Coca Cola Advertising

Strengths 1. The best global brand in the world in terms of value. According to Interbrand, The Coca Cola Company is the most valued ($77,839 billion) brand in the world. 2. World’s largest market share in beverage. Coca Cola holds the largest beverage market share in the world (about 40%). 3. Strong marketing and advertising. Coca Cola’ advertising expenses accounted for more than $3 billion in 2012 and increased firm’s sales and brand recognition. 4.Most extensive beverage distribution channel. Coca Cola serves more than 200 countries and more than 1. 7 billion servings a day. 5. Customer loyalty. The firm enjoys having one of the most loyal consumer groups. 6. Bargaining power over suppliers. The Coca Cola Company is the largest beverage producer in the world and exerts significant power over its suppliers to receive the lowest price available from them. 7. Corporate Social Responsibility (CSR).Coca Cola is increasingly focusing on CSR programs, such as recycl ing/packaging, energy conservation/climate change, active healthy living, water stewardship and many others, which boosts company’ social image and result in competitive advantage over competitors. Weaknesses 1. Significant focus on carbonated drinks. The Coca Cola Company is still focusing on selling Coke, Fanta, Sprite and other carbonated drinks. This strategy works in short term as consumption of carbonated drinks will grow in emerging economies but it will prove weak as the world is fighting obesity and is moving towards consuming healthier food and drinks. . Undiversified product portfolio. Unlike most company’s competitors, Coca Cola is still focusing only on selling beverage, which puts the firm at disadvantage. The overall consumption of soft drinks is stagnating and Coca Cola Company will find it hard to penetrate to other markets (selling food or snacks) when it will have to sustain current level of growth. 3. High debt level due to acquisitions. Nearly $8 b illion of debt acquired from CCE’s acquisition significantly increased Coca Cola's debt level, interest rates and borrowing costs. . Negative publicity. The firm is often criticized for high water consumption in water scarce regions and using harmful ingredients to produce its drinks. 5. Brand failures or many brands with insignificant amount of revenues. Coca Cola currently sells more than 500 brands but only few of the brands result in more than $1 billion sales. Plus, the firm’s success of introducing new drinks is weak. Many of its introduction result in failures, for example, C2 drink. Coca Cola Advertising Strengths 1. The best global brand in the world in terms of value. According to Interbrand, The Coca Cola Company is the most valued ($77,839 billion) brand in the world. 2. World’s largest market share in beverage. Coca Cola holds the largest beverage market share in the world (about 40%). 3. Strong marketing and advertising. Coca Cola’ advertising expenses accounted for more than $3 billion in 2012 and increased firm’s sales and brand recognition. 4.Most extensive beverage distribution channel. Coca Cola serves more than 200 countries and more than 1. 7 billion servings a day. 5. Customer loyalty. The firm enjoys having one of the most loyal consumer groups. 6. Bargaining power over suppliers. The Coca Cola Company is the largest beverage producer in the world and exerts significant power over its suppliers to receive the lowest price available from them. 7. Corporate Social Responsibility (CSR).Coca Cola is increasingly focusing on CSR programs, such as recycl ing/packaging, energy conservation/climate change, active healthy living, water stewardship and many others, which boosts company’ social image and result in competitive advantage over competitors. Weaknesses 1. Significant focus on carbonated drinks. The Coca Cola Company is still focusing on selling Coke, Fanta, Sprite and other carbonated drinks. This strategy works in short term as consumption of carbonated drinks will grow in emerging economies but it will prove weak as the world is fighting obesity and is moving towards consuming healthier food and drinks. . Undiversified product portfolio. Unlike most company’s competitors, Coca Cola is still focusing only on selling beverage, which puts the firm at disadvantage. The overall consumption of soft drinks is stagnating and Coca Cola Company will find it hard to penetrate to other markets (selling food or snacks) when it will have to sustain current level of growth. 3. High debt level due to acquisitions. Nearly $8 b illion of debt acquired from CCE’s acquisition significantly increased Coca Cola's debt level, interest rates and borrowing costs. . Negative publicity. The firm is often criticized for high water consumption in water scarce regions and using harmful ingredients to produce its drinks. 5. Brand failures or many brands with insignificant amount of revenues. Coca Cola currently sells more than 500 brands but only few of the brands result in more than $1 billion sales. Plus, the firm’s success of introducing new drinks is weak. Many of its introduction result in failures, for example, C2 drink.

Effects of Technology on Social Groups Essay

The emergence of technology has brought about different social effects. Some have lost while others have gained from the technology. A great part of technology involves working with machines and this has resulted into less human labor and most of the people have been rendered jobless by the machines. This is a negative effect on the social group that was working together since some have to be laid off to give way for the machines. Some people have become wealthier while others have become poor and this has created a gap between the two groups. This has changed the expectations of many people in the social environment (Langdon, 1986). For those who have studied how to work with the machines they are enjoying and getting closer to their social groups. People can easy work from home and this has made working easier. Social groups can work together on the internet and they can even share a network. Most of the technology lies in the computer and through the computer; people can easily talk with all their friends in the social websites. People also find spouses and lost friends on the internet and this is a merit of technology since people keep in touch even when they are far from each other (English-Lueck 1998). In social groups like families, technology has led to breakups of close family ties sine the family members can communicate by sending an email and chatting. They feel that they are close to their relatives even when they are in distant places hence they do not bother to travel home. This has made most of the parents to lose control over their children. This is a way in which technology has created freedom for the young generation (Ruth. 1989). References 1. Ruth Schwartz Cohen, (1989), More work for mother; The Ironies of Household Technology from the open hearth to the Microwave, London, Free Association Books 2. Langdon Winner, (1986), The Whale and the Reactor; A Search for Limits in an Age of High Technology, Chicago, University of Chicago press 3. J. A. English-Lueck, (1998), Technology and Social Change; The effects of family and community retrieved October 31, 2008 from website; http://www. sjsu. edu/depts/anthropology/svcp/SVCPcosa. html

Love Songs in Age and Wild Oats by Philip Larkin Essay

Throughout Love Songs in Age and Wild Oats, Philip Larkin uses various literary techniques, such as imagery, structure and symbolism to convey certain aspects of love and the passing of time. These aspects are illuminated by Dannie Abse in Down the M4. Love Songs in Age pictures a woman, perhaps Larkin’s mother, who has kept the musical scores of songs she used to play, perhaps on the piano, and rediscovers them after many years, when she is a widow. In the poem, Larkin uses lexical choice to explore how the idea of love is often distorted and in reality, love fails to live up to its promises of ‘freshness’ and ‘brilliance’. In the third stanza, the concept of ‘much-mentioned’ almost cliched, love is presented in its ‘brilliance’, love lifts us up, ‘its bright incipience sailing above’; it is ‘still promising to solve, to satisfy’; and brings order to chaos ‘set unchangeably in order’. However, in a moment of tearful recognition, ‘to cry’ the character reflects on how love has not fulfilled those bright promises, leaving the last sad note: ‘it had not done so then, and could not now’. This painful recognition of the failure of love’s promise to solve the loneliness of our lives, in both youth and age, is illuminated in Down the M4 by Dannie Abse. The negative ending, ‘It won’t keep’ implying that the mother’s life, symbolised by the ‘tune’ is not permanent, illuminates the perishability of love in Love Songs in Age, and how we must eventually see past the ‘promises’ and instead ‘glare’ into the reality of death, without lasting love. In Wild Oats, love is conveyed in a similar fashion. It explains that a person, over the course of time, comes to realise that his greatest desires of love, are unattainable, and second best things will have to suffice. The central purpose of this poem is to show that love is one of these great desires and despite flashes of promise it contains scarcely anything that is more than fragmentary. Larkin reveals, through tone, diction, and irony, the terrible human hopes and cold realities that love inspires. Larkin uses words such as ‘rose’ to explore love as unattainable. The imagery conjures thoughts of gorgeous petals, yet we often forget about the prickly stem on which the rose sits. This word is used in both, the first and third stanzas, to depict the beautiful woman who the narrator falls in love with. Her beautiful face and body allure him into affection, leading him to overlook her harsh ‘thorns’. Ironically rose also suggests favourable, comfortable, or easy circumstances, a definition that is the omplete opposite of what the unattainable lover instigates in the narrator’s life. The speaker also uses words such as ‘cathedral’, ‘ring’, and ‘clergy’ in the second stanza, to implicitly state that he proposes to the beautiful lover, and is denied many times. In the third stanza, Larkin’s creative use of the word ‘snaps’ in describing the pictures of his lover he carries around. Instead of sim ply calling them pictures or photographs, he substitutes a word that resembles what the woman in the picture did to his heart! In the last lines of the first stanza the speaker ends with ‘But it was the friend I took out’, considering he rambles on about how beautiful and great her friend is, it is confusing and ironic that he chooses the girl in ‘specs’. The speaker continues on in the second stanza and says ‘I believe I met beautiful twice’ the uncertainty of how many times he met her is not genuine and is only meant to look like he does not consider or remember how many times they met, when realistically it is all he cares about. In the third stanza the speaker states, ‘Well, useful to get that learnt’. This is attempt by the speaker to alleviate the cold reality of the complete loss of his desire in trying to say that he learned a valuable lesson about love. However, this is contradictory because he settled for the girl in ‘specs’ as a result of knowing that the beautiful girl, who ultimately symbolises true love, was unattainable from the beginning. This unattainability is illuminated by the ‘perishable’ story Abse’s mother tells him every time he visits in Down the M4. This suggests that age, and perhaps attempts at love may well be repeated again and again, but eventually we all become ‘bored to love’. Not only does Larkin explore love but he also explores the past and the swift movement from youth to adulthood. In Love Songs in Age, Larkin uses the movement of the sheets or records to symbolise the movement from love and youth to motherhood, widowhood and to the memory of youth in old age, which is depicted as awakening to a painful recognition of the failure of love’s promise to solve the loneliness of our lives, in both youth and age. Everyday domestic objects and places are captured in everyday expressions, ‘a tidy fit’, the poem then moves into highly wrought figurative language to express distance between our actions and thoughts and hopes of transcendence through love, ‘its bright incipience sailing above’, and finally moves into realisation of ‘It had not done so then, and could not now’. This shows how the past and present merge and our life experience or age does not lessen our longing and disappointments. The unfailing sense of being young, spread out like a spring-woken trees’ shows the use of natural imagery to connect youth to the idea of spring. Alternatively, like a season, it quickly passes and before we realise it, we have grown old. This idea is also made more potent by the woman’s age, that only in ‘widowhood’ does she find them, and the nostalgia sweeps over her. Larkin explores how when we are young, we have ‘that certainty of time laid up in store’, the belief that we have so much time to do everything we could possibly want to do in life, it’s only as we age, that we realise our time is limited. This limitation on time is illuminated in Down the M4, when Abse depicts our journey through life as ‘further than all distance known’, yet instantly undermines this when saying ‘it won’t keep’. This suggests that when we are young, looking into the past in adulthood seems a very long distance away, but at a speed of a car on the motorway, it is present. In Wild Oats, Larkin explores a certain aspect of human nature, how we often enter lasting relationships, that we know will not be productive, yet we still continue due to our fear of failure. Larkin not only uses enjambment and a series of conjunctions in the first two stanzas to show the length of the pointless relationship, but he in fact uses the relationship to explore how our lust for the ideal, can lead to failure in love. The final stanza in Wild Oats deals with the bitter break up Larkin encounters with his second choice for a girlfriend. The phrase, ‘Five rehearsals’ explicitly conveys the much anticipated end to this doomed relationship. He admits his shortcomings and pushes, what must have been, a major portion of his life’s experience to one side with a single poignant line, ‘Well, useful to get that learnt. This line makes it clear to the reader that he really hasn’t learned anything significant from his experiences. It emphasises his bitterness towards the complete uselessness of the relationship. Larkin’s sarcasm also shows the reader how he wishes he had gone with the woman he had fantasised about rather than wasting his time chasing something he didn’t believe in; his perception of love. Towards the end of the stanza Larkin again refers to the woman with a sexual undertone when he writes ‘bosomy rose with fur gloves on’. The gloves are an obvious sexual symbol, but this hint of something more voluptuous is immediately supressed and voided of any positive connotation by Larkin’s denigration of the photographs, or possibly the gloves as ‘Unlucky charms, perhaps’, a frank, nonchalant admission that longing for what he knew he could never acquire has been the reason for his failure in love. In Down the M4, Dannie Abse illuminates how our quest for the ideal life is ridiculous, instead suggesting that old age and mortality is inevitable, as our enjoyable lives ‘won’t keep’.

Micro and macro economic on us trade Essay Example | Topics and Well Written Essays - 1000 words

Micro and macro economic on us trade - Essay Example Microeconomics pertains to the economic decision and choices that are made by individual consumers, firms and industries and the impact it has on the allocation of resources, demand and supply in economies of the market. As demand and supply determines the prices of goods and services available in the market, microeconomics also defines how prices feature in various economic decisions and vice versa. Micro economists are principally apprehensive about studying numerous reasons of market failure and signifying means to correct or stop them, mostly with the help of public policy or by involving the government. (Bernanke, 2003) Monopoly is one of these failures that the market faces. Monopoly mainly crops up when a business produces a good at too cheap a price that its competitors are forced to leave the market. In the US, true Monopoly is rare these days, still IBM, Microsoft and Wal-Mart are bordering to it. Whereas, Oligopoly strikes when, in a specific industry, some of the controll ing businesses collate and set the prices as per their choice for the entire industry to either fallow or leave the market. Oligopolistic industries in the US include accounting and audit services, aircraft, military equipment, music recording industries and film. (Dwivedi, 2002) Businesses that are well-built may consider monopolizing the market by either controlling all possible ways of production or purchasing industrial resources, therefore forcing the competitors to shut down and leave. Not all businesses are granted the rights to monopolize an industry as some governments do intervene and stop such acts. Monopolies and other failures of the market are deemed undesirable and inefficient means of allocation of resources, by the micro economists, and that is the reason why they are not acceptable in any industry. It is suggested by these economist that Perfect Competition shall be utilized to balance the demand and supply ratios. It is the only mean whereby no single firm or indi vidual rules the market price of the goods or services. The price of the product is determined by its total cost and the profits depend on the demand the product has. Perfect Competition maximizes both consumer utility and the profits of a firm while utilizing the resources in an efficient manner. Sadly, these suggestions are seldom infallible as economics consists of numerous interactions between various market forces that are complex in nature. It is almost impossible to foresee the outcome of any economic policy. The job of micro economists is to suggest resolution of market failures that has the finest effect no matter what the inadvertent costs are. (Gwartney, 2009) Microeconomics also determine the most suitable policies keeping in mind the reaction that will be derived from the incentives and disincentives given to the public in such policies. For instance, in the US industries are allowed in urban areas the smoke and particles of chemicals will damage the water and air in th e locality. This will not only make people fall sick, resulting in increase of healthcare facilities and medication and but also hurt the ecological lifecycle of that area. Furthermore, due to the lost beauty of nature, tourism will also be affected. To prevent such hazards, the government controls the areas where such industries are allowed to function, on the advice of the micro economists. If the company does not find this condition conducive to their profits they may choose to relocate elsewhere this would increase unemployment in that area therefore the government may opt to give them some incentive to stay back. This may include a tax break for sometime till they make enough profits to accommodate this policy

Introduction to Business Law Essay Example | Topics and Well Written Essays - 500 words

Introduction to Business Law - Essay Example The other cases mentioned will be heard accordingly by other courts. First, with regard to the case involving a dispute between Colorado, Utah, and Arizona over water rights, the case involving a state law prohibiting the import of nuclear waste, a civil suit between a plaintiff from Tennessee and a defendant from Kentucky, and the case involving a state's criminal laws, civil code, or constitution, these cases will be heard by the US Federal Supreme Court. According to the United States Constitution regarding the jurisdiction of the Federal Supreme Court: The judicial power shall extend to all cases arising under this Constitution, [t]he laws of the United States, controversies between two or more states, between citizens of different states. (United States Constitution, Art. 3, Sec. 2) Thus, by virtue of the aforementioned cases' national significance, its implications to the Constitution and the possible conflict that may arise regarding the impartiality of District Courts, these cases may be heard by the Supreme Court.

Business Economics Referred Coursework Assignment Essay

Business Economics Referred Coursework Assignment - Essay Example Middle East suffered a decline of wheat production of 7.4 million tons or about 19 percent because of the worst drought the country had experienced in 2008. (Commodity Intelligence Report, 15 December 2008) China and Iran, had each, reported worse effects of droughts to wheat crops. Drought in China as of October, 2010 had affected 7.73 million hectares of wheat plantation (China Daily). Iran estimated a decline of their 2008 production by 20% due to effects of drought (USDA Foreign Agricultural Service. 15 December 2008). A decline in production would mean a gap in supply and demand that raises price. The price of wheat is also affected by the weakening US dollar because this will mean a decline in the purchasing power of a dollar. The U.S. dollar is a world trading currency; meaning all prices of commodities are linked to its price, and devaluation would have a great impact to international trade. In anticipation of devaluation, all countries will immediately raise their prices. Co mmodities such as wheat, oil, coffee, etc. will now set their price records to protect their investments. Farmers know that the dollars they are receiving for the wheat is declining in purchasing power, so they have to adjust their prices in anticipation for the devaluation; that is why we have a higher price of wheat now. As an example, if the US dollar declines by 30%, and the farmer has $1 million in wheat, his million dollars will now be able to buy $700,000 worth of goods or services, so he lost $300,000 in purchasing power. 2. Identify the factors that determine the demand for goods and services in general? Consider how these factors affect the demand for wheat. In general, determinants of demand are income, tastes, prices of related goods and services, expectations and the number of buyers. We know that if we lower the price of a good without altering its quality or quantity, people will flock to you to buy as this the law of demand. We will illustrate the law of demand by ex ample in demand for wheat. The law of demand applies to a well defined good – the wheat. Then the second phase indicates that people must not only want to purchase the wheat but must be able to purchase the wheat in order to be counted as part of demand. But although willing, consumer is not able at the price of $111.00, so buyer thinks of something else to replace the need for wheat. The next step is to think of the price and quantity demanded; that is as the price rises, the quantity demanded falls, and as the price falls, the quantity demanded increases. 3. What are the major factors increasing the demand for wheat? [Make sure you use the concept of income elasticity of demand for wheat (Ardy, 2010, p. 5). The factors that increase demand for wheat are price, price of substitute goods; preferences, population and income. These factors are discussed in the following paragraphs. Price. As the price of wheat increases, assuming that all other factors remain equal, less people would demand for wheat. The demand slope is downward looking . As the price of wheat increases, people would naturally avoid consumption and look for substitute products that they would value more. The price of substitute goods. A substitute product is a good or service which may be bought instead of another when the price of the latter changes or if it becomes unavailable. For instance, the increase in wheat price will increase in the demand for corn,

E-Commerce and Information Technology Essay Example | Topics and Well Written Essays - 2000 words

E-Commerce and Information Technology - Essay Example IT implementation, therefore, requires evaluation measures that are effective in order to be successful in implementing the new technologies intended for the organization. Theories have been evolving in recent years that are able to give guidance to an organization in implementing innovations. Technology Acceptance Model Technology acceptance model theory specifies the casual relationship present in system design features, the behaviour of usage and how the toll is easy for usage. TAM predicts the acceptability of a specific tool and any modifications that should be put in place for the tool, to be acceptable by the end users. For an information to be accepted the users will analyse its usefulness and how easy it will be for them to use it. Behaviour intention affects the usage of information systems including the perception of how it is going to be utilised. An individual’s attitude and the impact the tool to be used has on the performance greatly affects the usage of a syste m. It is true to say that if an individual does not welcome the use of information system in the workplace but has perceptions that it will improve work performance; the individual will eventually use the information systems at the end of it all. With TAM, there is a link between what an employee at the work place perceives and the usefulness of the tool to be implemented. The extent to which technology will be used in an organization is mainly caused by technology diffusion;1 moreover, an employee’s ease of use attitude at the workplace will be influenced by a self-efficacy mechanism and his instrumentality. The behaviour and intentions a person creates towards a system will influence the person’s perception about the said system. In some cases, an individual may form a behavioural intention of a system and not necessarily have an attitude towards it. This creates a strong relation between a system that is the self-reported usage and has a perceived usefulness and it affects an individual’s intention. On the contrary, perceived ease of use has a significant effect on the behaviour intention of and individual and it later subsides over a period. Behaviour intention of a person towards a system, therefore, is greatly influenced by its perceived usefulness and the perception of ease of use. DHL Express Finland, in a case study carried out by Kuula and Annu, adopted an IntraShip application in order to improve on their B2B customers who make orders at DHL.2 The orders that were made to DHL gave the customers a number one experience. Shipping orders, being an important part of a company’s daily operations, made the consumers have a high level of usability and the experience they had been varied within a period of 6 months to 7 years. Majority of the users had been using the applications for a period not more than two years and later changed to other service providers other than DHL Express. The customers were satisfied with the changed situation at DHL Express, and it was problematic, but it is also smooth using IntraShip application. The main issue with the customers was the fact that there were issues relating to the ability to learn of IntraShip, and this was regarding facilitating conditions such as training. Even though, the application had certain features that were harder to learn, most customers thought the application was simple and in a matter of time, they would get used to it. Having internet and technology

Hoovers Speech on Rugged Individualism Essay Example | Topics and Well Written Essays - 1000 words

Hoovers Speech on Rugged Individualism - Essay Example   Herbert Hoover was born into a Quaker family in Iowa and became an orphan at the age of nine1. He was adopted by an uncle where he learnt strong work ethics that saw him determined to gain admission into Stanford despite mediocre grades. Hoover graduated with a degree in geology and went on to become a great mining engineer. Hoover’s background shaped his ideals to a great extent because most of his life, he worked hard to get what he got. By 1914, Hoover had amassed great wealth from holding high positions, owning profitable silver mines in Burma and royalties from writing the top textbook on mining engineering.2 In essence, he was a self-made millionaire. Additionally, Hoover was a great humanitarian, building his name organizing various relief efforts in Europe during the Great War and seemed a great presidential candidate during that period in America’s history; one of progressive promise.3 Historical Context Hoover’s speech on rugged individualism was hi s final speech on the presidential campaign trail against Democratic candidate Alfred Smith. Given in October 22nd, the ideals and philosophies he articulated reflected the progressive period that the country was in. The effects of World War I saw America become a determining factor in international finance, becoming a source of financial aid to the Allies such as Britain.4 The US economy was growing at a rate of 7 per cent annually and unemployment rates were dropping e.g. in 1926 it dropped by 2%.5 The country was experiencing an economic boom, strikingly evident in the New York Stock Exchange where share values increased exponentially within this decade. The business sector also, was revitalized and consumerism was very high-fridges, radios and automobiles for all households was the goal of this decade and credit purchases were the norm6. Federal banks provided easy loans to finance the prevalent consumerism culture and speculation was at an all-time high.7 This profitable busine ss climate propelled citizens to consider business as a source of national direction. Summary Description This speech outlines Hoover’s position on government involvement in private business. He argues that the government’s role in the affairs of the business sector does both entities more harm than good. In his opinion, businesses required stricter controls to ensure efficiency and focus but governments were not primarily concerned with efficiency but with other more important issues. If government involved itself in business, Hoover declared that it would have to become more centralized, like a dictatorship, and businesses would lose their efficiency. Businesses should succeed or fail without government interference, he reasoned. Hoover’s ideals reflected those of his party, and thus â€Å"rugged individualism† is a term that can also describe the Republican philosophy of self reliance to succeed or fail, without any government handouts. Hoover pointed out the progress that the country had witnessed since the end of World War I. He argued that â€Å"... I know of no better test of the improved conditions of the average family than the combined increase of life and industrial insurance, building and loan assets, and savings deposits... these alone have in seven years increased by nearly 100 per cent to the gigantic sum of over 50 billions of dollars...† The high consumerism practiced was also reinforced â€Å"

The Concept of Risk in Different Project Management Approaches Essay

The Concept of Risk in Different Project Management Approaches - Essay Example This is because they are uncertain and may depend on external factors beyond the scope of the project. Being aware of the risks involved in a project enables the manager to plan, minimize, avoid, cope or adjust with the possible risks. Risks are capable of hindering the projects objectives from being realized. Risk management is important and there are different methodologies which are applied in project management to minimize the negative outcomes (Hubbard2009, p. 35). Some of the methodologies include Prince 2 and SCRUM. Prince 2 is a highly controlled project which ensures that certain standards are followed to achieve specified standards or quality. SCRUM is an agile methodology which develops software. It is applied to development of new products with defined roles and methods. Comparing Prince 2 and SCRUM will help identify the strengths and weaknesses of the traditional approached to the use of software in risk management. 2. The Concept of Risk Management Crouhy   et al (20 00) mention that project management is viewed as the exercise conducted before and during the project management which identifies the uncertainties and constrains. The identification enables project managers to remove constrains and purge out uncertainties. Getting rid of uncertainties and constrain completely is challenging. The mangers can reduce constrains and uncertainties and manage the remaining level of risk. Risk management is process that involves analyzing and recognizing uncertain possibility (positive and negative), utilizing available resources to minimize, control and assess the effects of uncertain occurrences. Risks management is also considered as a means of maximizing on the opportunities. Risks in project management emanate from natural cause or tragedy, legal liabilities, credit management, changes in financial market, inappropriate project design, lack of developments, lack of sustainability and attacks from adversaries. Various institutions have been establishe d to set standards that assist in risk management. They include the ISO standards and the Project Management Institute. The institutions vary depending on the industries they can be applied. The approach, conceptualization and motives are depended on the specific industry a project falls (Hopkin 2012) According to Mulcahy (2010) risks management is also considered a part of project management that spots risks, implement procedures and develop contingency plans. Risk management is considered as a tool that eliminates, minimizes or transforms risks to allow the realization of goals and objectives of the project. Common risks include: lack of understanding of the project, assumptions in the project, reliance on practices articulated by other teams, lack of training for employee and poor decision making (Crouhy  et al 2001). Different project management handles risks by transferring the risk, minimizing the occurrence of the risk, minimizing the impacts, evading the risk and accepting the consequences in some instances. This paper will adopt risk management as means of reducing and coping with risks during a project. 3. The concept of Risk in Prince 2 Prince 2 denotes Projects in Controlled Environment 2. Prince is widely used in the United Kingdom for public and private projects. It is highly structured and standardized to meet management needs, enforce control and provide organization. Prince 2 entails training for managers and provides certification. Prince 2 methodologies relies on: justification of the business, clarity of functions,

Human Resource and bussiness strategy Assignment

Human Resource and bussiness strategy - Assignment Example The standards and measures that are needed to be taken within an HR department change with every passing day. Thus, it is suggested that the diversity of human resource must be the basic factor of HR strategy for Ford Motors. It is because most of the employees working for Ford Motors remain foreigners. The diversity factor will allow the company to get vibrant and variant ideas (Gilmore & Williams, 2012). The career section of the Ford Motors is quiet interesting as they have a wide portal of job openings that can be searched with the help of search tools. There are jobs from entry level clerks to the product development managers. There are different job opening such as Employee payment analyst who is responsible for communicating the implications. In addition, there is another job opening entitled Administration and research assistance. For such a job opening, it is required that the person is able to understand the research needed regarding administration because it is responsible for designing management strategies (Storey, 2007). The job designation that I would prefer is of the employee payment analysis. The reason behind preferring this job designation is because it is a challenging job and would require a lot of communication. In a company where employees from different countries are hired would be a helpful element in undertaking the job. The position is greatly associated with the payrolls that are an important aspect to be observed by an HR department. Motivations and rewards should be designed after careful analysis of payroll of employees. This position is in direct association with the HR management team thus it can be interrelated with other functional tasks of human resource (Wilton, 2010). Work and life balance is the best factor that can be considered for achieve g competitive advantage. This has been focused previously as well as in the form of campaign where employees were given hourly off on achieving excellence

To Change Helmet Law with no exceptions Essay Example for Free

To Change Helmet Law with no exceptions Essay Motorcycle is a popular means of transport in United States of America. It is used either for sports or purely as a means of travel. In Law terms motorcycle is defined as a motor vehicle that has rider’s saddle designed to be moved on the land by less than three wheels. Just like any motor vehicle, motorcycle has devices that are meant to protect a rider from: strong wind, falling objects and injuries in case of an accident. Protective devices include jackets, special pants, helmets among others. Helmets are very important devices that protect the rider by reducing the impact in case of an accident. It protects the head, one of most important parts of the body that houses the brain, eyes, nose and other vital organs. Studies have shown that in case of an accident most of the riders who had helmets had none or had less serious injuries. This shows how vital this protective gear is, it’s a matter of life and death. It is not enough to just wear a helmet a rider should only use a gear that meets Federal Motor Vehicle Safety Standards to ensure maximum protection.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   United States motorcycle laws require that riders wear helmet but there are exceptions when it come to the age of a rider. States laws have the same exception clause for example in Florida if a rider is over 21 years of age one is exempted as long as he or she has a at least a medical insurance cover of 10,000 dollars while in Louisiana the law makes it optional for those who are over 18 years and has a proof of a medical cover of a at least 10,000. Some states such as Iowa and Illinois have no restriction as far as helmets are concerned. It is not mandatory to wear this protective device in these states. They leave it to the rider’s discretion to choose on whether a helmet will be part of their safety devices or not. (Adams J.G., 1983)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In   the September 1979 issue of Institute of Transportation Engineers journal Chang C.S states that laws recognize the importance of wearing helmets in protecting the riders against serious head injuries, but when it exempts some groups of people, their lives which it purports to protect are exposed from danger of their own making. These exceptions relaxes the law making it less effective in terms of safeguarding our safety at the same time entertaining violations since it is impossible to know whether one has fulfilled the conditions of age and personal accident cover unless thorough scrutiny is employed and in some cases an accident and probably death will have occurred.[34-8]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In spite of the fact that law requires people of minority age wear helmets, this age group is known to violate these rules and when an accident occurs they suffer serious head injuries which are in some cases fatal. At the same time accident knows no age boundary, riders who are over 18 years and in some states over 21 are prone to accidents. Therefore having exceptions on assumption that a person of majority age is either responsible or will ride cautiously is baseless.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some of the motorcyclists who cruise on our highways at dangerous speeds are inexperienced and careless they not only put the lives of others in danger but theirs also. Since most of them are ignorant of their safety and so much in hurry, protective device will be the last thing in their mind but if some strict rules are put in place having no exemptions, the rider will stop and think about a helmet if not for protection to avoid rubbing the law enforcers the wrong way. This will go along way in reducing fatalities and permanent disabilities in our highways making them safer. Hurtunian N.S. et al [1983] in their article The economic of safety deregulation. noted that there are millions of motorcyclists in United States, this is enough to take some urgent measures and make our laws to safeguard their lives and make millions of others who directly depend on them have a peace of mind. [14] These policies were supposed to be in place yesterday meaning time is of essence, further delay indicates that many Americans will continue to die due to causes which are preventable. National Highway Traffic Safety Administration report shows that more than 4000 motor riders died in United States roads in 2004, this figure represented an eight percent increase. Fatalities as result of motorcycles accidents account for five percent of all accidents in United States. If this is not enough to make our lawmakers take a step and put the necessary measures in place this figure can only move northwards.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dare, C.E. et al [1979] argues that since it is mandatory for every auto mobile using roads in United States to have safety belts. It is not stated that those who are of certain age are exempted from this rule, since motorcycles use the same highways it leaves no doubt in my mind that the same no exception rule should be applied to motorcyclist. Applying laws selectively only makes implementation difficult. Motorcyclist in Illinois and Iowa are at the same risk of injury and probably death as those in Texas.Harmonisation of policies requiring use of helmets for all will make this man made machine a safe vehicle for use regardless of age.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is common knowledge that motorcycle account for only two percent of all the motor vehicles that use our roads yet in terms of fatal accidents involving them the figure is a worrying nine percent, surely something must be done here. All motorcyclists should be required to have this device whenever on ride and this should also apply to any other occupant. In states where policies have been strengthened requiring all rider use helmet there have been a significant drop in fatalities. Through implementation of laws in California exempting no one in 1992 there was a reduction in fatalities by thirty six percent. Relaxation of rules has had serious implication with Texas reporting decline in usage of helmet and increase in serious injuries and fatalities. Luna G.k. et al in the August 1981 edition of The Western Journal of Medicine emphasized that helmets can save lives and I truly agree with his sentiments and its high time that our policy makes understood this and change the laws in all our states requiring all to wear helmets and help reduce the motor accidents fatalities and serious head injuries [135-9] Work cited Chang, C.   A Cross cultural Classification of Effective Use of Helmets in motorcycle,   Ã‚   Accident Injuries, Institute of Transportation. Engineers Journal. September. 1981 Hurtunian N.S., Et al.   The Economics of Deregulation: Lives and Dollars Lost Due to    Repeal of Motorcycle Helmet Laws. Journal of Health Politics, Policy and Law. 1983 Dare, C. Et al. Effects of Motorcycle Safety Helmet Use on Injury Location and Severity:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before and After Helmet Law Repeal in Colorado. Institute of Transportation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Engineers Journal, October. 1979; 14-18 Luna G.K. Et al. The role of helmets in Reducing Head injuries a From Motorcycle   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Accidents: Apolitical or Medical issue? The western Journal of medicine. August,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1981. Adams J.G, Public Safety legislation and the Risk compensation hypothesis of   Ã‚   Motorcycle helmet Legislation Environment and planning. 1983; 45-50

The past on the present Essay Example for Free

The past on the present Essay She sits very primly and waits for her sisters return. Williams also tells us that she has had a troubled past, and has trouble with alcohol: Ive got to keep hold of myself, said to herself after she drinks some whiskey from a drinks cabinet, then wipes her glass as if to show that she hasnt drunk any, as if wanting people to think of her as pure and untouched. Her trouble with alcohol is reflected several times through the play, as she drinks a lot, while pretending not to do so. This shows us that she has something to hide from her friends and family. And she is also very nervous, probably since shes in new surroundings, as she jumps when the cat screeches. It is interesting how Williams uses music and sound effects to support the scene, like the Varsouviana or the cat screeching. In this case, this accentuates the tension and nervousness in Blanche, and shows the audience that she is close to a nervous breakdown. Blanches long monologue to her sister is a sign to us of her mental breakdown, exhibiting to us her increasing burden over the years. She seems to be overly selfish, by implying that she was some sort of angel, when she knows shes not: I did not lie in my heart, a line that is uttered later in the play to Stanley. Blanche paints a very grim picture of her dying relatives, but this morbid recollection gives us an idea of her suffering and sorrow in the past at Belle Reve. Belle Reve, in French, literally translates as Beautiful Dream, and this beautiful dream was shattered for Blanche. Another way that Williams dramatises the past is through the taking apart of Blanches trunk by Stanley. We can establish that Stanley believes that the Du Bois were extremely well off, shown by the high-class accessories that Blanche owns: The treasure chest of a pirate! We realise that Blanche used the stuff in her games of seduction in her home town, but only as the play progresses, and we also realise that these games dont work on Stanley, since he isnt taken in by her wiles, as he later says, Some men are took in by this Hollywood stuff, some men are not. Even though Blanche is not the topic of conversation, we can deduce that Stanley is directly referring to her. When Williams first introduces the boy, Allen, we are left in thought, since he tells us nothing other that the boy and Blanche were married, and that he died. But when Stanley rips open a stack of Allens poems, we are shown Blanches history all in a rush. She says that I hurt him the way you would like to hurt me, but you cant. This is directed at Stanley, and shows the audience that Blanche not completely stupid, and knows that Stanley is out to break the bond between herself and Stella. She even refers to herself, indirectly, unbeknown to Stanley, when saying that Belle Reve was lost piece by piece through epic fornications, or to her male relatives and ancestors. Williams could be suggesting that women were victims at Belle Reve, while the men were the rulers, which also relates to Stanleys old-fashioned ideas about the superiority of men. The Poker Night is very significant, since it shows the audience the complete contrast between Blanche and Stanley and his gang. We know that Blanche is portrayed dressed in white, while the men all flaunt bright, primitive colours. The brightness shows the men as full of life and zest, as compared with a sombre and pure white, as worn by Blanche. And when Mitch talks to Blanche, she is reluctant initially to open up to him, but when she does, she tells him everything about her past, about the boy, and Belle Reve. This slow opening up is symbolic, since it shows that Blanche is closed up at first, until she thinks she can trust someone. Blanche is always taking baths, since she still believes herself to be unsullied and pure, and wants to maintain this. She thinks that by bathing, she can get rid of the dirt that she collects on herself while in contact with Stanley, i. e. all his slandering against the Du Bois family name, and whom she believes to be lower than herself. But even she knows that everything she does is a fai ade, as she herself sings, Its a Barnum and Bailey world, Just as phony as it can be-But it wouldnt be make-believe if you believed in me!, which is contrasted by dialogue between Stella and Stanley, when Stanley takes apart her story. Even Blanche realises that she is living a lie, but doesnt think that anyone else realises that, and that she can continue living in her dream world. Williams tells us that since Blanche couldnt deal with the death around her at Belle Reve, she turned to sex, to the kindness of strangers. She has always relied on this to get her through, to make sure that she has a warm bed to sleep at night. But her past association with many men have given her a reputation in her home town, and this is dramatised by the gradual decay of her mental facilities, as she realises that her act doesnt work any more on men. So unless she finds some permanent shelter, she will be left without anyone who will acknowledge her, everyone needs to be acknowledged. A Streetcar Named Desire is a very interesting play, in which the playwright, Tennessee Williams, successfully dramatises the influence of the past on the present through the use of music, stage directions and the actions of the characters.

The Effects Of Divorce Children And Young People Essay

The Effects Of Divorce Children And Young People Essay Divorce is always a dreadful experience in a persons life, especially a childs. When parents divorce, children are not always acknowledged during the termination and settlement process. This oversight can lead to problems with the childs perception of day to day life. The impact divorce has on a family is far more noticeable to the children of the family than to the parents. As a child, there are many circumstances or situations that affect a view, opinion, attitude, and/or memory. Children have many daily struggles of their own to cope with, such as peer pressure and learning exactly who they are. Adults and parents sometimes forget what it is like to be a child dealing with some of the childhood pressures that children face, especially in todays society. Many parents do not realize how something like divorce could possibly affect their children as much as it does them. In any case, most children are strongly affected by divorce. Some react and handle the situation differently than others, but all experience some kind of emotional change. Divorce can cause many different emotions to arise that children may be unfamiliar with, and those behaviors may cause some behavioral changes. Feeling angry and sad are some common feelings of children dealing with divorce (Schor, 2004). Children have a hard time comprehending why their mother and father are arguing and cannot figure out why they are deciding to separate. The family needs to try their best to explain to the child why they are separating, while comforting the child as much as possible (Schor, 2004). Much research has been conducted to study the effects of divorce on children. While there are some basic truths these studies reveal, the fact is that each child is unique and may react differently from other children (Sember, p. 9). A child may have certain emotional reactions to separation and divorce, including sadness, embarrassment, concerns about being cared for, regression, maturity, and physical symptoms. It is believed that reactions to a divorce can be similar to the reactions of losing a loved one. According to Pickhardt, There is a fear of rejection: If my parents can stop loving each other, can they stop loving me? There is fear of the future: What will happen to me now? There is fear of abandonment: If my parents can leave each other, they can also leave me. In the face of these uncertainties, a child may regress by acting more immature and dependent in order to receive more attention and caretaking support. The fighting that occurs between parents can cause children to react negatively and they can begin to show aggression towards others. Children can also begin to act up in class and become defiant towards authority, which usually results in their grades dropping. Often children have difficulties learning to cope with their feelings and feel like they are on an emotional rollercoaster (Ford, 2005). Theyre also often stuck between a battle zone and as result can suffer psychological problems. Feelings of hopelessness may take over for many kids because they have no control or input to what is going on in their lives (Ford, 2004). Divorce itself is inevitably an unpleasant situation, but it has been seen that children with siblings tend to cope better than any single child household in most instances, especially in cases where thoughtless parents take the unpleasant route of trying to split up the children in an effort to hurt the other party. Effectively, children with siblings develop best with the divorce, single children trailing behind, with split siblings ultimately taking the worst mental beating out of the lot. The reasons for this may not at first be obvious, but let us take a moment to review the family dynamic itself and just what divorce does to the relationship of siblings. A once intact family is effectively torn in two with the legal action of divorce, children are torn in their views in loving both mother and father, and ultimately they mourn for what is almost literally the death of the family dynamic itself. It is no longer the normal life of mother, father, and children, but now a complicated life split between the children and their parents, possibly further complicated by a step family or the constant tension between mother and father. In this situation a sibling becomes a sort of buffer zone, an emotional barrier between the pain and loss of the divorce and a happy family life. The sibling represents something concrete, a brother or sister that will (or should) remain. An individual who shares in the same pain and can be used as a more than viable coping mechanism, perhaps one of the only truly healthy coping outlets available to a child going through the divorce process. Starkly in the opposite direction one can see the further damage caused when divorcing parents choose to split their off springs like they have their various possessions. Here, the child(ren) need not only cope with the loss of mom or dad, but must also wrestle with the torment of being removed from someone who has been a lifelong companion. Instead of being given a viable outlet in the shape of a brother or sister this child(ren) is removed from most everything he or she has known in one solid legal swoop. Divorce brings about a lot of legal issues, which include child custody, visitation, holiday issues, and child support. There are a few different types of custody arrangements. There is joint custody with visitation, which means that you share custody with the other parent. You are supposed to make all decisions together that may affect the child, and both parents must agree to the visitation schedule. Second, there is sole custody with visitation which is where one parent makes most of the decisions and does not need the other parents approval. Lastly, shared custody is where the childs time is split evenly between both parents. Both parents are responsible for all decisions and neither parent is considered residential. But regardless as to what type of custody agreement is decided, the child(ren) are the one(s) who will be the most affected by this decision. Once a custody agreement is made then the non-custodial parent is granted visitation. Visitation is important so that the child can spend time equally with both parents. This sometimes requires splitting holidays. Holidays are probably the worst part about visitations because children are use to spending the holidays together as a family, but as children age the visitation schedules change to accommodate both the child and the parents. This is simply because an infant shouldnt be expected to adhere to the same schedule as an older child. For example, infants may have a harder time adjusting because it is more important for them to stick to a schedule; frequent and short visits from the other parent is best. Also, sticking to feeding and nap times is important, otherwise, the baby can be extremely cranky. Toddlers have difficulty with separation anxiety from either parent. Transitions should be made gradually as toddlers often display aggression by biting or hitting. Preschool aged children begin to realize that their parents dont live together anymore and start to ask questions and they can also begin another type of visitation schedule, such as weekend visits. Elementary aged children need more time for homework after school and it is important for both parents to help the child stay organized so that they are able to turn in their assignments on time to their teacher. Children from 8-12 are considered tweens and may start to take sides or try to act perfect in hopes that their parents will get back together. It is ok to let them know that nobody is perfect and that nothing can bring you and the other parent back t ogether. You child will have more homework and more friends so it is important to fit this into the schedule as it continues to change through that childs life. Teenagers may experience the worst symptoms from the divorce. They often discredit marriage and refuse to get close to another person in that way or they blame themselves for the separation. In some cases they feel that they had to grow up quickly because they felt the need to assume the role of the other parent. It may also be difficult for teens to stick to a schedule because friends are more important now and they may also have jobs of their own that they are scheduled for. Dating also begins to become a factor in the scheduling conflict. The teen should be able to go out on dates as long as both parents agree, but there also needs to be a restriction on the number of outings so that both parents are able to spend the appropriate amount of time with their son/daughter. You shouldnt expect this to go perfectly, but do offe r the teen to give their input on the situation and try to all come to a compromise. Most days you experience with your child may be good days, so you should enjoy these days while they last because there may come a time when something happens and your child tells you that they hate you and would rather live with the other parent. This is just another part of trying to adjust. If most times are bad then it may be time to readjust your position. You may need to try to change some things including the visitation schedule. Divorce not only affects the child(ren) emotionally but it also plays a major role in many other aspects of their lives. Two of the strongest and most widely held beliefs about the family life today are that marriage should be a lifelong commitment and that parental divorce has serious negative effects on children. These convictions are held with such value that many people are alarmed by the high divorce rate in the United States.   The divorce rate is very high in the United States, where about 50% of all first marriages formed in the early 1990s ended in divorce (U.S. Bureau of the Census 1998).   According to the Heritage Foundation, Each year, over 1 million American children suffer the divorce of their parents and most children will see their parents divorce before they turn 18 (Fagan and Rector, 2000). What are the major impacts being seen in these children? What are the effects on these children?   One area where divorce has a major impact on children is in their academic progress.   In 2002, USA Today did a study that used a government-sponsored database that examined 10,000 adolescents (Crouch. 2002).   This study found that the psychological damage to the child builds before the divorce but dissipated afterwards, but academic progress continues to weaken.   It speculates that these children fall behind academically and then are not able to catch up once this happens.   They lose self-esteem and motivation.   There have been many studies done and the conclusion is the same.   One study found that students from intact families outperform those students from divorced families and have higher grade point averages.   Another one found that teens from single-parent homes are twice as likely to drop out of high school.   I found it interesting that one study found that parental divorce affected female high school students more that it affected male high school stude nts. A second area where divorce has a major impact on children is their housing arrangement.   The level of home ownership among people who have divorced is much lower than those who have married and never divorced.   According to the Census Brief published by the U.S. Department of Commerce in September of 1997, more than a quarter of Americas children now live with one parent.   They did a study with divorced and never-married mothers and found that divorced parents are more educated and less likely to live in rental homes, and are less likely to be poor in comparison to the never-married mothers.   It appears from this study that being a single parent divorcee has a slight advantage over a never-married mother.   This study also showed that four million children live in the homes of their grandparents. The third area where divorce has a major impact on children is the income level of the custodial parent.   Following divorce, custodial parents, mostly mothers, generally have less income than most two-parent families.   One of the ways that lower income may impact children is through disruptions that may result from less money.   Many divorced families change residence, which may result in changing schools, childcare, friends, and other supportive relationships.   In short, less money due to these disruptions may lead to more problems for children because of the stress that change creates. The fourth area where divorce has a major impact on children is the economic losses that it creates.   Studies have shown that custodial mothers often face dramatic economic losses following divorce, leading to feelings of stress that adversely affects parenting. Researchers believe that divorce is disruptive for children largely because the custodial parent faces a significant amount of economic stress in the time period immediately following the divorce (Furstenberg 1990). These economic losses may produce major transition periods for the child like moving, changing schools or living with other household members, which can adversely affects the childs well being. It is important to remember that not all of the effects mentioned in the studies above will be experienced by all children of divorce and those problems that do emerge can be made less intense with further education, nurturing, good communication, and lots of love.   Divorce not only affects the child(ren) emotionally but it takes a toll on the parent- child relationship. In the wake of a divorce, most custodial parents expresses differing degrees of anger, disorder, decreased expectations from their child(ren), and a decline in the aptitude to separate the child(ren)s needs and actions from those of the adults involved. Studies have shown that approximately 15% of children interviewed at the 10 year follow-up point in a 15 year study showed significant effects from taking on the role of holding a custodial parent together psychologically (Eloeff, 2008). Children dealing with divorce are often left with a lot of questions because they are going through something they have never experienced before. It is important to answer every question that might arise in order for the child to better understand what is going on. Change is hard and the fear of the unknown can be difficult for children to handle on their own. Both parents need to try to make this new adjustment period as comfortable for the children as possible (Schor, 2004). Everyones life is impacted by divorce and children often have a hard time adjusting to change. For all too many kids, nonresidential parents eventually will come to play a greatly diminished role in their lives. It doesnt have to be this way, and with sensitivity, planning, and common sense, parents can sidestep many common visitation problems (Neuman, p.272). So therefore, it is up to the parents to help their child(ren) to cope with the divorce and try to prevent this from happening. There are two general cha nnels that can be taken to help the child(ren) deal with the divorce experience. They are parental effort and outside help. During parental effort, it is important to communicate with your child(ren) that you love them and that you dont hate them even if you dont normally do those things, but it is important for your child(ren) to feel reassured. Avoid talking to your child(ren) about the divorce situation or any financial woes that you may be experiencing. It is best for your child(ren) to continue to be neutral to both parents. You should also not use your child(ren) as a messenger to see what the other parent is up to. This can make your child feel stressed and feel like they are betraying their other parent. Also, dont make promises you cant keep. It only disappoints them and causes them not to trust you. Children need to be reassured; just because the marriage is over doesnt mean that they arent a family anymore. Children must be told and told again: Divorce means your parents have lost love for each other and do not want to live together anymore. However, divorce in no way changes our love for you ( Pickhardt, p. 84). Both parents need to try to avoid bad mouthing the other parent in front of the child(ren). This may prevent the child from feeling stressed out about double loyalties. You need to keep a sense of normalcy for your child so that they can feel that their lives have some stability after such a drastic change in their living situations. One of the best ways to help a child feel rooted, protected, and loved, is to have rules (Pickhardt, p. 25). It is important to create the rules together so that the child has the same boundaries at either home and that the other parent doesnt appear to be better because the child has no responsibilities when they stay with them. The parents should keep the lines of communication open with their child(ren) and never stop attempting to make contact with their child(ren). They should also maintain an interest in what is going on with the child(ren); know who theyre hanging out with and how theyre doing in school and extracurricular acti vities. Most children want to make both parents happy, and it is up to the parents to make this an easy task. As for the outside help avenue, this is a route to take when the parental effort is not helping. Counseling and/or an intervention program can help improve matters by being a neutral third party. They help in accomplishing things like, helping children to express their anger, as well as helping the parents to better understand how to appropriately respond to the concerns that the child(ren) may have. Parents should consider seeking professional help when their child is having problems accepting reality about the divorce or seem to be going through some serious behavioral changes. Meeting with a psychiatrist or a counselor who specializes in divorce can be very beneficial for everyone involved. It doesnt matter which route is used to help them get through the divorce process as long as the child(ren)s best interest is kept as the top priority during and after the divorce. All in all, children can be severely traumatized by divorce. Many of the effects felt can be long lasting or some may go away within a few weeks. If the divorce is nasty or is prolonged due to a custody battle, then the effects can last a lifetime. Children face many issues when going through a divorce. There are issues with self-esteem, loss of sense of security, the sleeper effect, and it even has an effect on birthdays and holidays. These problems can last forever in a child, even into adulthood. When children have to go through a divorce, they deal with issues regarding their self-esteem. They may feel like they caused the divorce themselves. The child(ren) may also feel like they did something wrong to where mommy or daddy doesnt want to be with them anymore. If these issues are not addressed early on, they can be long lasting and when developing, the older child will have low self-esteem. This can lead to poor grades in school, little to no friends, using drugs, and trouble in the streets. Another issue children deal with when going through a divorce is in the area of security. The child(ren) may develop fears that both parents will abandon him or her. There may also be fears about what is to come. What will happen from here? Where does the child(ren) end up? These are thoughts about security that may come during a divorce. In addition, the absence of one of their parents can make the child(ren) feel extremely lonely. This can also last a lifetime if not dealt with early on. It can lead to the child(ren) growing up feeling scared and worried. He or she may have relationship problems and may not be able to trust anyone and can also lead to depression. Some studies suggest that there is a sleeper effect. This is the idea that a child that goes through a divorce and recovers rather quickly. Then, because of denied feelings at the subconscious level, they will have a resurgence of fear, anger, guilt, and anxiety which doesnt kick in until well into adulthood. These feelings tend to arise when a young adult is attempting to make important life decisions, such as marriage. Another effect divorce has on children is dealing with holidays and birthdays. This will last a lifetime, because birthdays and holidays will have to be split, if this is the agreement. If there is time-sharing in place, or an agreement has been made, the child may have to spend every other birthday with the mother and father. With holidays, there may be time-sharing involved, where the child spends half the holidays with the father, and the other half with the mother. This can certainly last into adulthood, because the family will not be together, and there may have to be time split between the two parents homes. Some children are affected more by divorce than others. However, all children will be affected by a divorce no matter what. The things that parents do and dont do will greatly impact exactly how much a child is affected by the divorce. In addition, the childs gender, age, psychological health, and maturity will also all affect how a divorce impacts a child. Dealing with the divorce as best as possible will help lessen the effects on a child and make it easier to get through. Only time will tell how much it has actually affected the particular child in a particular circumstance. Of course, as we all know, divorce is a painful process for everyone involved; the legal act of breaking apart a family is taxing on both the heart and mind, but we see this most in children. Divorce rates are high and our children are suffering. Everyone should take their childrens feelings into consideration when going through a divorce because the childs life is impacted as well. It is very important that parents help their children adjust to all the changes going on in their life and address any behavioral or psychological problems the moment they arise.

Essay example --

Margaret Thatcher is an iconic political figure that goes down in history as the longest serving, and only woman, British Prime Minister in the history of politics in the United Kingdom. Famous for her stern political stance and policies on international policies and relations, Thatcher was nick-named the ‘Iron Lady’, a name that well stuck with her considering her general approach to policies and outlook into international politics. Having served Britain for 20 years, Thatcher stands as an important political figure that brought with her great political changes in the United Kingdom. Not only is she notable for her efforts to revolutionize the British economy from Statism to Liberalism, but also her unending efforts to lower inflation and greatly reduce the high unemployment levels that were present in the country when she took office. Thatcher not only involved herself with her home politics, but also those of other countries bringing Britain politics to the internati onal map. She became a commonly familiar figure with Ronald Reagan, the then President of the United States of America, and even most surprisingly gained praise and popularity with the then Soviet Union leader, Gorbachev. During her long and eventful stay in office, Thatcher attracted praise and criticism in equal measure. Nevertheless, she remains a political enigma in relation to British and International politics. Margaret Thatcher was born in 1925, in the town of Grantham, to a local businessman who doubled as a grocer and Mayor of Grantham town. She was sent to a local grammar school where her oratory skills sprout roots at a tender age. It has been widely argued that her father served as an influential figure in her life and the towering figure behind her in... ...Britain`s economy behind. Thatcher also introduced a new strategy on government spending in addition to introducing the concept of home ownership to tenants (The Economist). Thatcher is highly remembered for her involvement in keeping the value of the Pound high, a move that has shielded Britain over the recent financial crisis being experienced in Europe. She also restored Britain`s sovereignty as a power to reckon with in international politics and the defeat of Argentina over the Falkland Islands(James). Margaret Thatcher remains one of the most famous politicians of all time. Having adopted controversial policies to save her own country from the economic mess that it was in, Thatcher became more popular to the rest of the world than in her own country. Nevertheless, she will remain in the books of history as one of the most iconic political enigmas of all time.

Dual Roles :: essays research papers fc

Dual Roles   Ã‚  Ã‚  Ã‚  Ã‚   In many stories, it is often noticed that the writers use an allegorical figure to demonstrate abstract qualities as actual people. In these stories the allegorical figure holds a name that will tell you what his character is supposed to be representing. The allegorical figure is a cunning and unique way of taking a characteristic or an object and making it come alive to the readers. This can put an advantage upon your story when trying to get across a certain point, but most often a morality issue. Everyman is a play in which the writer went to great lengths to use allegorical figures to get across a lesson that concerns itself with the salvation of all men’s souls (Vignery p 111).   Ã‚  Ã‚  Ã‚  Ã‚  Good Deeds is an allegorical figure in Everyman. Good Deeds is represented not only as a person, but also as an abstraction. This dual role is clearly stated from the first time that Good Deeds speaks, until the time that Everyman and himself descend into the grave together. Good Deeds is portrayed excellently as a person. He is a person in the sense that he speaks out to Everyman and tells him how to redeem himself to be saved. He is a also a person in the sense that Everyman is asking Deeds for counsel like normal people ask for counsel in times of grief and great need. The â€Å"human† in Good Deeds comes out when he tells Everyman to call upon other allegorical figures to go with him on his long journey to the grave. The humanness appears again when Good Deeds is a true friend to Everyman. Good deeds shows the friendship quality when he refuses to leave Everyman, and promises to stick with him until the Day of Judgment. Good Deeds is just like a good fr iend who refuses to go home when a friend gets into trouble, and offers to help talk to the parents. He is also that true friend in the aspect that he offered and actually does speak to God for Everyman, just as a true friend would do (Everyman lines 309-455).   Ã‚  Ã‚  Ã‚  Ã‚  Good Deeds plays a second, or dual, role as an abstraction in the play also. An abstraction is a concept or an idea; in this case, the abstraction is more of an object. Good Deeds are special tasks that a person completes throughout their lifetime and will count as a point in their favor on the Day of Judgment.

Finding Happiness in Great Expectations :: Great Expectations Essays

Finding Happiness in Great Expectations    Great Expectations is a coming of age novel. This novel is a story of Pip and his initial dreams and resulting disappointments that eventually lead him to becoming a genuinely good man. During his journey into adulthood, Pip comes to realize two diverse concepts of being a gentleman and he comes to find the real gentlemen in his life aren't the people he had thought.    Encouraged by Mrs. Joe and Pumblechook, as a child Pip entertains fantasies of becoming a gentleman. In the eyes of Pip a gentleman is to be wealthy, educated and have a high class, thus Pip's desires. In his mind, Pip has connected the ideas of moral, social, and educational advancement so that each depends on the others. The coarse and cruel Drummle, a member of the upper class, provides Pip with proof that social advancement has no inherent connection to intelligence or moral worth. Drummle is a lout who has inherited immense wealth, while Pip's friend and brother-in-law Joe is a good man who works hard for the little he earns.    Significantly Pip's life as a gentleman is no more satisfying--and certainly no more moral--than his previous life as a blacksmith's apprentice. Pip's desires for educational improvement have deep connections to his social ambition and longing to marry Estella: a full education is a requirement of being a gentleman so he thinks. As long as he is an ignorant country boy, he has no hope of social advancement. Pip understands this fact as a child, when he learns to read at Mr.    Wopsle's aunt's school, and as a young man, when he takes lessons from Matthew Pocket. Ultimately, through the examples of Joe, Biddy, and Magwitch, Pip learns that social and educational improvement are irrelevant to one's real worth and that conscience and affection are to be valued above sophistication and social standing. This new understanding shows Pip who the real gentlemen are.    As Pip grows in age he grows in wisdom and his true identity unfolds as he discovers what it means to be a gentleman. When Pip was young, he knew only of the stereotypical figures of a gentleman. However, Pip comes to the realization that wealth and class are less important than affection, loyalty, and inner worth.

Participative Management and Change-Oriented Leadership Essay

Fear is an emotional response to threats and danger. It is a basic survival mechanism occurring in response to a specific stimulus, such as pain or the threat of pain. (Ohman, A. (2000). Fear and anxiety: Evolutionary, cognitive, and clinical perspectives. In M. Lewis & J. M. Haviland-Jones (Eds. ). Handbook of emotions. (pp. 573-593). New York: The Guilford Press. A debilitating emotion that must be managed understood and embraced in a world that is fast becoming familiar with the successes enjoyed by those whose human component is its capital. When did we last take interest in knowing the expressed culture of the company, its leadership and components? What we know now is, we too must be going through this, and it is the same urge that brings us to the table to open a channel of communication that could possibly address how we can all move forward with understanding, sensitivity and optimism in creating change that will benefit both HTI and its human resource asset. More and more structured organizations find the need to shift to become a people-focused management style to improve retention and ensure that changes of any kind is managed rather more successfully. Loyalty influences retention and retention contributes to growth. As a recognized leader in the industry, our upper hand in staying on top will always be dependent on the pillars that support it. Relational leadership is a concept that is not out of reach, and as corporate leaders, it is upon us to make certain that we put in, not just the cutting edge technology ideas, or business savvy that signs contracts but the latest proven expertise in managing our human capital to keep up to the changing times, shifting lifestyles and influences there are about us. Many corporate cultures have changed the moment its leaderships changed their perspectives of how management styles/strategies, consciousness and corporate values tip the scale of profitability. Eventually, over time, loyalty not only assures retention, stability and growth for the business and the brand, its shareholders, but as well as its individual members.

Good Behaviour Game Essay

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