Comapre and contrast maslow needs hierarchy and equity theory, also Essay

Comapre and contrast maslow needs hierarchy and equity theory, also evaluate why organizational studies are important in contemp - Essay Example Maslow’s hierarchies of needs starts with physiological needs, safety needs, belongingness needs, esteem needs and ultimately self-actualization needs (Brown, 2007). According to the theory, the management will motivate the employees through enabling them achieve their needs according to the order. The lower-order needs include safety, social needs and job security while the higher-order needs include recognition, self-esteem and self-actualisation attained through personal and professional growth. On the other hand, equity theory of motivation asserts that employees are motivated if they perceive that they are treated fairly (Knights & Willmott, 2007). Equity theory involves the perceptions of outcomes of performing the duties such as the salary levels, the perceptions of inputs and reference person that enables the employee to compare the outcomes and inputs in order to determine whether the existing job is equitable or inequitable. The employees will respond to perceived in equities by changing the work inputs, changing the situation or demanding more rewards. In this case, overpaid employees will experience feelings of guilt while underpaid employees will experience anger (Brown, 2007). ... ory aims at enabling the management to identity the needs of employees in order to ensure their perceived job outcomes are aligned with the inputs (Knights & Willmott, 2007). Question 2 Organizational studies are important in contemporary business since the competitive edge of the business depends on the quality of people skills, structure, and social relations in the organisation (Smith, 1992). The studies examine how individuals and groups within the organisation construct processes and structures and how these structures and processes ultimately motivate employees towards high achievement. Organizational studies identify managerial and leadership approaches that fosters interpersonal relationships and contribute to high job satisfaction in the workplace (Brown, 2007). These studies enable business managers to articulate the mission, shared vision and strategy to the employees in all communications (Martin, 2001). Contemporary business environment is characterized by frequent chang es in external environment variables such as new technologies, new legislations and shifts in consumption patterns thus organizational studies will enable the managers to align their business vision and strategy to these changes. In this case, managers will be capable of collecting market intelligence information and outlining competitive strategies that aim at attaining the overall business vision (Cole, 2004). Accordingly, the studies will motivate employees through ensuring proper leadership styles that aim at ensuring team work and improving the individual employee performance (Smith, 1992). In this case, modern business must implement transformational leadership practices that consider the unique needs of each employee and that aim at inspiring the efforts of employees towards

Fast Food in the Cafeteria Essay Example for Free

Fast Food in the Cafeteria Essay Many people think that fast food is bad for our health and that it shouldn’t be allowed in school. More healthful options should be promoted but what’s the use of healthy food in school if the kids don’t want to eat it? Nobody least of all adults LIKE eating healthy if given a choice everyone always goes for the fast food. When we eat lunch at school we get the bad end of the stick. they feed us cardboard pizza, meat that isn’t even meat and has been washed in ammonia to kill bacteria, we get fries that aren’t fries, slimy ravioli, and lunch that generally looks unappetizing and tastes little better than that. the dilemma is should schools offer fast food such as KFC, Taco Bell or McDonalds? I say yes. Based on 2009 US Industry report, there were 303,989 fast food locations in the US alone. â€Å"Fast food was the main food source for up to 38% of children† stated researcher Shanthy Bowman, PhD, with the U. S. Department of Agriculture in Beltsville, Maryland. She also demonstrated that when kids eat fast food, they eat more food all day long and over one year time period, a child can pack on 6 extra pounds because of high fast food eating. The result of overeating is a nation that is becoming obese and overweight. The result of obesity? More illness and soaring healthcare problems. When we say fast food, we are thinking junk food yum (insert drool here). Fast food has become one and the same from hamburgers to pizzas, to French fries, hot dogs and more. Fast food has high calories, fats, saturated fats, sugar and salt content. The fats, sugar, and salt in fast food draw us kids like a magnet and because fast food doesnt contain much fiber we dont feel full afterward so we tend to eat more later on. Compared with kids didnt eat fast food, fast food eaters ate an average of 187 more calories a day. At that rate, â€Å"the child would gain 6 extra pounds each year, if they didnt get enough exercise to burn it off†, wrote PhD Bowman. At the same time, fast food causes a number of health problems in children. The excess of sugar in fast food and sodas lead to diabetes in children; their bodies failing to produce the insulin that controls the sugar levels and metabolism. Fats and saturated fats lead to high levels of cholesterol in the blood, Cholesterol leads to various heart problems, These heart problems increase the risk of major heart diseases such as Coronary Heart Disease. Also the lack of vitamins can make the children become anemic, lethargic and get tired very easily. Deficiency in calcium makes their teeth, nails and bones weak. Many times the added preservatives and coloring agents used in fast food can cause cancer in children. The most common and the core cause of all the diseases in children, is obesity due to fast food. Obese children spend little time doing physical activities or sports, and this lack of activity leads to a sedentary lifestyle, which further on leads to mental stress and other emotional disturbances. According to Centers for Disease Control and Prevention website, results from 2007-2008 National Health and Nutrition Examination Survey showed that 17 percent of children and teenagers ages 2-19 years are obese. That means one in 6 children is obese. Are you tired of eating nasty, dried, greasy, overcooked, overpriced cafeteria food? I know I am. Its time to make a change. It would be a good idea for a fast food chain to consider opening their newest location in schools because doing so would help students and increase money for the school. â€Å"As they try to keep pace with student taste, lunchrooms across the country have given up meatloaf and mashed potatoes for brand-name fast-food items. † (source B) Bringing in a fast food restaurant as a matter of fact would be good because it would help students. Students would stop skipping lunch a start eating in the cafeteria, Eating lunch is better than not eating. Studies show how test scores improve when students eat. When students like lunch, they’ll eat it! They won’t be tempted to throw it out or give it to another student. In addition to helping students, a fast food restaurant in the cafeteria would benefit the school because first of all, the restaurant would give a percentage of its profits to the school and secondly the restaurant might even participate in the Adopt-a-School program. With more students buying lunch, profits would increase, and if other students hear that that school has fast food in the cafeteria they might be attracted to the school because of the restaurant, increasing profits even more. All this extra money could be used for supplies, computers, or books, all of which would make our educational experience at school much better than it is now. Helping students and schools is something that everyone enjoys doing. Putting a fast food restaurant in place of cafeteria food would do both. Hopefully if we got this restaurant no one would ever think of the food as being nasty, greasy, overcooked or overpriced, everyone would be happy. Cafeterias are a vital part of a students high school career. It is a place of social interactions and various degrees of shenanigans, whether it is over breakfast, lunch, or walking to classes with friends. Cafeterias are not just for keeping societys niches alive, however, as school cafeterias are also used to provide a form of food for the general student body. Cafeteria food has been a theme of debate for years and will remain to be so for years to come. From the bagged-lunch versus the school-prepared dilemma, to the question of what exactly is in the meat-like substances cafeteria food has an air of mystery and intrigue. While there are admittedly many reasons not to consume the cafeteria food, it has a few redeeming qualities about it. Food provided through the public education system can sometimes have a less-than-savory flavoring when first chewed over, but soon becomes edible when the taste is acquired. Cafeteria food may be tasteless and inedible at times, but remember: what doesnt kill you, makes you stronger. After four years of consuming the bland entrees, students graduate high school with brand-new taste buds and an aversion to all things flavorful and delicious. If variety is the spice of life, cafeteria food is as spicy as a Flamenco dancer. One never knows what he or she will receive on Wednesdays- pizza, hotdogs, or a creative combination of the two. Not only is the student unsure of exactly where the chicken patties come from, or what they are really made of, but the school lunches provide an array of fruit and salad. Most students have no choice in what they eat for lunch they eat it because they are hungry and have no other option. fast food in the cafeteria though would change that. Students could eat what they liked and even if they paid for it the funds would go to the school and the school could use that money to buy things for the students that would enhance our learning experience. every student would go to lunch and actually eat the food even if they had to pay for it because it’s something they like to eat, not tasteless junk. So overall putting fast food in the cafeteria is a good thing but also a bad thing. It’s a debate that would probably go on forever but nobody would win. decide whether to put it in the cafeteria or not. either way it makes no difference except to our taste buds. BIBLIOGRAPHY Nicole Harms ehow contributor â€Å"obesity coronary heart disease† Monycutza007 â€Å"Children Adn Fast Food† 11/27/10 http://www. cyberessays. com/Term-Paper-on-Children-Adn-Fast-Food-23508/ Amy Kalafa August 22nd, 2011 â€Å"Whats in Your Childs School Lunch? † â€Å"The unsavory nutrition facts on cafeteria food† google. com fast food in the cafeteria.

Langston Hughes is America Essay -- Biography Biographies Essays

Langston Hughes is America      Ã‚   " The poet's life is the focusing glass through which passes the determinants of the shape of his work: the tradition available to him, his understanding of "Kinds", the impact of special experiences (travel, love, etc.)." (Fielder 1431). Langston Hughes did not have an easy life. Being a young black male during the 1920's, Hughes was constantly being discriminated against by the color of his skin. Because of that harsh reality, most of his work was centered around the African American's fight for racial equality. One good example of this is shown in his poem "I, Too". Hughes writes about being discriminated against because he was black.      Ã‚  Ã‚  Ã‚  Ã‚   Around the time of the twenties, there was a big boom of African American culture. Out of this came the renaissance of Harlem, a hot spot for African American poets, musicians, and dancers. White America would flock to these hot clubs that infested Harlem. They would go for the great food and the entertainment. Big clubs such as the Cotton Club on Lenex Avenue would not allow blacks t...

Friends or Lovers :: Love Letters Dating Email Relationships

Dear Chase, I'm not quite sure where to begin; I know this past week has been a mess, both our faults, I'm not just directing it towards you. I have had ten million things running through my mind the past few days, and I am going to try and get a few of them out right now. For one, I do cherish your friendship, like I said in one of my messages, you and I have shared things and conversations about our lives, our families that I would never with anyone else. The main reason for that is because I trust you, and you listen to me, as I do to you. I can say that I have had some of the most wonderful times with you that I have ever had in my entire life. I had told you before that when you talk I hold onto every word that comes out of your mouth and it's like they are engraved in the back of my mind forever. I don't know why you have that affect on me; maybe it's the fact that we have become such good friends. To be quite honest with you, I don't trust people very easily as you very well know, and I could probably say the same for you. I think that is why I did let that wall down and let you into my life and my heart, because I felt safe. Let me ask you, why do I feel like building it back up? Let me explain what I want in my life. I want someone to share my laughter and my fears, someone to listen and be there when I feel like the world is crashing down on me. I want to give that same courtesy back to them in return. I don't want someone standing at my door waiting for me to get home, or around constantly, because that drives me absolutely crazy. I do think that since you and I have spent so much time together that I have become a little dependant on you, and wanting to talk to you. That doesn't necessarily mean seeing you every day, or a three-hour phone call, but just the reassurance to know that you are in fact still there. Is that too much for you? It sometimes feels like you only call when you know I am upset because you haven't called. You hardly ever call just because you want to.

Construction of femininity Essay

The very titles of both plays, Gertrude, The Cry and Ophelia Thinks Harder offer the grounds for the presumption that the central theme is related to a woman. Furthermore, in the light of postmodernism one may presuppose to read the revisionary approach on the woman’s question. Now when Gertrude and Ophelia have become the archetypes, their reading in the postmodernist works gives the possibility to understand the principles of the latest tendencies of the literature. The play expresses the modern understanding of Hamlet by throwing the light upon the subjects that were left enigmatic by Shakespeare. Reading the archetypes in the modern adaptations allow a better understanding of postmodernism. The study’s focus is the representations of Shakespearean Hamlet women in the modern plays. Despite a series of transgressive forms of language in both literary pieces (in particular in Barker’s), the plain-spoken parody on the original play, the focus on the problem and the atmosphere of femininity appear close to original Shakespeare. The atmosphere around femininity in both plays seem more authentic to the heroes of original Hamlet that for example in the representations of 19th [1] century when the femininity was a cult and the femininity of Ophelia was the idyllic example. Is it the genius of Shakespeare to create a play that seems to have constantly the necessity to be unveiled? Is it the work of poststructuralist philosophers that influenced the postmodern authors to re-understand the women in Shakespeare’s literature? Has the urgency of rethinking of the female role through rethinking the femininity finally found its proper reflection in the fiction? Of course, Gertrude and Ophelia represent different and sometimes quite the opposite female types. Gertrude is in her maturity while Ophelia is in her puberty. This difference gives the opportunity to study the whole picture of femininity on different levels. To make the picture complete, both authors introduce new feminine characters. In order not to eclipse Gertrude, Barker omits Ophelia in his adaptation; however he introduces Isola, Claudius mother and Ragusa, somewhere at Ophelia’s place. As for Betts, there are Maid and Virgin Mary; however the plot is formed in a way that to the end of the play there are more female characters than male. Gertrude and Ophelia characters symbolize the eternal problems that women are facing. Different as they are, they always converge. And the study of both of them is necessary for this course of effort to bring the answers to the questions raised above. The philosophical debates over essentialism and femininity, the problems of gender, the rethinking of its ontological construction, the post-structuralism and the deconstruction have been largely introduced in the course of the 20th century [2]. Although, they have some differences in approach, commonly they agree that the femininity is to be socially constructed. It is rather clear that both postmodern writings of Barker and Betts could possibly not disregard these approaches when writing on women. Moreover they are industriously participating in the debates. For example, the plot Ophelia Thinks Harder is explicitly under-wound on gender construction. Barker is focusing more on the relation of femininity and the power. Bett’s claim on Queen: â€Å"We have to work at being women†¦ † (Queen,3,17) highlights the coercive nature of femininity and can recall one the Beauvoir’s famous claim that one is not born, but rather becomes a woman[3]. Femininity construction in the conventional understanding is regarded as the â€Å"the art that [all the heterosexual women] must master†(Queen, Scene 3, p. 16). It is quite natural that all the compulsory is to be criticized in the western democratic society. However the femininity is compelled so slight and subtle that one can possibly not be aware of it. But the outcome of this compelled femininity can be more dangerous to the point that one can believe and can touch all the levels of human being. This is what this study will attempt to highlight in this work. It is sad to mark that this is the prevailing philosophy as for gender problems finds its supporters mainly in the homosexual ranges. [4] With all my respect for the diversity, in some cases it is like Barker’s Hamlet who â€Å"will write the Book of Love whilst having never oh not ever loved† (Hamlet, Scene 13, p. 55). While the heterosexual women suffer of so many not less urgent problems of no solution. What is the role for example of the philosophy on gender, treating the problems of femininity in the issue of domestic violence. A 1992 Council of Europe study on domestic violence against women found that one in four women experience domestic violence over their lifetimes, 400 hundred women die because of their partner’s violence every year [5]. Generally speaking, the contemporary philosophical orientation is hardly finding something constructive to propose at least for heterosexual women leaving the contradiction unresolved. Efrat Tseelon criticizes the modern authors regarding the woman’s question in â€Å"The Masque of Femininity†: â€Å"My claim is that this tradition covers very different theoretical explanations. It ranges from mythological and theological descriptions which define the essence of a woman as dissimulation, to psychoanalytic accounts and contemporary social theory which define the essence of femininity as an inessential social construction†[6]. Majority of the postmodern writers and philosophers, who are focusing on femininity, give the answers principally on the deconstruction of gender. Some tendencies for internationalized feminism take into consideration the women of the third world situations as highly appreciable [7]. However, similar problems in the western society do not have the sufficient treat. Even if theories exist, they are too difficult to adopt in real life for the heterosexual majority of women as it is proved in Ophelia Thinks Harder. In this context literary works treating questions concerning women again become more important. They are indispensable in understanding femininity in modern terms. Inasmuch as studying them contributes to the working on the consciousness. And it is due to the quality of the literature independent of the conventional construction or philosophical trends and largely contributing into both, to intersect the theory and the real life. Whereas Howard Barker’s intentions are rather cryptic, Jean Betts provides the both in her work: her work is full of incomparable imagination, she provides the historical and philosophical data from Aristotle to Queen Elizabeth and the outline of Christian thought over femininity and she evokes for the representations of women in all the dimensions. Of course such approach helps her preliminarily to put some light on the original character of Shakespearean Ophelia by the introduction of the thought on femininity in the period when Shakespeare created Ophelia, the post-Elizabethan period, the beginning of the 17th century. This information in the guise of fiction makes apparent the true reason of Shakespearean Ophelia’s collapse. Women were regarded as physiologically â€Å"failed men† – as a product of incomplete development caused by insufficient generative heat in the womb. They were seen as the effeminate man, the aberrations of effeminacy. Woman’s sexuality was thought of almost a separate organism within the woman, with a will – womb[8]. Calling back to these perversions in the postmodernist frame allows the reader to question the hegemonic cultural discourse of nowadays. Whereas Betts is trying in her own words to help to â€Å"dismantle some of the foundations of this deeply buried prejudice against women†, (Writer’s Notes, Ophelia Thinks Harder), Barker is focusing more on the sexuality of the femininity as the power and the tragic outcome of the excess of the femininity and feminine sexuality. He questions the verity of the sexual feminine liberation and if it really liberates the woman. Undoubtedly a certain sexual feminine liberation has become a part of the conventional construction of femininity. However, there is no seamless category of conventional femininity, no for femininity as there is no seamless category for the woman. â€Å"The very subject of women is no longer understood in stable or abiding terms†[9]. The best possible definition for the conventional femininity gives Betts’s Gertrude: â€Å"†¦ display her wares†¦ you’ll dazzle them all†¦ a fantastical cosmetic and corset fitting process; e. g. Eyebrow plucking, leg waxing, arm oiling, nails, garish face mask, fierce corsetry, grossly padded bra, chastity belt, etc†¦ You will delight, but not over-excite. †¦ a pure sweet, submissive little virgin†¦ † The conventional femininity is double-faced. Having Chaste Mary as an ideal, the feminine best culmination is â€Å"to play the cards right†. What Ragusa has actually performed. †Ã¢â‚¬ ¦ marriage is the greatest moment in a woman’s life to be a bride the day of all days†¦ † (Ragusa, Scene 15, p. 63). Trying her best to construct the feminine self, she married Hamlet and inherited the throne after his death. Ophelia’s Mother suggests: â€Å"women are treacherous, sly, scheming, deceitful†¦ †. Even making children in the conventional understanding of the femininity is corresponded to please or manipulate man: â€Å"They want kids, do it. They don’t – well come to me and I’ll help you when the time comes. â€Å"; â€Å"A woman with a son is powerful. † (Queen, Scene 3, p. 17; 19) However, in the original version Gertrude had nothing but sufferance and the collapse of her life because of her son, who did not accept her mode of life. The response is paradoxically given by the same all feminine Betts Gertrude: â€Å"-and we are inconsiderate enough not to give a shit what driveling adolescents like you think. † (Queen, Scene 7, p. 54). Of course, Barker’s power of Gertrude is certainly far from her bearing a son. Unmasking the masquerade Insomuch as the woman’s question is to be read the titles of both plays, the unthought-of before or rethought (thinks harder) and a sore utterance of the extreme feelings (the cry) are manifesting. Shakespearean women thus have a chance to cry out their repressed truths. It is absolutely normal when taking in consideration the historic-cultural context of the role of gender in the Shakespearean period that women like Gertrude and Ophelia, were shown and identified by their relation to men. It is of the great achievements of Shakespeare to draw the remarried widow as the tragic hero when â€Å"for playwrights of the early modern period, a remarrying widow was a subject for comedy†[10]. Today, in the light of deconstruction, what was identified as the feminine can turn to be masculine and vice-versa theoretically [11]. Practically, the process of choosing the gender is not without the desperate torments. The femininity as the obstruction to the knowledge in Betts version and the extreme feminine sexuality of as the pseudo pluck of the apple of forbidden knowledge in Barkers are the central themes in the plays. Betts’ Ophelia hence thinks harder than the original Shakespearean one. What does this possibility to think or to rethink presents for the female? Shakespearean Ophelia’s life was predicated by what men around her thought. Her father and brother decided how she should behave herself. Hamlet’s refusal of her was fatal. Betts offers Ophelia the choice to think herself for her life, what will it turn to? As for Gertrude, will her cry hush the desperate attempts of Hamlet to de-sexualize her? Is the cry the horror and sexual pleasure of her femininity or does it stand over female and masculine categories? Modern Shakespeare suggests that Gertrude’s flagrancy, her over sexualized femininity cost the life of another feminine innocent Ophelia [12]. Indeed desire and death go traditionally together as proved above, but what is the place of the femininity in desire? Even if it is true, why should the feminine sexual desire be identified with femininity? And why should the masculine desire excuse itself by femininity? In Betts rewriting, Ophelia is in the same cultural context, the oppressed woman, the same â€Å"mad fool† (Queen, 7, 52) boyfriend Hamlet. It should therefore come as no surprise, that her desperate attempts of thinking meet the terrible attacks from all the members of the society. To condemn these attempts on failure, they take an argument that thinking is not feminine, accusing Ophelia of not being feminine. Throughout the play Betts is proving that the imposed conventional femininity is an instrument to prevent the woman to think. She focuses in particular on why thinking for a woman is so dangerous in the conventional understanding. The power stands for the explanation and certainly not a â€Å"psychotic clown† who sets the rules. The power serves as the relationship between individuals. The one who possesses the knowledge possesses the power. Isn’t after overcoming the conventional femininity and get educated that: â€Å"we dress up to learn, to write, to get published†¦ be lawyers, doctors, lead armies, run countries†¦ † (R&G, Scene 8) that the gender war is foreseen to happen: â€Å"I see strife; I see gender war; I see the initial X†(First Woman 4, 26). At first glance, Barker’s Gertrude possesses the power. She is evidently more delighted with her sexual power than the political one that she posses with her statute of the queen. From her comes out the cry, the extreme point of ever possible desire and pleasure and of horror. The extreme desire is always conventionally associated with sin as well as with feminine. This is evident in the story of Adam and Eve, the first man and woman. The first sin has become sexualized with Eve’s violation of God’s specific instruction [13] The Cry is like the reproduction of the first sentiment that the new sinful world lived: the desire and the horror. Gertrude possesses this cry. Is the extreme femininity the way to posses the cry or does it come out of the brain that has no binary category? â€Å"MY BRAIN IS WHERE DESIRE IS† (Hamlet 5, 28) Where is the place of the intellect in the conventional construction of the femininity? Knowledge and desire go together. As mentioned above was it not for the desire of knowledge that the first sin occurred? Therefore, knowledge is interpreted as unnatural to female. As the epigraph to Ophelia Thinks Harder proposes: â€Å"Laborious learning or painful pondering, even if woman should greatly succeed in it, destroy the merits that are proper to her sex† (Kant). In the course of all these tormenting moments of thinking, Betts’ Ophelia is read as what is in the psychoanalytic terms called bisexual: not feminine, not masculine. At least she is resisting to become feminine. Before getting down on why she is refusing the conventional femininity, one should clearly make the difference between the biological sex and the socially constructed femininity or masculinity. Freud claims that the child is born bisexual and femininity or masculinity is constructed [14]. Following the psychological steps related to his parents the child develops his/her masculinity/femininity. Then as it is developing it is influenced by the socio cultural frames. Together with the theory of deconstruction they would consider us to read Ophelia bisexual. Indeed she claims that she does not want to be the man, nor the woman (Scene 3, 17). However her bisexuality is also determined by the social frames. She does not want not to be the man, nor the woman because she does not want to be seen like conventional feminine or masculine. The conventional understanding of the femininity does not correspond to her individuality. Hence, she is refusing the conventional notion of being feminine: â€Å"Behavior as instinctive as a cat’s with a bird†¦ † (Hamlet, Scene 1, p. 3); â€Å"†¦ viper†¦ like Eve would arouse in him evil and lust (Hamlet, Scene 4, p. 29) or â€Å"The lady doth protest too much†(III,ii,225) She is refusing to be tough and try to corrupt the man she is not. She is refusing to be tough to be overwhelmed with her sexuality as something shameful. â€Å" Hormones, cycles of blood, reproductive turmoil-you are flushed with your female destiny-you are adulated, euphoric-yes-you are clearly in love†¦ † (Hamlet, Scene 1, p. 3). If choosing gender in the natural way is as impossible as it was in the original version and if we know that the femininity is rooted in the social construction is it left to the society to decide if she becomes a normal woman [feminine]? Is there a solution to stand out the opinion of the society? On one hand Barker’s Gertrude is independent from the society’s opinion, on the other she is strongly dependent on others, as she needs to astonish. The conflict in Ophelia Thinks Harder lies in Ophelia’s resistance to the psychic subordination of the conventional. Being female, according to the social conventions her body must be superior to her mind, while the masculinity would be gifted with mind and femininity with body. Ophelia is forced to be separated from her mind and to delight and be delighted by her feminine body. She is not abnormal or exceptional. â€Å"The thousands of us† (Scene 8, p. 66) had to disguise as men to be disjoined from their minds. Judith Butler is decisive upon Beauvoir proposal that the female body ought to be the situation and the instrumentality of the woman’s freedom, not a defining and limiting essence [15]. She writes: â€Å"In the philosophical tradition that begins with Plato and continues through Descartes, Husserl, and Sartre, the ontological distinction between soul (consciousness, mind) and body invariably supports relations of political and psychic subordination and hierarchy†. While Betts uncovers the diverse and dissimilar states of female’s self-construction, Barker is focusing on the exploration of the body. Helen Cixous is speaking about the writing of the female body [16]. Quite in a similar way, Barker is studying the possibility of â€Å"learning to approach their [women’s] own forbidden bodies†. Indeed one can mark the parallel even in the titles with The Laughter of Medusa and Gertrude The Cry. Barker’s Gertrude claim â€Å"I’ve made an instrument out of my body† (Scene 14, p. 62). Gertrude explores and perceives the knowledge through the possibilities of her body. Of course Barker has not invented that Gertrude is exploring her sexuality. Shakespearean theme is also read in Betts: â€Å"it may come as a shock, little boy, but quite a lot a lot of people over 30 fondle each other. Oh yes; Claudius and I†¦ HAVE SEX. † (Queen, Scene 7, p. 54).

Face It Writers Make Less Now

Face It Writers Make Less Now If you are in this business full-time, and attempt to keep up with the pace of the current publishing paradigm, you cant help but feel depressed. Writers make less now than a decade ago. And no, it does not appear to be a temporary slump. Writers in Canada make less than in 1998 thestar.com/entertainment/books/2015/05/29/writers-in-canada-make-less-than-in-1998.html Authors incomes collapse to abject levels theguardian.com/books/2014/jul/08/authors-incomes-collapse-alcs-survey We can argue the reasons why, but I see it as two-fold: Treasure in hand 1) Everybody can publish today. 2) Readers have become accustomed to deals, so the average cost of a book has seriously declined. Nobody pays $25 for a hardback anymore. Not when a reader can grab an ebook for $1.99. But writers tend to be their own worst enemy. It feels better to sell 1,000 books for $.99 each than 100 for $9.99. We think were more powerful at that 1,000 number, but what weve failed to see is that weve driven our reputation down to a level thats hard to recover from. Yes, I understand you can have one-day and two-day offers. I understand Kindle Unlimited and Kindle Countdown Deals attract lower priced sales. But with most writers pricing down their material, we all earn less. And with so many writers in the mix, we all sell less. My own publisher talks about how publishers across the board are earning less, which drives them to promote individual authors less, no longer provide print ARCs, and decrease advances. On the freelance front, $1/word was once the professional rate. When FundsforWriters was started, I scolded writers for accepting less than 20 cents/word. Today thats decent pay. Writing mills came into the picture, making new writers think they could gather experience doing click rate writing. Then people started writing internationally, and writers from some countries easily underbid writers in others. One So whats an author to do? 1) Write steadily and often. The prolific writers makes more money no matter the pay. 2) Stand firm for a respectable wage. Turn down bad offers. Set your floor. 3) Dont settle for a lesser publisher. Hold out for a reputable publisher or learn to self-publish and consider making your own success. 4) Be unique in your promotion. Do not use the mass promo offers everyone else uses. 5) Promote daily, a little at a time, but dont sound like the next guy. The slow-but-sure mentality wins this race, and its a darn marathon for sure. But there are sneakers and training programs for those marathons, and they await you. You just have to decide to put them on.

Free Essays on Technology And The Problems It Creates

Although, technology might seem like it’s great and cut the job workforce in half the time, it seems like it’s damaging our lives. People get cut from their jobs, because machines are taking over for them. In some aspects of life, that could be for the best, like using machines to create parts for cars ( instead of manual work). People tend to get mad that their jobs are being taken away by technology and I completely agree with them. The most common example to use is computers. It’s the main reason our country is falling apart and jobs are being decreased. Computers weren’t such a big thing around fifty years ago. The nation used to research by using books and common knowledge. Typing papers was a pain, because type writers didn’t have the copy and paste features and spell check that we have now. Most people who didn’t have a type writer had to write by hand. Using books and other means of information made people read more and get more educated. By using the internet you don’t have to actually leave your house. You can listen to music on such sites as AOL radio or launch.com. There are also a variety of Russian stations like rbcmp3.com and mp3.rin.ru (one is used to listen to songs rather than buying the CDs and the other allows you to download songs for free). This creates a problem for the artists and people producing/making these albums. There are sites where one can download music for free. A few examples are sites like iMesh, Kazza, WinMX. You can shop, listen to music, and even earn a degree online. Anything you can possibly want is now on the Internet. By creating machines, computers, and other devices like robots, many jobs will be taken away and given to machinery. If you’re a draftsman you no longer need to do anything by hand, because of programs like AutoCAD and AutoDesk Inventor where everything is done for you and shows you your models in different views. If you’re a mechanic you have devices t... Free Essays on Technology And The Problems It Creates Free Essays on Technology And The Problems It Creates Although, technology might seem like it’s great and cut the job workforce in half the time, it seems like it’s damaging our lives. People get cut from their jobs, because machines are taking over for them. In some aspects of life, that could be for the best, like using machines to create parts for cars ( instead of manual work). People tend to get mad that their jobs are being taken away by technology and I completely agree with them. The most common example to use is computers. It’s the main reason our country is falling apart and jobs are being decreased. Computers weren’t such a big thing around fifty years ago. The nation used to research by using books and common knowledge. Typing papers was a pain, because type writers didn’t have the copy and paste features and spell check that we have now. Most people who didn’t have a type writer had to write by hand. Using books and other means of information made people read more and get more educated. By using the internet you don’t have to actually leave your house. You can listen to music on such sites as AOL radio or launch.com. There are also a variety of Russian stations like rbcmp3.com and mp3.rin.ru (one is used to listen to songs rather than buying the CDs and the other allows you to download songs for free). This creates a problem for the artists and people producing/making these albums. There are sites where one can download music for free. A few examples are sites like iMesh, Kazza, WinMX. You can shop, listen to music, and even earn a degree online. Anything you can possibly want is now on the Internet. By creating machines, computers, and other devices like robots, many jobs will be taken away and given to machinery. If you’re a draftsman you no longer need to do anything by hand, because of programs like AutoCAD and AutoDesk Inventor where everything is done for you and shows you your models in different views. If you’re a mechanic you have devices t...

Canadian House of Commons Question Period

Canadian House of Commons Question Period In Canada, Question Period is a daily 45-minute period in the House of Commons. This period allows the members of Parliament to hold the prime minister, the Cabinet  and the House of Commons committee chairs accountable by asking questions about policies, decisions, and legislation. What Happens During Question Period? Opposition members of Parliament and occasionally other members of ​Parliament ask questions to get the prime minister, Cabinet  ministers and House of Commons committee chairs to defend and explain their policies and the actions of the departments and agencies for which they are responsible. The provincial and territorial legislative assemblies have a similar Question Period. Questions may be asked orally without notice or may be submitted in writing after notice.  Members who are not satisfied with the answer they receive to a question may pursue the matter at greater length during the Adjournment Proceedings, which occur every day except Friday. Any member can ask a question, but the time is set aside almost exclusively for the opposition parties to confront the government and hold it accountable for its actions. The opposition typically uses this time to highlight the perceived inadequacies of the government. The Speaker of the House of Commons oversees Question Period and may rule questions out of order. The Purpose of Question Period Question Period reflects the concerns of national political life and is closely followed by members of Parliament, the press and the public. Question Period is the most visible part of the Canadian House of Commons schedule  and gets extensive media coverage. Question Period is televised and  is that part of the parliamentary day where the government is held accountable for its administrative policies and the conduct of its Ministers, both individually and collectively.  Question Period is also a major tool for members of Parliament to use in their roles as constituency representatives and government watchdogs.

Half the Sky Essay Example | Topics and Well Written Essays - 750 words

Half the Sky - Essay Example The single fact that the documentary uses real life experiences is justification enough of its validity. The authors and directors took upon themselves to visit the real â€Å"ground†. Here, they get to interview women who have encountered the experiences first hand. This is as opposed to relying on second hand information from others who do not know what it feels like. Endorsements by world renowned leaders have also cemented the support the documentary has achieved. Bishop Desmond Tutu and Hillary Clinton are some of the leaders who have a great portfolio and have supported the mobilisation. Celebrities such as Eva Mendes have also taken upon themselves to work at improving the living conditions of the women featured there in. With such a backing, the film is definitely on the right trend in as far as reaching more afflicted women is concerned (Half the sky, 2012). The need for a global awakening is the common ground for all these celebrities and they all feel a major change can be experienced if everyone who is willing would make a deliberate effort to improve the life of women. The reliance on women in most parts of the world is especially a driving force of the move. As it is, women (especially in the afflicted regions) have to take care of their children; almost alone. This then makes it a trend with infinite possibilities as children are not exempted from the struggle and pain (Half the sky, 2012). Without connecting with the audience, the need to have more people learn about the suffering women are subjected to can only be a dream. The need to bring the situation just as it is, is a necessary measure in ensuring that the intended objective is achieved. As it is, any age group, race, gender can view the documentary. Its universal viewership is meant to go a long way in ensuring that the message goes all over (Half the sky, 2012). By making it an

Diaspora e-Class Essay Example | Topics and Well Written Essays - 1000 words

Diaspora e-Class - Essay Example In the middle of growing living standards, Indonesia’s education system has been improved over past years. This fact can be seen from the presence of numerous new educational institutions in Indonesia which provide international education standards. Of note is that although the total population of Indonesia is 250 million, a factor that has caused Indonesia to be the fourth largest most populous country in the world, there is only a small percentage of the Indonesian population that has managed to receive proper education. This is an indicator of the fact that most Indonesians haven’t clearly understood the prospects of their country. Indonesian students are essentially the backbone of the country. Therefore, Diaspora e-Class believes that it can make positive contributions to the country by providing impoverished Indonesian students with a proper education through the use of online education. By using the internet, it is now possible for unfortunate Indonesian students in remote area to access online education. Diaspora e-Class gathers volunteers from Indonesian students studying abroad to motivate as well as teach English to students from impoverished schools in Indonesia. The Indonesian school system is rather quite diverse and immense. With an estimated over 2.6 million teachers serving over 50 million students across more than 250,000 schools in different locations within the country, Indonesia’s school system is considered to be the third largest education system within the Asian region and the fourth largest education system globally. The rate of enrollment in primary schools located in poor districts is below 60%, a percentage with compares negatively to that of enrollment within well-off districts that tend to have universal enrolment. Although Indonesia has managed to make an impressive recovery after

The Millennium Development Goals of Nepal Assignment

The Millennium Development Goals of Nepal - Assignment Example The UN Millennium campaign has created partnerships with the Resident Coordinators office in various targeted countries in order to inspire and support the people all over the world for taking adequate actions, supporting the MDGs. In this regard, Nepal is deemed to be one of the most targeted and highly prioritised countries of the world. In Nepal, the Millennium campaign has a powerful interlink with the â€Å"Civil Society Organisations†, UN system and the local bodies, which tends to enhance its campaigning efforts and policy advocacy works (1United Nations Development Programme, 2014). This goal has been established in order to support the economically under-developed countries of the world wherein the people are not even able to afford the basic necessities of life such as food, which results in causing malnutrition. Therefore, in context to Nepal, the goal mainly focuses on improving the standards of living of the people as well as minimising the distance persisting between rich and poor. The target of the goal is to reduce the fraction of people in Nepal by 50 percent whose daily earnings is less than $1.25 and suffering from famine. The target is proposed to be accomplished in between 1990 and 2015 (1United Nations, 2015). In order to confirm that the above targets get accomplished within a set timeframe, the country will mainly analyse two indicators. The first indicator represents the prevailing rate of under-weighted children those who are below the age of five years and the second indicator denotes the proportion of populaces in the country who do not rece ive minimum level of diet (Shakya, 2013). This goal was designed to ensure that all the children of a country receive primary education and possess the right to enrol themselves in primary schools and complete their education. However, in relation to Nepal, the goal mainly focused on increasing the number of literacy rates in the country by providing the opportunity of primary education. As per the

Effect of mentoring in education Essay Example | Topics and Well Written Essays - 1500 words

Effect of mentoring in education - Essay Example Beyene and colleagues (2002) defined mentoring as a process in which two people engage in a mutually beneficial mentor-mentee relationship. Practically, the role of the mentor is also reflected within the definition. For example, the mentor's role is to serve as a model of appropriate attitudes, values, and behaviours for the mentee; to convey unconditional positive regard; and to provide a forum in which the mentee is encouraged to talk openly about anxieties and fears. At work, the mentor should interact informally with the mentee, thus maintaining a positive and informal relationship. Beyene and colleagues (2002) state that the role of the mentor is to provide emotional support, information, advisement; to share values, facilitate access to key networks, motivate, be a role model, and protect the mentee. Also, the mentor should provide activities that allow for shared information. The purpose of mentoring in educational setting can often be both complex and highly difficult at times. Common mentor programs have similar purposes and those include helping someone inexperienced learn a new job, improving instructional performance via modeling by an experienced teacher, attracting the best candidates by using mentoring as a recruitment tool, and responding to local or state mandates. From the critical perspective, there are several key things that can make an individual a stronger, more effective mentor in education setting. It has been encouraged that individual mentors not forget the importance of serving as a nurturer. Often, when workloads become heavier and deadlines quickly approach, the nurturing component can be mistakenly abandoned. Through... In an earlier quantitative study, Stroot and colleagues (1999) surveyed 85 first-year teachers in a large urban school district. The survey focused on the components of teaching and the role of the mentor. The researchers asserted that mentoring programs are necessary to assist first-year teachers in transition into the urban school setting. Often, first-year teachers are not given the transition support necessary for classroom success; thus, mentoring can provide much needed assistance to ensure success in the classroom both for the mentee and for the students. According to Darling-Hammond (2003), mentoring is a strategy that will retain first year teachers in the field. Everston and Smithey (2000) conducted a study with two school districts to examine the efficacy of using a research-based mentoring program to assist mentor teachers in supporting their mentees. The researchers collected data using questionnaires, narrative records, classroom observations, weekly summaries of mentor ing meetings, and ratings of student behaviours in the classroom. Everston and Smithey (2000) noted that mentees of the mentors who participated in a research-based mentoring program were more organised, managed instruction at the beginning of the year, and established more workable classroom routines. Additionally, the mentees noted better student behaviour in the classroom. Overall, trained mentors were able to provide more effective support to their mentees.

Employability Skills Assignment Example | Topics and Well Written Essays - 3500 words

Employability Skills - Assignment Example According to Arthur (2012), every store has a store manager so do Flagship store. It is the responsibility of the store manager to see that the store achieves its target and earns profit. It is his duty to see that the image of the store is maintained throughout the time. Store should be attractive enough in designing. He should see that the stock is available all the time in the store as this is the main retail outlet. A store manager should be aware of all the products because if any problem occurs about the description of the product, then the customer will ask the manager only. Quality assurance is also the responsibility of the store manager as he should see that there are no expired products as this may ruin stores image. The flagship store has been set up new. Previously, company use to sell through online and it was big success. The sell which use to take place through online can’t be compared to the retail store as it is new and it has not created brand name yet. Avai lability of the product can be an issue as it may happen that transportation of products from the factory to the store has not been fixed and so the product shortage takes place frequently. It may happen that products which are available online are not available in the store as transportation is again the issue. Proper precautions have to take regarding fabrics as it can be out of fashion and still lying in the store which affects the brand image. Quality of fabrics has to be maintained as it can get dirty or spoiled due to negligence. A store cannot keep all the stocks as it is available in online because online store purchasing doesn’t need storage, order is directly packaged from the factory itself but products in the outlet needs storage with proper maintenance. There are many flaws and effectiveness in the set up of main outlet which will be rectified slowly as this is time

Effect of mentoring in education Essay Example | Topics and Well Written Essays - 1500 words

Effect of mentoring in education - Essay Example Beyene and colleagues (2002) defined mentoring as a process in which two people engage in a mutually beneficial mentor-mentee relationship. Practically, the role of the mentor is also reflected within the definition. For example, the mentor's role is to serve as a model of appropriate attitudes, values, and behaviours for the mentee; to convey unconditional positive regard; and to provide a forum in which the mentee is encouraged to talk openly about anxieties and fears. At work, the mentor should interact informally with the mentee, thus maintaining a positive and informal relationship. Beyene and colleagues (2002) state that the role of the mentor is to provide emotional support, information, advisement; to share values, facilitate access to key networks, motivate, be a role model, and protect the mentee. Also, the mentor should provide activities that allow for shared information. The purpose of mentoring in educational setting can often be both complex and highly difficult at times. Common mentor programs have similar purposes and those include helping someone inexperienced learn a new job, improving instructional performance via modeling by an experienced teacher, attracting the best candidates by using mentoring as a recruitment tool, and responding to local or state mandates. From the critical perspective, there are several key things that can make an individual a stronger, more effective mentor in education setting. It has been encouraged that individual mentors not forget the importance of serving as a nurturer. Often, when workloads become heavier and deadlines quickly approach, the nurturing component can be mistakenly abandoned. Through... In an earlier quantitative study, Stroot and colleagues (1999) surveyed 85 first-year teachers in a large urban school district. The survey focused on the components of teaching and the role of the mentor. The researchers asserted that mentoring programs are necessary to assist first-year teachers in transition into the urban school setting. Often, first-year teachers are not given the transition support necessary for classroom success; thus, mentoring can provide much needed assistance to ensure success in the classroom both for the mentee and for the students. According to Darling-Hammond (2003), mentoring is a strategy that will retain first year teachers in the field. Everston and Smithey (2000) conducted a study with two school districts to examine the efficacy of using a research-based mentoring program to assist mentor teachers in supporting their mentees. The researchers collected data using questionnaires, narrative records, classroom observations, weekly summaries of mentor ing meetings, and ratings of student behaviours in the classroom. Everston and Smithey (2000) noted that mentees of the mentors who participated in a research-based mentoring program were more organised, managed instruction at the beginning of the year, and established more workable classroom routines. Additionally, the mentees noted better student behaviour in the classroom. Overall, trained mentors were able to provide more effective support to their mentees.

Business Operations at Dell Corporation Research Paper

Business Operations at Dell Corporation - Research Paper Example However, lately, managers have understood the importance and significance of operations management. One of the biggest advantages of operations management identified by the managers is increased productivity. Hence, operation management also leads to increased efficiency of the workers. Another major advantage identified is the better quality of the outcome. A number of scholars have emphasized that management of the operations of a company greatly helps in improving the quality of the outcome (Petersen, Ragatz & Monczka, 2005). Management of the business operation provides companies with the opportunity to undertake small-scale continual improvement process and at the same time, it facilitates a large-scale radical shift in the process and product design of the company. The operations manager of a company carefully focuses on the management of processes so as to manufacture and distribute the products and services to the end customers in the most efficient way. According to Varila, Seppanen & Suomala (2007), management of the business operations allows a firm to streamline its process and at the same time eliminates the wastes. Expansion of the business is another viable opportunity for the business.   Dell Corporation: A Brief Overview of the Company Dell Computer Corporation, commonly known as Dell Inc. is a US-based multinational company involved in developing and offering computer technology services. The company was founded in the year 1984 and is currently headquartered in 1 Dell Way, Round Rock, Texas, US. The company was founded by Michael Dell, who plays the role of the Chairman and CEO of the company. The company is basically involved in developing, selling and repairing computers and associated products and services. The company currently employs around 103,300 people and is also considered as one of the biggest technology companies in the world. The company is listed at the 51st position in the global fortune 500 lists. Currently, Dell operates i n almost every part of the world and has allowed them to grab a significant market share (Dell, 2013). In terms of market share, the company is ranked at the third position just after Lenovo and HP. The major competitors of the company are HP, Lenovo, Compaq, IBM and Acer among others. The company sells data storage devices, servers, desktops, laptops, software products, printers, MP3 Players and other computer peripherals. Dell is known for applying innovative techniques for its sales process, manufacturing process as well as the entire supply chain process.  Ã‚  

Education Among the Pakistani Women Essay Example for Free

Education Among the Pakistani Women Essay Introduction Education is perhaps the main source of human intellectual development and a critical factor pertaining to standard of living. Education here refers to all instructions received by a child, whether at home, playground, or school. Continuous increase in population and declining assets in public education give birth to a serious dilemma for developing countries. Like most of rest of the developing world, Pakistan is known to be a male dominated country and ranks as the seventh most populous of the world. The sex ratio is 105.7 men to every 100 women, with an overall literacy rate of only 45%; 56.5 percent for males and 32.6 percent for females in 1998 (Jehan, 2000). For centuries women have been battling for equality, yet the society continues to shape the stereotypical view of women and is responsible for the lower status of women. This paper aims to explore the factors obstructing Pakistani women, specifically in rural areas where they cannot acquire education. The consequences they face due to lack of academic opportunities are also discussed alongside an elaborate analysis pertaining to various sociological concepts introduced in the course. This is an ongoing cultural and political issue, which reflects the corrupt government and extreme subjective interpretations of the religious doctrines. The status of Pakistani women reflects the complex interplay of many factors such as social, cultural, and religious views. In addition, the gender biases, geographical regions, and social classes pose several difficulties for Pakistani women. Lack of education quite obviously hinders their practicality in the workforce along with increased unawareness about health and failure to access legal rights for mistreatment from the male dominating society. The social and cultural perspective of Pakistani society is primarily patriarchal. At a very early stage men and women are divided into two separate worlds, this becomes a way of life. For women home is defined as being the lawfully ideological space whereas, the men dominate the world outside the home. This false ideological discrimination between inside and outside worlds is supported by the notion of honor and the tradition of purdah (veil, the seclusion of women from the sight of men or strangers) in Pakistan (Country Briefing Paper, 2000). The male honor is associated with the women’s sexual behaviour, the family’s honor hold great emphasis on women’s sexuality. Although the women are not prohibited from working, at the same time they are supposed to firmly follow the rules of morality. They may feel a role strain, to be a â€Å"good† daughter or wife or to have the right to do a job they wish to do. Status is defined by your social location, and women in general face everyday prejudice because of their gender. Pakistan, being a developing country, has a lower overall status in the world. Pakistani women have many statuses; one being a â€Å"Pakistani†, this however is an achieved or ascribed social position. Meaning it can be attained either by taking birth in the country, or by applying to become a citizen. Being Pakistani is not her only social position, when she’s born; she’s a daughter (ascribed status), when she gets married; she’s a wife (achieved status), and then when she has children she’s a mother (achieved status). The status in terms of just occupying a position; the 3 different statues that the Pakistani women achieve are daughter, wife, and mother. She is not known for anything other than that. Rarely are they known for ‘working women’, or any kind of job positions. The culture looks at them as nothing more, nor are they supposed to have any other status. Status in terms of prestige or honour; for centuries women have been fighting for equality, equal rights, honour, and respect; despite all of that, it is still an ongoing struggle. Pakistani women have an ascribed lower status, this means that women don’t earn or work towards being a lower status; they are given it by birth. Most Pakistani families yearn for a son, so he could handle the family business, but on receiving a daughter, they are ashamed. Hence this starts her being worthless in the eyes of her parents. As she grows older, the neighbours start to look at her that way, and so forth. Eventually the society looks at her that way and therefore, it becomes a norm, or part of an ideology. A Pakistani women’s life particularly in rural areas is a journey of subordination. As a woman is growing up she must listen to her father who decides whether she obtains education and who she would marry. After marriage her husband and in-laws are the decision makers on her behalf, who mainly decide how many children she would have and whether she is allowed to work outside the household. In a woman’s senior years her sons decide the fate for the rest of her remaining life. This is the norm in Pakistan; the behavioral expectations of women are to listen to the males that dominate their lives. Furthermore the entire society acts as an oppressor imposing stereotypical roles upon them. As such, daughter, wife, mother: in all three of these roles, the woman is expected to be sexually ‘pure’, that is, not to commit any acts of adultery. In all three, she must protect her family’s honor by learning conventional general labor skills, exquisite manners, and modest dressing. Women are part of a loop: this loop starts from being a daughter, being a wife, and finally a mother; it ends in the mother giving birth to another daughter who must now follow her mother’s footsteps and live a life reminiscent to that of her mother. This social structure reflects the roles of women in a shocking new light, a light that barely, if not at all, reaches the west. The daughter’s role: starts when she is born into the family. Her role in her family is to clean the house, take care of the chorus alongside her mother, serve food, and if she’s lucky, go to school in a very unhygienic, little populated school. She is to get married at a very early age and this often results in her not finishing her education. Her father decides whom she should marry; this is a process with both cultural and religious significance. According to Islam, it is already written to whom you will marry. By the father being the person who decides, that gives him the â€Å"higher authority† or â€Å"higher status† as the daughter must be handed over by a wali (the present caretaker, either her oldest brother or father). The role of the wife: in most sense the role of the wife is very similar to that of the daughter; she is supposed to keep the honour of the husband by keeping quiet, following his lead, and implicitly being a slave. The role of mother: this is when the daughter learns to take all the cultural guidelines and the norms and apply it on her children. Thus the cycle starts all over again. In order for this cycle to break the women need to view their roles in perceptive of the bigger picture. They need to realize that they have voices and that they can change their faith. Though this does not mean going against their religion, but to fight for their rights in a politically corrupted governing system. Acquiring academic and career planning resources is definitely a constructive and logical start to absolving them from this loop. Conversely, the political and cultural infrastructure most definitely tries to thwart these efforts. The implications of these cultural requirements and lack of education for women’s economic activities are catastrophic. The female labour force participation is known to be the second lowest for Pakistan in the world (Jehan, 2000). Their high contribution in agriculture and the informal sector of work tends to go unrecorded by the statistics. However, in the poorest regions, some opportunities occur for women to work outside areas for domestic services such as sweepers, construction workers, and hired labourers. Women are also restricted to several industries such as textiles, food and beverages and pharmaceuticals. This norm guides the social behavior of Pakistani women, where they cannot acquire high paid jobs and limits women to jobs that are lowest paid and require less mobility. These gender-defined roles vary from the geographical region in which they reside, where some areas are stricter. The main concern is the lack of education among the rural areas limiting their working capabilities. The total number of females with less than primary education is 18% (Ibraz, 1993). The situation is better in urban areas where women have overcome some of the traditional restrictions due to educational facilities. Another factor that restricts Pakistani females from acquiring higher level of education is the traditional rule of marrying them at an early age. The average age of marriage is stated at 17 years for females (Ibraz, 1993). After marriage the beliefs of the husband interfere; resulting in his social behavior of making his wife take care of the household and his family rather than continuing with further education or working outside the household. Cultural ideas such as protecting the family’s honor result in women barely communicating with men outside th eir family. If any communication is necessary, they adjust their religious headgear to make sure that proper protocol is followed and communicate only with minimal eye contact and enthusiasm. Another cultural idea such as honor killings also encourages males to warn females of the consequences of not following the norms and of course, encourage them even more to carry out an execution if the woman is in fact found guilty. Also, in rural areas, a common cultural idea is that education encourages women to rebel against their respective families. This furthermore advocates the practice of not wasting money sending girls to school. Social identity: women who are brave and resourceful enough to leave their families are marked as ‘heathen’ or ‘witchy’. Other females in the neighbourhood are forbidden to socialize with them. Therefore, a common tool to dominate women who do rebel is to take away all social identity from them or in worse cases, demeaning their social identity through media propagandas and common word of mouth. This is a very potent technique; it makes other women (who are in sync with ‘norms’ ) disrespect and look down on those that actually stood up to the discriminating societal structure. The male dominating ideology, therefore, persists. The health indicators of Pakistani women are among the worst in the world. Pakistan is known to be one of the few countries where the life expectancy of males exceeds the females. One in every 38 women die due to pregnancy related complications (Annual Report, 2009). The health of the Pakistani women was never considered a priority because woman as a gender are not culturally, traditionally, or religiously given equal status in the society. The health system relies on this gender inequality and is hesitant to adopt policies to help improve women’s health. Lack of awareness among the female population allows them to accept the mistreatment from the system. They are more likely to approach different methods of treatments themselves. More than 80% women are delivered at home in the presence of unskilled birth attendants (Annual Report, 2009). Social and domestic control over women’s sexuality, their economic dependence on men, and restrictions on their mobility establish the health services provided to males and females. Furthermore, honour killings, rape, and illegal trafficking of women are prevalent across much of the country. Women in Pakistan are seen as a representative of the men’s honour to whom they belong; they are responsible for guarding their virginity and chastity. If a woman is superficially having an illicit sexual relationship, she degrades the family honor and looses the right to life (Amnesty International, 1999). In response the man publicly reveals his power to safeguard his honour by killing the women that have damaged it, these acts are done openly. Brutal punishments are reported for bringing food late, for answering back, and even for undertaking forbidden family visits. Extreme measures such as honour killings take place for several matters. Conveying the desire to choose a spouse and marrying a partner of their own choice is an act of disobedience since most marriages are supposed to be arranged by fathers. Divorce is seen as a public rebelliousness and women must be punished for restoring male honour. Rape among the Pakistani women is seen as a highly shameful event and thus rape victims are also executed. The Government of Pakistan has failed to take any measures against the honour killings (Amnesty International, 1999). The political institution is flawed; the law and government that are supposed to protect their people from harm’s way; institutionalized corruption. To give women a lower status and view them as unequal is prejudice. It is institutionalized for a Pakistani woman to follow the authority of the man, since he is superior to. It is a practice to look down upon women in Pakistan as it became a norm. An example of such injustice is a story of rape victim named Shazia Khalid. She was a medical doctor, who got married and was offered a job by a government run facility. Her husband worked outside the country, she was staying at the facility that was secured by the members of the military. She was repeatedly raped overnight and then silenced by the military as they would not allow the police to investigate. To avoid embarrassment of the military, General Musharraf, the president of Pakistan, declared the rapist innocent. They further attacked Shazia by suggesting she was a prostitute. At this point Shazia attempted suicide but thankfully was saved by her child’s request. Her story increased media’s attention and further humiliated the president of the country, her family was asked to leave the country by the order of the government. They decided to immigrate to Canada but because immediate actions were required they were told to reside in England where they will be further assisted by the government to move to Canada. When landing at England they were abandoned by the government and are living on welfare waiting from their admission to Canada (McKenna, 2006). Egocentrism plays a big role in the hearts of Pakistani men. Their pride and honor has a prestige status; meaning its worth more whereas a woman’s life is worthless. They created this norm shared by the society. In deciding not to follow the norm results in negative sanctions. Due to the institutionalized corruption many Pakistani women have taken a toll to fight for their rights. Diverse groups including the Womens Action Forum, the Pakistan Women Lawyers Association, the All-Pakistan Womens Association and the Business and Professional Womens Association, are supporting projects throughout the country that focus on empowering women. They have been involved in such activities as instituting legal aid for indigent women, opposing the gendered segregation of universities, and publicizing and condemning the growing incidents of violence against women. ( Group, strict)The progressive women’s association (PWA) and the all Pakistan women’s association (APWA) is comprised of educated individuals; an example of their political struggle is the attempt to change the hadood ordinances law in Pakistan regarding rape. They are quite effective as they are setting the milestone for women standing up for their rights in the country. Conclusion In light of arguments presented in the paper, the low status of Pakistani women can be attributed to lack of education and cultural values. The consequences are very negative: inequality in the workforce, poor health, and marriage at young age with high fertility and childbearing mortality. Pakistani women lagging behind in education are not aware of their legal rights and are forced to focus on obligations of family life. Although this paper is geared mainly towards the women in rural areas of Pakistan, the cultural and traditional aspect of life imposed on women still persists in middle and higher classes, merely less strict. Hence, there is definitely a big gap between the loose group of women and the strict group of women. Consequently, a solution to the issue can also be portrayed as bridging the gap between these two respective groups. Assistance from the global community will be required to educate different populations to invoke change. Resources APA style Annual Report. (2009). Health of women in Pakistan. Society of Obstetricians Gynaecologists of Pakistan. Jinnah Postgraduate Medical Center (JPMC). Amnesty International. (1999). Pakistan, Honour Killings of Girls and Women. Country Briefing Paper, Women in Pakistan. (2000). Situation Analysis of Women in Pakistan: An overview Ibraz, Tassawar S. Fatima, Anjum. (1993). Uneducated and Unhealthy: The Plight of Women in Pakistan. The Pakistan Development Review. 32:4 Part II, pp. 905-915 Jehan, Qamar. (2000). Role of Women in Economic Development of Pakistan. University Of Balochistn. McKenna, Terence. (Feb-Mar 2006). In Dept Pakistan: Pakistan, Land, Gold, Women. CBC news. Retrieved from: http://www.cbc.ca/news/background/pakistan/mckenna_pakistan.html Munir, Shafqat. (2001). Institutionalized Exploitation of Women as Negative Impact of Globalization. Journalists for Democracy and Human Rights† (JDHR) Pakistan.

Tackling Low Level Disruption in the Classroom

Tackling Low Level Disruption in the Classroom Hina Kamal Adham Introduction: It is a harsh fact that emerging numbers of children in the United Kingdom show disrupting, or expressing behaviour (also referred to as antisocial, challenging, defiant, noncompliant, aggressive, and acting-out behaviour), beyond the infrequent negligible incidents typical of most children throughout the usual progression of their development. Such behaviour has become one of the most unyielding concerns in schools (Bullock, Reilly, Donahue, 1983; Evans Evans, 1985; Hranitz Eddowes, 1990).There are implications when schools fail to prepare for behaviour disorders in secondary schools. Emotional behaviour disorder, aggression, defiance and disruption are most common reasons why students dont do well in school. One of the biggest challenges facing the classroom today is the on-going need to address problem behaviour (Calvin, 2010), according to Cowley(2001) one of the most essential characteristics of a good teacher is the ability to manage good behaviour, so that effective learnin g takes place . This vital aspiration can be generated of learning, if we can get children to focus, to have self-discipline, to behave themselves. In this essay I will discuss low level disruptions (LLD) as classified by Capel (2009) . What are the most effective strategies for combatting low level disruption? The YouGov investigations indicate that pupils are theoretically behind up to an hour of education every day in English schools because of this kind of distraction in classrooms. This is comparable to 38 days of learning lost each year. An enormous number of pupils, therefore, are being denied a major amount of valuable learning time. Typical features of this type of behaviour comprise pupils: talking pointlessly or conversing; calling out without authorization; being sluggish to start work or track rules; presenting an absence of esteem for each other and staff; not bringing the correct apparatus; using mobile devices improperly (Ofsted, 2014). According to Bennett (2011) this is anything that slows down the flow of your lesson without actually blowing it out of the water. School X has a very strict behaviour policy and it is maintained throughout the school, and it was proved during observation of high sets classes that pupils were engaged and there were very minor behaviour problems. However, low level disruption was observed in year 9 bottom set class, which was mostly disrupted by three students and followed by other students. This bottom set class is doing Higher GCSE curriculum, which is very challenging for them and with this LLD in the class on constant basis, will not help them to learn and progress. Therefore, I decided to do my research on this class as it is very important to diffuse this LLD for better learning and teaching[M1]. The strategies I have decided to apply in this class are reminding routines and providing starters as soon as they enter the class, moving around the class and providing worksheets during lesson. Research questions and sub questions: What are the most effective strategies for combatting low level disruption? How can reminding the class routines and starters best be used to engage pupils? How worksheets can help to engage pupils? How moving around the classroom can help pupils to remain on task? Focus: The main focus of this essay will be observing low level disruptive behaviour occurring in classrooms and how this has effect on learning also on the teacher. In addition the importance of this observation is to discover the successful strategies that defuse LLD in classrooms and applying to my own teaching and observe how effective those strategies are during my lesson which can be shared to make future decisions based on data collected during this research. A case study will be formed to examine the approaches I can practise to reduce the level of LLD. This case study will involve around using different strategies to diffuse LLD and see which method is most effective diffusing low level disruption. It is clearly shown that teachers use different ways of handling unacceptable behaviours therefore doing a case study at the ways they handle this to sustain good effective lesson will be done. Also, there will be different types of LLD behaviour which will be considered as well. Information will be gathered by creating questionnaires and focus groups with the students. Observation will be based on year 9 set 4 who I will be teaching, to gather a combination of LLD behaviours that occurs. This will take place using each technique in each lesson so that defined data can be collected and then compared. Observations will be taken by same teacher to avoid biased data. This will be collected using a tally chart which will then be transferred to give pictorial demonstration as graphs and bar charts. Research Plan There are many different approaches that can be employed when collecting data. According to Walliman (2010) data is divided into two categories; qualitative and quantitative data. Qualitative data is grounded on understanding opinion of others, to describe a problem and develop into an approach. Qualitative depends on cautious description of the meaning of words, the progress of concepts and variables and plotting the relationships between these. Concepts such as Peoples judgement, feeling of comfort, emotions, ideas, beliefs etc. can only be described in words. Common data collections used are in-depth interviews, focus groups, literary texts, historical records or observations. Qualitative data rely on human interpretation and evaluation and cannot be objectively measured in a typical way. Checks on consistency and extensiveness of qualitative data can be completed by referring a range of source of data relating to same event, called as triangulation (Walliman, 2010). It is the ins ights rather than statistical perceptions of the world (Bell, 2005). Quantitative research can be measured more precisely because it comprises some form of extent, usually expressed in numbers. Mathematical procedures can be used to analyse the data (Walliman, 2010) and according to Bell (2005) can be used to study the relationship of one set of facts with another. These can be mostly simple such as amounts or percentages or further sophisticated, such as statistical trials or scientific models. Examples of this type of collection are surveys and questionnaires (Walliman,2010). My analysis will be centred on using qualitative and quantitative methodology in order to observe and accumulate data to produce effective conclusion. The investigation will be carried out through the school that I am currently in to observe and gather data for producing the outcomes. The predominant methodology in this research is a blend of case study and action research. Case study surpasses at taking us to knowledge of an intricate matter or object and can spread understanding or add strength to what is previously known through former research. This research is also based on action research, as it is an experiment that if the desirable approach when applied shows any outcome. Action research should be reflected as a way of life in the classroom. As an insightful specialist it can be observed what occurs in the class and then classify a problem that needs to be addressed (Brown, 2015). The key features of action research comprise its combined nature, its open approach to power and teaching in the research practice, and its importance on taking action on a matter. The widespread cooperation between investigators and associates in action research must spread through each phase of investigation, from recognizing the problem to propagating the outcomes (BMJ, 2008). If the conclusions show a change in behaviour in-favour of the research question there is the possibility of offending the current practice of other teachers (Bell and Waters, 2014) Case study will provide useful insightful information about Low level disruption and why it occurs bearing in mind three probable features that may subsidise; beginning of the lesson with class routines reminded and starters; using worksheets in middle of lesson; moving around the class to help students to stay on task. Case studies are advantageous when considering directly at cause and result especially when the investigator has partial control of events that occur during a study (Cohen, Manion and Morrison, 2011). After consulting relevant literature, I will then formulate an approach or intervention, which I will carry out in my classroom. Therefore, I will use action research and work with this intervention and I will reflect and reconsider its effectiveness and impact and the cycle can start again. For a practice-based investigation I may go through several sets or complete one set only. The advantage of the action research is that it naturally develops from your teaching pract ice and that it addresses real issues within your classroom. Typical criticism of action researches would be that they are not rigorous or systematic enough. I aim to produce better learning and reduce LLD, based on initial observations by manipulating pupils experiences such as getting on with starter, using worksheets to engage them, moving around the class so that stay on task. To avoid biased results, Mr A will be observing the lesson. The data will be taken in form of tally table where different types of LLD behaviour will be monitored and noted. The different types of LLD include taking, calling out, slow at working, not bringing the right equipment, taping, throwing objects, walking across the room, using mobile devices, giggling or laughing. The data collected during different lessons using different strategies to control LLD, for example data collected when teacher is moving around the class and when teacher is not moving around the class, from this examination it will then be converted into graphical demonstration, analysed and further evaluated and compared to be able to answer the difference that how these strategies are combatting LLD. Although observations can provide you vast amount of data, but many errors can occur during observations, one of the main error can occur due to the presence of observer, students can act differently or observer can be biased, therefore despite the many advantages of the case study procedure, it has limitation mainly due to subjectivity by the researcher therefore I will need to bear in mind this when carrying out the results. Along with the case study, questionnaires will be produced for students to answer. Using this method, I will be able to gather data from their viewpoint on how well they think teacher manages the class especially when LLD behaviours are prompted. This is also to know their point of view that how they feel when these techniques are used in class to diffuse LLD. Questionnaires permits data to be congregated into numerical arrangement as the questions are more inflexible as the respondent can only select from customised set of answers you have given. This procedure is a fast way to gather data and more unbiased; its easy to analyse and they are quick for respondent to answer. However, there are some disadvantages for instance, if people are not interested in the topic they will respond skewing the sample, or they will ignore some questions. When formulating the questions, it is significant to plan them to help answer the research question in mind. Focus group will be generated for the s tudents. Focus groups also called as group discussions an effective and reliable technique for accumulating data. The focussed groups will be used to ask the students questions regarding their own perceptions of LLD, what do they think of strategies used to diffuse LLD, how often LLD occurs in their classroom also how well they think the strategies used can help to concentrate more and do well during lesson. Focus groups are advantageous as it delivers rich information that can highlight issues not previously considered as Wilson (2009) claimed. Therefore, using questionnaires and focus groups it will verify the data collected during observation[M2]. Ethical Considerations It is important to consider ethical consideration, when a research is performed and it requires involvement of people. The ethical considerations implemented are the framework formed by Cohen, Manion and Morrisons (2004). It is ensured in this research that there is enough data to draw into conclusions with evidence. There is no name and identity revealed in this research, which is very important. The purpose and procedures of research have been informed to the teachers and the students, providing them with full details that what is being looked into. Concern was made into how the research would be beneficial for school rather than being risky as all ethical characteristics have been reflected. Additionally the investigation can be favourable to teachers with respect to how to handle LLD in classrooms. Any debatable concerns that may arise will be measured with great thoughtfulness as the research will be unbiased as possible. Every teacher handles LLD using their own strategies, hen ce it is expected some will vary to control and disregard this. Everything will be kept anonymous to avoid insecurity from teachers on their ability of handling LLD. The way this research has been designed and will conduct, very careful though has been taken into account, to keep it as objective as possible[M3]. Outcomes: Figure (1) shows the bar chart of two different lessons of same class started differently, blue bar shows the data collected when class routines were not reminded to class before entering the class and no starter on board, grey bars shows the data collected when students were reminded of class routines and starter was already on board. The systematic observation results are quite evident, and show the relation between the beginnings of two lessons. When no routines were reminded and no starter was on board they were less prepared, they didnt take out books and equipments straight away as they entered the class, they lost concentration and were not ready to learn, therefore low level disruption was triggered straight away as there was no structure in place as compared to the results when students were reminded of clear routines as soon as they entered the class and starter was already on board for them to get started with work. Figure (2) shows the graphical representation of questionnaire results from students during the lesson when no routines were reminded to them while entering the class and no starter was on the board. 21.6% students agreed and strongly agreed that they learned a lot in the lesson, they felt challenged in the lesson, and they worked well in the lesson, however 32% disagreed and strongly disagreed with the above statements. 30% students agreed that they felt distracted during lesson and only 25% students disagreed. 20% of students manage to finish work. Figure (3) shows the graphical representation of the results of questionnaire completed by students. The bar chart shows that 35% of students agreed and strongly agreed that they learned a lot in that lesson, felt challenged and worked well in the lesson and 18% students disagreed with the statements. 12.5% students agreed and 37.5% disagreed that they got distracted in the lesson. Hence if the two results of figure 2 and 3 are analysed and compared, it can be seen clearly how effective reminding routines and displaying starter at the beginning of the class, if the starter is already on the board for students it challenges students energy. Lastly during focussed groups, students answered about how they feel when routines were reminded, their answers matched to the data collected through observations and questionnaires, they felt reminded that they are in the class and they should be ready to do work, similarly they thought when the starter is not on the board they dont feel challenged and focussed as they dont know exactly what to do. Figure (4) shows the mathematical representation of two sets of data collected in two different lessons of same class, blue bars shows the data collected when there was no movement in the class and teacher stood by the board while students were given a task. The systematic data is very clear and shows the difference that how LLD changes when teacher is moving around the class, which show how teachers presence is influential. If teachers remain still at the front of class students can easily get distracted and it can be seen from the bar chart that many students were talking and were off-task. When teachers move around and talk to students about their task, it helps them to remain on task and focussed. Figure (5) shows the graphical representation of the results of questionnaire from students during the lesson when teacher was not moving around the class and was standing at front of the class. 21% of students felt they learned a lot, they felt challenged and they worked well during the lesson. 30% of students felt distracted and 20% disagreed that they felt distracted during lesson. Only 15% of students finished all work and 40% disagreed that they managed to finish their work. Figure (6) shows the graphical representation of questionnaire results during the lesson when teacher was moving around the class to check students work and to help them. 31% students agreed and strongly agreed that they learned a lot, they felt challenged and worked well during this lesson. 20% students felt distracted and 30% disagreed that they felt distracted. 28% students finished all their work and 22% students disagreed that they managed to finish their work during this lesson. The outcomes between two situations can be compared and analysed, there is a difference of 10% of students better learning and less distraction when teacher was moving around the classroom and these results relate to observations taken in figure 4. It shows very clearly that when teacher moves around the classroom, students remain focussed and stay on task and ask questions, teachers spot common mistakes made by students and it helps teachers as well to assess them during this time. Hence it can be evaluated by focus group answers, when teacher is standing at front of the classroom, students dont work and get a chance to talk to their peers, whereas when teacher is moving in the class, they feel focussed and try to get engaged, and added that sometimes they feel shy to ask questions and if the teacher is moving around, its easier for them to ask questions. Figure (7) shows the mathematical representation of the data collected from two lessons of same class, blue bars shows the data when there were no worksheets used between the lesson and grey bars shows the data when worksheets are used in the lesson. It is evident that the LLD is much lower when worksheets are used in the class, especially for low set classes as they get distracted by looking at the board for a longer time, also it causes less anxiety for struggling students, and they feel successful repeating over and over again. When there are no worksheets, sometimes students find it boring and nothing different been done in the class[M4]. Figure (8) shows the results of the questionnaire requested by students to answer after lesson when No worksheets were provided during lesson. The data collected shows that 21.6% students strongly agreed and agreed that they learned a lot, felt challenged, and worked well this lesson; however 28.3% students disagreed and strongly disagreed about these statements. 30% students agreed and strongly agreed that they felt distracted this lesson and 22.5% disagreed and strongly disagreed. 20% students agreed that they finished their work and 30% disagreed that they finished their work. Figure (9) shows the results of questionnaires from students when worksheets were provided to students during the lesson. The graphical representation shows clear results that students learned better when they were provided worksheets during lesson. 32.5% students strongly agreed and agreed that they learned a lot, they felt challenged and they worked well. 22.5% agreed that they felt distracted and 25% disagreed and strongly disagreed that they felt distracted. 30% of students agreed that they finished all their work and 20% students disagreed that they finished their work[M5]. The data between two different situations can be compared and it shows a clear result that only 21.6% students were concentrated during lesson when no worksheets were provided as compared to 32.5% students learned a lot during the lesson when the strategy was applied to diffuse LLD and worksheets were given to students, 22.5% students agreed that they felt distracted during that lesson as compared to 30% students who agreed that they felt distracted during lesson when there were no worksheets provided. This analysis shows that the strategy to diffuse LLD using worksheets is very effective and especially for lower ability sets who gets uninterested and disengaged by the middle of the lesson[M6]. Results of providing worksheets in the class can be triangulated by students focus group feedback, where they responded that it gets boring for them to see the board and copy questions from there, and they lose attentiveness, if worksheets are provided they feel focussed[M7]. Conclusion: The first investigation carried out to diffuse LLD was reminding routines to the class and starter on board or ready for them to hand over, to conclude it is essential to point out the reality showed during a controlled and disciplined approach, shows from all three methodologies by observations(case study), questionnaires and focus group with a group of students that the LLD was massively reduced, as reminding routines fairly worked as it reminded students that they are in a learning environment, same as setting up the starter reduced all sort of LLD, students felt that they managed to [M8]do work well when they are given a direction as soon as they enter the class and they have work from previous lessons as starter, it keeps them enthusiastic about the lesson and focussed. Similarly, second investigation carried out was The effects on learning when teacher moves around the classroom, the results drawn and analysed shows clear and positive outcome of this defined strategy that there was less LLD during the class, quantitative and qualitative both results conclude that it is an effective strategy whereas when the teacher was not moving during the lesson, students were disengaged and LLD was higher, students took advantage that teacher is not looking at their work so they can either talk or remain quiet and stay off-task. It was also proved while I was moving around and checking their books, students were trying to solve questions and focused as they knew teacher is present in the class and checking their progress[M9]. Third investigation carried out was How providing worksheets can help to reduce LLD. At first observations and questionnaires were carried out when no worksheets were provided during lesson and questions were displayed on board, it was quite evident that they got disengaged and lost concentration copying questions from board, it can be the effect of seating of this class too as this class seating is they all sit in one columned desk and they find it difficult to look at the board for 60 minutes. Clear indications from observations, questionnaires result and lastly focus groups shows that student learn better if they receive a worksheet, as they are only focussed on the worksheet and not moving their head around and get distracted[M10]. The strategies applied to diffuse LLD shows clear results in improvement of behaviour, however for each strategy only one lesson was observed due to time constraint, which can give biased results, and students were informed that a research is taking place, and their behaviour could have been altered as defined by Hawthorne effect. Other than this human errors can occur while taking data and topic of lesson can affect these factors too as this is a lower ability class and doing higher GCSE, some topics are challenging and harder for the class to remain focus on. Therefore, the results are inconclusive, as there was no repetition of observations and the conditions of the class was not same throughout[M11]. Ways Forward: This research has proved that to minimize or diffuse LLD in low ability classes: Students should be reminded routines of the class as they enter the class. Students can be anxious when they do not know what is going to happen during the day, students needs to be reminded and explained what are the expectations and what is going to happen during the lesson. Prepare starter and display on board or hand in to students as they enter the class, this is a basic one but it allows teachers to challenge students energy, setting out resources, finding papers and setting up the classroom while students wait only encourages LLD. Move around the classroom while students are given a task, teachers presence is extremely important and powerful. Moving around the class helps students to stay on task and not to get distracted. Talking to them about their task giving them deadlines can help to reduce LLD. Provide worksheets for the lesson, as it helps especially lower ability groups to stay focussed, as students lose concentration easily copying questions from board and lesson becomes boring for them, as moving around their head encourages to see around and talk to their peers rather than concentrating on the task. As discussed in conclusion, to draw more reliable and successful understanding of this research, further investigations have to be supported in the following way. Each strategy used to minimise LLD, would have to be repeated, so that more accurate and wide data can be drawn, so that the degree of accuracy is higher. Students will not act or be conscious about the research and will be more comfortable in the research environment. This study should take place on a wider range and research should be carried out with different year groups and different abilities. Recording a lesson is another way to make data more reliable, as there will be no biased results or human errors involved. The following research can help other teachers and the school, in order to maintain better learning of pupils and minimising LLD[M12]. References: Bullock, L., Rielly, T., Donahue, C. (1983), School violence and what teachers can do about it. Contemporary Education,55(1), 40-43. Colvin, G. (2010) Defusing Disruptive Behaviour in the Classroom, California: SAGE Cowley, S. 2001, Getting the buggers to behave, Continuum, London. Capel, Leask and Turner. (2001). Learning and Teaching in the Secondary School. A companion to School Experience. London. RoutledgeFalmer. Ofsted(2014) Below the radar: low-level disruption in the countrys classrooms ,[Online], Available: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379249/Below_20the_20radar_20-_20low-level_20disruption_20in_20the_20country_E2_80_99s_20classrooms.pdf [september,2014] Bennett, T. (2011) Behaviour Low Level Disruption, [online], Available: http://www.tes.co.uk/article.aspx?storyCode=6087267 [19/12/2013] Walliman, Nicholas. The Basics : Research Methods: The Basics : The Basics (1). Florence, US: Routledge, 2010. ProQuest ebrary. Web. 12 November 2016. Brown, Nicole. (2015)Action research or Case study.[Online],Available: http://www.nicole-brown.co.uk/action-research-or-case-study/ BMJ 2008;337:a567 Bell, J. and Waters, S. (2014). Doing Your Research Project. 6th ed. England: McGraw Hill Education Cohen, L. Manion, L. and Morrison, K. (2011). Research Methods In Education. 7th ed. London: Routledge. Lawrence, T(2013). 10 ways to deal with Low Level distruption,[online], Available: https://www.theguardian.com/teacher-network/teacher-blog/2013/may/21/classroom-disruption-top-tips [M1]Good to see that you have used sources and you build a good context. This is sufficient but EBI you have focused on some detail here on particular strategies. (i.e. given that starters is a strategy you look at could you have used the lecture where start the lesson before the lesson was considered?) [M2]Good, this part is sourced well, you understand some important methodology concepts and have built a reasonably clear plan. <