Pathology and Current Treatment of the Alzheimers Disease Essay

Pathology and Current Treatment of the Alzheimer's Disease Introduction One of the most feared aspects of aging is the deterioration of the memory and cognitive function (dementia) that occurs among the elderly with increasing frequency with advancing years. A significant proportion of otherwise healthy elderly persons show a significant decline in mental function later in life. It has been estimated that 10% of the population over the age of 65 suffers from mild to moderate dementia and 4-5% suffer from severe dementia. The incidence of severe dementia rises from less than 1% at ages 65 to 70 to over 15% by age 85 (Terry and Katzman, 1983). In the United States alone, Alzheimer’s disease (AD), which is the major cause of senile dementia, afflicts several million people, and with the increasing longevity of the population, the number of such patients requiring complete and continuous institutional care will rise to epidemic proportions. This paper will attempt to describe the Alzheimer's Disease condition, both behaviorally and neuropathologically , and then look at traditional and current methods of treatment for patients of Alzheimer's Disease. The onset of senile dementia is characterized by increasing impairment of memory of recent events such as what a patient had for breakfast an hour earlier, though a detailed recall of the distant past may be essentially intact. Inevitably, the patients lose their cognitive abilities, that is, their abilities to read, write, calculate, and use language appropriately; they cannot feed or dress themselves, they do not recognize their own families, they get lost when only a short distance from home, and ultimately do not even know their own names (R. Perry et al., 2000, C.J.A. Mouli... ...minimal and mild) Alzheimer's Disease: relationship to episodic and semantic memory impairment, Neuropsychologia, 38:3, 2000, p. 252-271 Prasad, K.N., Hovland, A.R., Cole, W.C., Prasad, K.C., Nahreini, P., Edwards-Prasad, J., Andreatta, C.P. Multiple antioxidants in the prevention and treatment of Alzheimer's Disease: Analysis of biochemical rationale, Clinical Neuropharmacology, 23:1, 2000, p. 2-13 Roses, A.D. Apolipoprotein E affects the rate of Alzheimer's Disease expression: b -amyloid burden is a secondary consequence dependent on apoE genotype and duration of disease, J. Neuropathol. Exp. Neurol, 53, 1994, p. 429-437 Terry, R.D., Katzman, R. Senile dementia of the Alzheimer’s type, Ann. Neurol., 14, 1983, p. 497-506 van Leuven, F. Single and multiple transgenic mice as models for Alzheimer's Disease, Progress in Neurobiology, 61:3, 2000, p. 305-312

Critical Analysis of Golding’s Use of Tone in Lord Of The Flies :: Free Essay Writer

Critical Analysis of Golding’s Use of Tone in Lord Of The Flies When viewing the atrocities of today's world on television, the starving children, the wars, the injustices, one cannot help but think that evil is rampant in this day and age. However, people in society must be aware that evil is not an external force embodied in a society but resides within each person. Man has both good qualities and faults. He must come to control these faults in order to be a good person. In the novel Lord of the Flies, William Golding deals with this same evil which exists in all of his characters. With his mastery of such literary tools as structure, syntax, diction and imagery, The author creates a cheerless, sardonic tone to convey his own views of the nature of man and man’s role within society. The use of diction is powerful, with the gripping use of words and description. Golding creates tension and reinforces his theme and tone with the use of specific words. Many are connotative and therefore create a story abundant in meaning and symbolism. Golding uses colors such as pink to symbolize particular things such as innocence, as shown in the piglets and the island. The word yellow makes the reader think of the sun, enlightenment and Ralph; the words black and red bring to mind evil, blood and Jack. With the use of words the author also creates the novel's own private symbols that are key to the tone. The conch comes to symbolize authority, democracy and order. Upon the mentioning Piggy's glasses, images of insight and reason come to mind. With this highly connotative language, Golding creates many contrasts as well to convey his underlying theme. He compares the dazzling beach's "pink granite" [Page 12], green feathered palm trees and endless sand [Page 10] to the "darkness of the forest", full of "broken trunks", "cables of creepers" [page 28], and dense vegetation. He also compares the day's "torrid sun" [Page 176] to the night which makes everything as "dim and strange as the bottom of the sea" [Page 62]. The lagoon's security and the dangerous open sea are also contrasted when Golding qualifies them as "still as a mountain lake" [Page 10], "dark blue" [Page 31] and "deep sea" [page 62]. Golding also uses dark and inherently bad words such as "dark", "Jack", "broken", "torri d", "coarse" and "splintered" to describe sinister things and euphonious words such as "feathers", "glittering fish" and "Ralph" to describe more peaceful things.

K Pop Invasion

 ·Jealous Jealous of the girl who caught your eye One of my darker days When you looked at her where was I? Shoulda been in her place, here I am All alone imagining what could have been If I had been there Jealous of the one whose arms are around you If she's keeping you satisfied Jealous of the one who finally found you Made your sun and your stars collide La la la la la la la She's a very, very lucky girl La la la la la la la Jealous of the one who won your heart They say it's a perfect match She's gonna get to be where you are And I don't get better than that She'll say you're fine Whisper words I wish were mineAnd they might have been If I had been there Jealous of the one whose arms are around you [ From: http://www. elyrics. net/read/n/nina-lyrics/jealous-lyrics. html ] If she's keeping you satisfied Jealous of the one who finally found you Made your sun and your stars collide La la la la la la la She's a very, very lucky girl La la la la la la la You know I'd fight the good fight If I thought I'd change your mind But if she makes you happy I would leave that dream behind Man, she better treat you right And give you everything ‘Cause at the moment she doesn't I'll be waiting in the wings Jealous of the one whose arms are around youIf she's keeping you satisfied Jealous of the one who finally found you Made your sun and your stars collide La la la la la la la She's a very, very lucky girl La la la la la la la La la la la la la la She's a very, very lucky girl  ·We Are Never Ever Getting Back Together I remember when we broke up the first time Saying, â€Å"This is it, I've had enough,† 'cause like We hadn't seen each other in a month When you said you needed space. (What? ) Then you come around again and say â€Å"Baby, I miss you and I swear I'm gonna change, trust me. † Remember how that lasted for a day? I say, â€Å"I hate you,† we break up, you call me, â€Å"I love you. â€Å"Oooh we called it off again last night But oooh, this time I'm telling you, I'm telling you We are never ever ever getting back together We are never ever ever getting back together You go talk to your friends, talk to my friends, talk to me But we are never ever ever ever getting back together Like, ever†¦ I'm really gonna miss you picking fights And me, falling for it screaming that I'm right And you, would hide away and find your peace of mind With some indie record that's much cooler than mine Oooh, you called me up again tonight But oooh, this time I'm telling you, I'm telling you We are never ever ever getting back togetherWe are never ever ever getting back together You go talk to your friends, talk to my friends, talk to me (talk to me) But we are never ever ever ever getting back together Oooh yeah, oooh yeah, oooh yeah Oh oh oh I used to think that we were forever ever And I used to say, â€Å"Never say never†¦ † Uggg, so he calls me up and he's like, â€Å"I still love you,† And I'm likeâ € ¦ â€Å"I just†¦ I mean this is exhausting, you know, like, We are never getting back together. Like, ever† No! We are never ever ever getting back together We are never ever ever getting back together You go talk to your friends, talk to my friends, talk to meBut we are never ever ever ever getting back together We, ohhh, getting back together,ohhh, We, ohhh, getting back together You go talk to your friends, talk to my friends, talk to me (talk to me) But we are never ever ever ever getting back together  ·Awake With every appearance by you Blinding my eyes, I can hardly remember The last time I felt like I do You? re an angel disguised And you? re lying real still But your heartbeat is fast just like mine And the movie? s long over That? s three that have passed, one more? s fine Will you stay awake for me? I don? t wanna miss anything I don? t wanna miss anything I will share the air I breatheI? ll give you my heart on a string I just don? t wanna miss anything I? m trying real hard not to shake I? m biting my tongue but I? m feeling alive And with every breath that I take I feel like I? ve won You? re my key to survival And if it? s a hero you want [. From: http://www. elyrics. net/read/s/secondhand-serenade-lyrics/awake-lyrics. html . ] I can save you, just stay here Your whispers are priceless Your presence is too so please stay here Will you stay awake for me? I don? t wanna miss anything I don? t wanna miss anything I will share the air I breathe I? ll give you my heart on a string I just don? t wanna miss anythingSay my name, I just want to hear you Say my name, so I know it's true You? re changing me, you? re changing me You showed me how to live, so just say, so just say That you? ll stay awake for me I don? t wanna miss anything I don? t wanna miss anything I will share the air I breathe I? ll give you my heart on a string I just don? t wanna miss anything  ·Inside My Heart I am nobody with no sense at all Pale as the mountain, cold as the shore Tried reminiscing, alone imagining What if I come to you? Then I stood up making the hours Gazing the sunsets, watching the stars.. Sparkling, smiling hello to my eyes. These as you come to meChorus: Inside my heart is you No greater love, no one above you Inside my heart is you Stay in love always, as I live in your ways Coz, inside my heart is you.. Play with the raindrops, lie on the sand (From: http://www. elyrics. net/read/f/frencheska-farr-lyrics/inside-my-heart-lyrics. html) Sail through the ocean, chasing the clouds Showed me completely what life is about†¦ I left with no worries flying so high (Repeat chorus) The end of all waiting, my new beginning Coz you have loved me this way. Inside my heart is you (oohh) No greater love no one above you ( no one above you†¦ oohh) Inside my heart is youStay in love always, as I live in your ways Coz, inside my heart is you.. Now I know the meaning Its love you creating The love in my heart is you†¦ Ins ide my heart is you..  ·Baby Baby [TAEYEON] Dorineun mam goma oon mam gadeukhi damaso Jelyebeun pojak soge (jonhago shipeunde) [YURI] Anilgoya ooseulgo ya ungdoonghan sang sang daemooneh Mae il miruneun babo (wae nagat janh ge) [JESSICA] Neul ootdon moseub neega nae mam hoob chingo [SUNNY] Gong maro numoo malo andweneunde [ALL] Please baby baby baby geu dae ga nae aneh [SEOHYUN] Numoo do gipi deurowa bo ilga iron nae sujubeun gobaek [ALL] Baby baby baby salmyo shi dagaga [SOOYOUNG]Jakeun mogsoriro gaga ee noman deurige malhae joolgeh [YOONA] Dab dab han mam mianhan mam onjenga jonaejool Mae il sahyo ganeun sunmool (jonhago shipeunde) [TIFFANY] Anilgo ya shireulgoya Geunyang nalpyon han chingu ee sangeun joldae anya (geuromyun ajae? ) [SUNNY] Neul otneun moseub nimam hoob chigo shipo [TAEYEON] Jongmaro numoo deulryo jugo shipo [ALL] Please baby baby baby geudaega nae aneh [From: http://www. elyrics. net/read/g/girls_-generation-lyrics/baby-baby-lyrics. html ] [JESSICA] Numoodo gipi deurowa bo il ga iron nae sujubeun gobaek [ALL] Baby baby baby sal myo shi dagaga [HYOYEON] Boodeuron noon ooseum euro noye momeh seumyo algoya [SEOHYUN] Sashil nudo algo nagagaji mothaneun nal [JESSICA] Oneu saenga naege no daga ogo itneungol [TAEYEON] Pogeunhan geu poomeuro nal gok anajwo [ALL] Please baby baby baby geudaega nae aneh [YURI] Numoo do gipi deurowa bo il ga iron nae sujubeun go baek [ALL] Baby baby baby sal myo shi dagaga [YOONA] Jakeun mogsoriro gaga ee noman neurige malhae jooleh [ALL] Please baby baby baby naega geudae aneh [TIFFANY] Sojong han sarang maneuro gadeugi chaewo nogo shipungolyo [ALL] Baby baby baby ijeneun geudaeye [TAEYEON] Nugodo boorubji anheul gajang yebeun yoja chinguya [ALL] Please baby baby baby

The experience of love as described in the poetry section, Love and loss of the Tracks2 anthology

. The first pair of poems, â€Å"First love† by John Clare and â€Å"A birthday† by Christina Rossetti are both poems which tackle the early and vague stages of love, the first being more pessimistic as listing the negative effects of love- its ‘symptoms' rather than its positive side, the second portraying the authors happiness to be in the clutches of love. The use of strong imagery is evident in both pieces as they tackle what goes through ones mind when in love, although it seems that the former poem is more on the physical side of the subject rather than the emotional. Christina Rossetti's poem seems to be full of joy to her lovers coming, if not slightly vague in that aspect, until one learns that her lover was very likely god and that it was death for whi9ch she was so eagerly waiting for. The first poems love seems unrequited, which seems to be the climax of it- the anxiousness of the author to â€Å"are flowers the winter's choice? Rossetti does not give much insight into the details of her love, but it seems that she has no worries of this- she seems more in control of her love. This is evident through rossetta's use of royal imagery, from mentioning the rich vair, which was used as a medieval fur cloak lining to the sovereign â€Å"peacocks with a hundred eyes†. Clare gives the impression that he is physically under her control; this conclusion can be drawn from the way â€Å"my legs refused to walk away† which shows his great helplessness to this situation-in contrast to the in-control Rossetti style love. A similarity that both poems share is the use of natural imagery to convey emotions regarding love, Clare resorts to describing ‘her' face as â€Å"a sweet flower† which seems to be the most natural image in the poem, in contrast to the slightly disturbing yet powerful images of blood burning around his heart and turning deadly pale. Christina Rossetti ‘s poem also uses natural imagery but more in the ‘first part'. The poem is not actually divided in any way, yet the reader will feel that way due to the split use of imagery of her former descriptions of â€Å"My heart†, followed by her orders as the sovereign noble. The imagery she uses can be easily associated with nobility since it includes the royal ‘vair', which was a valuable fur lining of garments use in the medieval times. It is therefore not incidental that Rossetti was obsessed with the middle ages, especially the Italian style of painting at this time. Her imagery is therefore not only rich, but slightly old fashioned â€Å"doves and pomegranates† were signets often used on shields of royal houses and clans. The gender of the writer seems to have an effect on the portrayal of love, Clare is victim, describing someone who â€Å"stole my heart away complete†, whilst Rossetti is the more in-control woman which is waiting for her love in splendour of royalty. The other apparently insignificant detail is that of the poems title, which of the two the latter seems to have a deeper meaning. â€Å"A Birthday† on first impression is a situation associated with joy and merrymaking, which is partly true to the emotions the author is expressing, yet it does not mean a ‘birthday' in the conventional sense of celebrating your birth, but in this case her ‘rebirth'. This rebirth can be interpreted as her waiting for death and her lover to be God, the images of richness and splendour can also be interpreted as in a more morose scene; the vair and purple dyes of the coffin and the fleurs-de-lis as the funeral bouqet. The title of Clare's poem simply gives an overall of the poem following, the incident of first love and the pains as well as pleasures that the author goes through during the whole ordeal; the physical pain of blood burning around his heart to the mental pain of uncertainty to â€Å"her† feelings towards ‘him'. The simplicity and consequently the impressive effect of both poems is a comparison to both, they both rhyme every two lines; â€Å"shoot†-â€Å"fruit† and both flow as abcbdcec. The poems are both divided into parts, much like paragraphs or the chapters of a book, they express slightly different emotions and change the context in every one of these ‘parts'. The second pair of poems is â€Å"When we two parted† by Lord Byron and â€Å"Villegiature† by Edith Nesbit. These are now about a much later phase of love, showing its condition after it has somewhat decayed and the passion has fizzled out. Both of the poets in comparison to the first set seem to suffer more as a result of their relationship than have any enjoyment out of it. The most painful image presented by lord Byron is that of their parting, as well as his later questioning why was she so dear. Villegature is the more light-hearted of the two, the author going on her very own ‘holiday', the word Villegature is French, which misleads the reader into thinking the poem will be about romance, only truly revealing the poets true emotions at the rather shocking end, â€Å"how you always bore me! The poems both express the expectations that the poets have of their lovers, this seems to differ with the poets gender, since lord Byron demands loyalty from his mistress, which is evident when he mentions that â€Å"light is thy fame†, fame meaning her social status is that she could be regarded as a woman of ‘loose' morals. The demands of Nesbit are quiet different, in light-hearted humour, she expresses h er lust for romance and passion, which has evidently vanished, from her relationship. The relationship is not described in great detail, but it is very likely that they have been together for a long time; Nesbit's poem fits the description of a married couple-together for the sake of marriage. Lord Byron's attachment to his mistress, â€Å"Long, long shall I rue thee. † Is evident through his choice of parting words in the first stance and the way he still seems to love her after all those â€Å"years†. When we two parted' portrays love which is pulled like a puppet on strings by society, when her name is spoken of badly Byron knows that he cannot continue to love her in fear of exposing their relationship. The partnership was a concealed one, â€Å"in secret we met†, kept away from the preying eyes of society for a reason that the poet does not give. Byron alternates between different emotions through the stances of the poem, ranging from his love for her to disregard of her and grieving for their dead relationship. Lord Byron also uses questions in the last two stances to draw attention to the expressions used. The two questions contrast in the poets emotions, the first â€Å"Why wert thou so dear? † questions the emotional expenditure of his lover whilst the second â€Å"How should I greet thee? † betrays the poets ever present sentiments for ‘her', â€Å"With silence and tears. † the very same way they parted years before. The poet questioning himself gives a good insight to his emotions through his answers and their importance by the way they are made to stand out by the use of dashes after them, â€Å"A shudder comes o'er me-â€Å". Villvegature also highlights the importance of some phrases through the use of similes â€Å"solid self long leagues away† draws attention to the fact that he is no longer an object of great admiration or interest in the poet, she also uses the words â€Å"deep in dull books† to emphasise his insipidness and the contrast of reality to her fantasized romantic lover, who is much like a ‘Romeo' who climbs a tree to reach his aficionado, the poet. The poem by lord Byron also shows some disappointment with his partner, perhaps more with her being disloyal to him, but he does also mention that their passion grew somewhat stale,†Colder thy kiss†. The disappointment comes from the fact that she broke all her â€Å"vows† and no longer is loyal to him. The use of romantic imagery is evident in both poems, in Villegature it is more the nature or environment which seems to be affected by romance- â€Å"The pear-tree boughs† are mentioned three times, in the first second and third stances, the poet also talks of â€Å"pearls of song† in the concluding stance, the only aquatic gem being the pearl. Lord Byron's poem uses imagery, which describes more of his lover than the nature or scenery, â€Å"Pale grew thy cheek† yet not much imagery is used in his poem compared to the works of Christina Rossetti or even John Clare. The reason for the contrast between the two poems may be that Edith Nesbit used excessive romanticism in her poem to fool the reader into thinking that she ‘loves' her partner or that the poem is not a fantasy, but an actual activity, although in the first stance she does use the image of â€Å"your ghost†, which is reminiscent of a memory she had of her lover. The last poem is â€Å"A woman to her lover† by Christina Walsh. This is the poem, which demonstrates the expectations of a ‘liberated' woman to her potential lover; it has an aroma of feminism about it and seems like a reasonable set of refusals that a 20th century woman could make. Aside from being very inspirational and emotion provoking, the poem also is an interesting expression of the poet's attitude to love and life, more careful and in a way determined than the earlier poems concerning love. The author this time seems to ‘attack' her male oppressors by generating some very persuasive arguments, such as by putting the â€Å"wingless angel† or the â€Å"doll† in, without argument, a negative light. The poet is very critical of the average potential ‘lover', in the first three stances, setting down a set of iron rules that he must abide to in order to be her â€Å"co-equal† in marriage. Her criticism is evident through her counter-glorification of the stereotypical, yet sadly often common desires of men are to have a â€Å"doll to dress and sit for feeble worship† or to have â€Å"my skin soft only for your fond caresses†. The use of the words â€Å"As conqueror to the vanquished† is also interesting- to me forming an image of the Spanish armada putting the capturing the helpless natives, in time turning them into â€Å"a bondslave† a slave with a ‘bond' to its master so they could not buy themselves out after their period of servitude has passed. The last stance concentrates mostly on what the poet expects of her lover, setting down the fundaments of the conditions in which a relationship with her could potentially bloom. Walsh uses words reminiscent of an alliance rather than the more conventional relationship of two lovers, â€Å"your comrade, friend, mate† â€Å"together† â€Å"co-equal†, giving a very lucrative description of a relationship free of the afore mentioned (wingless angel etc. ) conventional entities, not wanting to be a sex toy to satisfy his clamorous desire, but to know â€Å"the purity and height of passion†, refusing to be a placid doll or a holy wingless angel and using clear and strong words to express this â€Å"fool, I refuse you! † to express her distaste for the men who take enjoyment in this. In the first stance, she expresses a different kind of disagreement than in the second or third since the latter does not require her to do any manual work, she refuses: â€Å"No servant will I be†. Another point worth mentioning of the last stance is the way the marriage is described, the imagery used being so artistic and unusual; â€Å"music of the spheres for bridal march† , â€Å"The stars to laugh with joy† ,words which emphasise how different the marriage ceremony will be if the love is true and pure, if it is based on companionship and passionate love- a contradiction of the poets most despised image of the foolish man.

Economics & study Essay

Economics is the study of how individuals use scarce resources to satisfy their needs (Lee, et al). There are a number of concepts that are associated in learning economics. These include limited resources, opportunity cost and trade-offs among many other factors of consideration. To understand and be able to make wise decisions in the purchasing of any good and service, one should better understand these concepts of economics. They are also imperative in the production of goods and services which is the primary aim of studying economics (Salaman, 1). Money and time are resources that are finite (Lee, et al). They are therefore called limited resources. A scarce resource is a resource that has a high demand and therefore proper decision making is needed to ensure that they are used optimally. Economics involves the distribution of resources so that they can satisfy individual needs. Money is scarce because it is limited in supply and therefore it should be used wisely to satisfy human needs (Lee, et al). For instance, if an individual has $ 500 in the pocket, he will choose to pay for his rent rather than buying beer for himself. Time on the other hand is an economic resource and one needs to decide well on what to do at a certain time and what to do at other times. In our daily lives, we often make decisions that impact the purchase of goods and services. These decisions depend on what our needs are and what are the resources that are at our proposal. Making decisions in economics is a very vital stage when it comes to purchasing of goods and services (Salaman, 1). An individual should make a decision that he or she will not regret when the scarce economic resource runs out. To make a good decision, one should really understand some concepts in economics like the price theory. Price theory makes one understand the prices of commodities that are in the market. When one understands the price theory, he or she can make the correct decision on what to buy at what price without incurring many losses. Opportunity cost results after careful decision making (Lee, et al). It is the cost which is equivalent to the value of the best alternative that an individual sacrifices in doing something else. By making a choice in whatever an individual does in life, he or she must incur opportunity cost. It can either be a marginal benefit or a marginal cost. For instance, an individual may have choices of either joining a masters program or getting employed in a company paying him $ 100,000. If the person decides to go for the masters program, his opportunity cost will be $ 100,000. Marginal benefit is defined as the benefit that is got by adding one extra unit in the level of activity (Lee, et al). Marginal cost on the other hand is the extra cost incurred by adding an extra unit in the level of activity. Generally, since all consumers are assumed to be rational, they tend to minimize marginal costs and maximize marginal benefits. The difference between the two gives the net benefit. Trade-offs on the other hand is closely related to opportunity cost although it reallocates the amount of time or money to be spent (Cage). This implies that there is that money that is set aside for spending on maybe house expenses. By buying less of what is not necessarily important and buying more of what is necessary, one shall have incurred a trade-off. It involves reallocation of money or time from what had been planned on (Cage). In conclusion, the study of economics helps individuals to determine on the type of choices they are to make in their daily lives. Deciding on what good or service to purchase may call for one to understand the concepts of opportunist cost, trade-offs and most importantly, have the knowledge of the scarce resources that are available to him or her. Works Cited: Cage, Michael. The differentiation trade-off and marketing to values. 2010. Web July 14, 2010 from http://www. entrepreneurslife. com/thoughts/entry/the-differentiation-trade-off-and- marketing-to-values/ Lee, Kylen, et al. The scope and methods of economics. September 17 2006. Web: July 14, 2010 from http://www. econguru. com/introduction_to_economics/scope-method. html Salaman, Graeme. Decision making for business: A reader. London: SAGE Publication Ltd, 2002.

Group Roles and Norms Essay

Explicit norms are rules that are clearly stated. Implicit norms are hard for people with difficulty with socially-based learning. Roles within groups are different tasks that different people perform and the specific accomplishments each is expected to attain (Baron, Branscombe & Byrne, 2009, p. 384). An example of an explicit role is a professor for a class. The students in the class play the explicit role in the course. The professor’s role is to guide and nurture their students. An implicit role that students have is that they are just as likely to have a great deal to offer to the class as a group if the professor can create a safe, accepting environment that encourages the free exchange of ideas. Norms are rules established by groups which define acceptable and unacceptable behaviors (Baron, Branscombe & Byrne, 2009, p. 387). Horne (2004) specifically focuses on the sanctions which enforce the rules. An explicit norm for the classroom is that the students come prepared to class, as the roles are clearly stated in the syllabus. An implicit norm is that students have to come to class prepared. Students attempt to enforce the implicit norm by letting the instructor know they are prepared for class. An explicit norm is the length of time for classes. The class can deviate from the implicit norm while adhering to the explicit norm that classes will meet the whole length of class time. Some of the initial consequences to deviating from the implicit norm which students are that they wish the professor will follow their body language to let class out early. This reinforces the explicit norm that they will come to class prepared, violating their implicit norm that they will not participate in class. The professor can uses a form of sanctioning called Jeopardy. Professors can have students clear their desk so that students cannot attempt to enforce the implicit norm that class will dismiss early. Rewards are provided by group assessments. Creating accountability, both to the group and to oneself by creating a grading system that balances group work, daily grades, and tests is the best way to ensure a fairly smooth and regular routine to the classroom. Students unwilling to meet these explicit norms will ideally move on quickly to other courses where the implicit norms are more likely to be met or choose to adjust their behavior. References Baron, R. A., Branscombe, N. R., & Byrne, D. (2009). Social psychology (12th ed.). Boston: Pearson Education, Inc. Horne, C. (2004). Collective benefits, Exchange interests, and norm enforcement. Social Forces, 82(3), 1037-1062.

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

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