† Seeking Power and Control Wanting to be in charge or in control provides the motivation for some student misbehavior. Students with this agenda simply want their way. They don’t hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. The teacher may feel provoked, threatened or challenged by this student. The following reasons may be the basis for a referral to the office for a student who struggles for power: disobeying, disrespect, not cooperating, talking back and  disturbing the class. Often power-seeking students don’t act out until they’re assured of an audience. And from the teacher’s perspective, this is probably the worst possible time. 1. Make a Graceful Exit – Acknowledge student’s power, remove audience, table matter for later discussion, 2. Use a Time-Out 3. Apply the Consequence Seeking Revenge Lashing out or getting even is how some students compensate for real or imagined hurt feelings. The target of the revenge may be the teacher, other students, or both. Revenge may come in the form of a physical and/or psychological attack. Bullies often use revenge as their excuse for shoving or pushing, teasing, causing embarrassment and excluding others. Displaying Inadequacy Wanting to avoid repeated failure, some students appear to be discouraged and helpless. They falsely believe that they can’t live up to expectations, either their own or those of others. To compensate for this belief, they don’t attempt anything that might result in failure. They hope that others will forget about them and not hold them responsible for anything. These students may be disciplined for: not paying attention, not being prepared, being dishonest and wasting time. This phenomenon, decribed as â€Å"learned helplessness† by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. 1. Modify Instructional Methods 2. Use Concrete Learning Materials and Computer-Enhanced Instruction 3. Teach One Step at a Time (or break instruction into smaller parts) 4. Provide Tutoring 5. Teach Positive Self-Talk and Speech 6. Teach that Mistakes are Okay 7. Build Student’s Confidence 8. Focus on Past Successes 9. Make Learning Tangible 10. Recognize Achievement No matter what the reason is for a student’s misbehavior, we are forced to respond. Some responses produce better results than others. Below is a list of both positive and negative responses by educators. Responses that usually get negative results include: 1. Reacting emotionally by being angry or making hollow threats 2. Handing out a punishment that is out of proportion to the offense 3. Reacting to misbehavior publicly 4. Reacting to a small incidence that often resolves itself 5. Making an accusation without the facts to back it up Responses that tend to get positive results include: 1. Describing the unacceptable behavior to the student 2. Pointing out how his behavior negatively impacts him and others 3. Talking with the students about what could have been a better behavior choice and why 4. Asking the student to write a goal that will help him improve his actions 5. Showing confidence in the student that his behavior goals are achievable 6. Positively reinforcing behavior that relates to student goals Dreikurs believes the best way to correct misbehavior is with logical consequences. For example, if a student doesn’t finish his homework, he stays after school to complete it. This helps the student make an association between the misbehavior and the consequences. The environmental-sociological-cultural are those theories that see the primary contributing factors to misbehavior from the immediate environment, society, or culture. Balanon also classified this model as the â€Å"environment factor† which includes physical, social, cultural and economic factors. This includes 1) environmental stress model, 2) social learning model 3) social-psychological and 4) psychosocial systems. (Rodriguez, 2006) The family systems approach by Peter Reder, Duncan Sylvia, and Gray Moira, which put significance in the relationship between family and others as relevant to the problem and analysis. It provided a framework that focuses in interpersonal, group, and institutional functioning. It is said that the concept of circularity in the systemic model emphasizes mutual influence between two or more people and the role and meaning that each person has for others must be modified and their relationship renegotiated. Family systems focus on patterns of interaction within families with particular emphasis on  communication and a psychological role adopted by family members and the view of casualty is circular involving family members. According to Rozsbaszky in Understanding the â€Å"Misbehavior† of Children Through the Theory and Research on Ego Development,(1980) , the theory of â€Å"ego development† by Jane Loevinger is a major theory of personality. According to the theory, it is a major determinant of personality characteristics in each individual whether child or adult is his or her level of ego development. Some personality characteristics are believed to be manifestations of an individual’s ego level. Personality characteristics may actually be markers or milestone traits for a particular ego level. As the child matures, he or she passes through the invariant sequence of stages of ego development, each greater cognitive and interpersonal complexity than the precedi ng stages. FIGURE 1 : Conceptual Framework of the Study Conceptual Framework Explained The figure shows a base frame which contains the respondents and the research environment which this study will be conducted. The respondents of this study are the Grade V and VI teachers of CAtbalogan I Elementary School. At the top of the base frame is a bigger frame which contains the variates as well as the process by which this study will be conducted. The study will determine the relationship shown by the double headed arrow connecting the two frames, between the Teacher’s Profile, Student’s Profile, Class Profile as to size and performance, Government Intervention, Support Groups, Family Values, Behavior of teachers towards students, behavior of students towards teachers other societal, psychological, economic, environment factors shown by the box at the right of the bigger frame, and the strategies and techniques of Grade V and VI teachers in dealing with misbehavior among students with existing school behavioral policy and legislation and programs on misbehavio r shown by the box at the left inside the bigger frame. The result of this study and the corresponding recommendations made, seen as the third frame, will serve as basis for the desired result shown in the uppermost broken lined sphere which is Positive Classromm Environment and successful and effective teaching and improved well-being of students. The desired effect depends on the independent variables which are strategies and  techniques used by Teacher-respondents, existing school behavioral policies and implementing laws regarding misbehavior. Effective implementation of these strategies and policies in schools with the cooperation and intervention of societal factors such as the family as the primary unit of society, next is the educational system, the variety of social networks, serves as important factors to attain an improved system on managing misbehavior in schools. However, this would also be measured among other intervening factors such as the profile of teachers, students and the class as to size and performance, government interventions, support groups, the values of the family of students, the behavior of teachers towards the class, the behavior of student towards teachers and other societal, psychological, economic, and environment setbacks. They include the complexity of social relationships with kin, neighbo rs, and friends, who may be sources of stress as well as support, and who may fail to reduce misbehavior even when they are trying to be emotionally supportive. Consequently above relationships of the boxes inside the bigger frame, a desired outcome is total awareness of Effective Methods towards Successful Management of Students’ Misbehavior in Catbalogan 1 thus will result to positive classroom environment and improved well being of the students. SIGNIFICANCE OF THE STUDY The study is intended to study the occurrence of misbehavior among students, its causes and the many ways to lessen its occurrence through professional responses and strategies implemented. It also represents the active struggles of teachers in dealing with the problems of behavior towards their students. The researcher hopes that this study will serve school principals to identify the behavioral problems that faced teachers in the classroom, in order to find solutions to decrease the effect of these problems on the level of teacher participation and student achievement. It also serves the educational administrations specifically the Department of Education (DepEd) to make decision to face the classroom problems through teacher training programs and useful laws. They will also know whether a certain program has already attained certain objectives. To the teachers, it will serve as a useful guide in understanding the student’s attitude and the many causes of misbehavior. Consequently, they will gain insights on which of the several  strategies is the most effective in eradicating problems of behavior among students. They could also benefit from the study through expanding their ways of improving their methods by the recommendations brought about by this study. For the students, they will increase awareness of the need to follow the standards imposed by the teachers and adapt their behaviors accordingly to the standards of proper discipline. The school administrators will also benefit from the study through acquiring ideas thus being able to lobby for policy adjustments in order to improve the current behavior policy of the school. For future researchers, this will provide a thorough and comprehensive literature for them to be able to conduct similar studies and furthermore inspire the readers to do more studies of an all encompassing discipline such as teaching and the effects of a new framework in solving misbehavior and other academic problems wh ich are much challenging and worth experimenting. Scope and Limitations This study will determine the effective strategies used by Grade 5 and 6 Teachers of Catbalogan I Central Elementary Schools in dealing with the problem of misbehavior using the descriptive – cross sectional design approach. The respondents are the Grade 5 and 6 teachers in Catbalogan I Central Elementary School, Catbalogan City. Descriptive as well as inferential statistical tools will be used in this study. This research paper is consisted of 7 parts. The first part covered the overview, objectives of the study, the methodology, frameworks applicable and review of related literature. The next part assessed the complexity of misbehavior in the classroom and the root causes root causes and effects of misbehavior. The third part examined the existing conventional strategies, theories and practices management such as â€Å"Dreikurs’s approach, which are commonly used by a majority of schools in dealing with misbehavior in comparison torespondent’s approach in the classroom. The next chapter tackled on the set of policies and programs of the Catbalogan I central Elementary School and is subsequently followed by the chapter on the best strategies the respondents perceive to be the most effective. The next part  was delved on the analysis of findings by presentation of the date gathered from the questionnaires and relevant information from Catbalogan I Central Elementary School and finally followed by the summary of findings, conclusion and recommendation. DEFINITION OF TERMS For better understanding, the following terms are hereby defined conceptually and operationally. BEHAVIOR It is the way a person behaves or acts; conducts; manners. In this study behavior mostly refer to the perception, attitude and general feeling and well being of an individual DISCIPLINE It is imparting knowledge and skill, in other words to teach. Discipline is used by teachers or parents to teach their children about expectations, guidelines and principles. Children need to be given regular discipline to be taught right from wrong and to be maintained safe SCHOOL DISCIPLINE It is the system of rules, punishments, and behavioral strategies appropriate to the regulation of children or adolescents and the maintenance of order in schools. Its aim is to control the students’ actions and behavior MISBEHAVIOR Misbehavior is a deliberate action, contrary to adult rules when a child fully understands those rules, and has the capacity to obey them mentally, emotionally, and physically. (http://www.4cforkids.org/wp-content/uploads/2009/07/misbehavior_poster.pdf) SCHOOL BEHAVIORAL POLICY It is the general principles and standards of behavior expected of pupils at the school and how that standard will be achieved, the school rules, any disciplinary penalties for breaking the rules and rewards for good behavior. BEHAVIORAL STRATEGIES Strategies can help a teacher to manage behavior in a classroom

Indian Woman and the Tipi essays

Indian Woman and the Tipi essays Tipis were a way of living for the Plains Indians; they provided shelter, warmth and protection. Most think that construction of a shelter is a mans job, but not for the Indians. The woman got the materials and constructed the tipi. Without the women to do all of this the Indians would not have shelter. There were any complicated tasks to do besides constructing the tipi, such as decorating the inside of the tipi. The Indian women were treated with a great deal of respect for building the tipi; this is unlike the European settlers who treated the women in their culture with little respect. The Indian women chose many of the men to be their wise men and chose many other men for respected jobs. Without women doing all of these jobs it would have been hard for the Indians to live. There Plains Indians were the group of Indians that used the tipis as shelter. This group included the Blackfoot, Cheyenne, Crow, Dakota and many other. The name tipi means "used to dwell in". Though no one knows how or where these tipis were created, they were so much help for the Indians. We do know that tipis weren't in use until the 1600's, when horses became available to the Indians. Before Tipis were available to the Plains Indians would sleep under the stars on nice nights and resort to sleeping in rock caves when the weather got bad. Once horses became available, the Indians placed their household articles, the tipi hides and poles on a travois and dragged it behind a horse. The tipi had spiritual meaning to the Indians, such as the circle being the symbol of the earth. The four sides of the tipi stood for the sun, moon, earth and sky. The tipi helped the Plains Indians improve their way of living and make it easier for them to hunt. The Plains Indians were nomadic hunters of buffalo. If they wanted to follow the herd of buffalo and still live they had to find a way to have a shelter and have it be portable, durable and water-r...

The Production of Space by Lefebvre Essay Example | Topics and Well Written Essays - 1000 words

The Production of Space by Lefebvre - Essay Example Lefebvre (1994, quoted in notbored.org, n.d.) in his book The Production of Space gives an insightful and realistic expression of geography, â€Å"An existing space may outlive its original purpose and the raison d'etre which determines its forms, functions, and structures; it may thus in a sense become vacant, and susceptible of being diverted, reappropriated and put to a use quite different from its initial one.† According to Lefebvre, â€Å"space† is otherwise known as a society. Time is only measured by instruments such as clocks and is only paid attention to when we are at work and the society we created actually has no real sense of time. This quote best introduces the topic of this writing as we focus on how classic urban theory shapes the views of the nature of hyper stimulation, phantasmagoria, and alienation. We shall also discuss geographers' understanding of the modern city and the contradictions of modernity, which are characterized by a tendency to order, space, and time whilst, simultaneously, its ruination and fragmentation (Berman 1982). Continuing the modern post urban experience in shaping spaces and consumptions of modern geographies of the twentieth century is the course of geography. ... specifications to a geography of modernity in which "an organic community lives in an age where a multiplicity of international and domestic material transformations"(Mackinder 1904: 434). This transformation is so extreme that not only do we use architecture to embrace all forms of dreaming and fantasy, but we also can use our hairstyles and clothing to create the geography that we fantasize, making it into our own reality. Geographers are influenced by Lefebvre's understanding of the modern Page 3 city. He states that space and time are driven by the forces of production and by industry, proletarian and revolutionary rationality. Some geographers mimic His view of space, as quoted in Henri Lefebvre's The Production of Space, "is actually experienced, in its depths, as duplications, echoes and reverberations, redundancies and doublings-up which engender -- and are engendered by -- the strangest of contrasts." While the internal divisions (the nine sharply-defined chapters) of The Society of the Spectacle -- reminiscent somehow of wide boulevards that ensure the smooth circulation of traffic -- make sure that the book's major themes do not interfere with each other, The Production of Space (to once again quote its author out of context) is "penetrated by, and shot through with, the weaker tendencies characteristic of networks and pathways." Unlike Debord, who uses the same paths to arrive at different points, Lefebvre arrives at the same points by using different paths". Berman (1982) states that the contradictions of modernity are characterised by a tendency to order space and time while simultaneously promoting their ruination and

Creativity and Innovation Empowerment by the Right Leadership Essay

Creativity and Innovation Empowerment by the Right Leadership - Essay Example This means employers look for people who are creative, innovative and bring in fresh, original and imaginative ideas to boost their products and services. In fostering environments where creativity thrive, stronger overall businesses will emerge. However, the way in which a manager of employees can get optimum creativity from his workforce is not always clear. According to Periperl (2002), creating teams of people inspired by the spirit of creativity will enhance overall performance within a business. This study intends to find the common elements of managerial/ leadership styles that promote employee creativity and innovation in the work environment. Creativity and Innovation In many research studies, the terms creativity and innovation are often used interchangeably, however, there are noted differences between the two. Mumford & Gustafson (1988) contend that creativity has to do with the production of novel and useful ideas, and innovation has to do with the production or adoption of such useful ideas as well as its implementation (Kanter, 1988; Van de Ven, 1986). In any case, organizations need both to be successful in the achievement of its goals. Robinson (2011) contends that in order to maintain a competitive edge, creativity and innovation are necessary to generate new ideas for products and services. ... r, even if an individual has enough appropriate creative thinking skills and expertise, a high level of creativity will not be reached if he or she lacks the motivation to mobilize efforts to use such capabilities (Jung, 2001). A common phrase used referring to creativity is ‘thinking outside the box†. Notar & Padgett (2010) commented that very successful people never appear to have a â€Å"box† from which they ope rate. However, a box is something associated with something that confines one to a finite space. â€Å"Thinking outside the box† then means not thinking in a finite space but opening the minds out to infinite space with endless possibilities. Bernacki (2002) enumerates some attributes related to thinking outside the box as having a willingness to take new perspectives to day-to-day work. It also entails openness to do different things and to do things differently. Creative individuals focus on the value of finding new ideas and acting on them. The y strive to create value in new ways. Although they already have great ideas in mind, they still enjoy listening to others due to their perennial search for better ideas. Creative Cultures/Environments Amabile (1998) suggests that for leaders to foster creativity among their subordinates, they must establish an organizational environment wherein subordinates feel safe contributing their ideas and trying out innovative approaches without fear of punishment for failure. Transformational leaders stimulate their followers to think ‘out of the box’ by enhancing generative and exploratory thinking (Sosik et al., 1998). Such leaders push their followers to bravely think about old problems in new ways, to question their own values, traditions and beliefs, as well as the leader’s beliefs and assumptions (Bass, 1985;