Management Functions

Introduction Management can be defined as a creative problem solving which is accomplished through four basic functions: planning, organizing, leading and controlling. All functions are vitally important as failure to accomplish one function may lead to failure of the overall project. Actually, in accounting firm management functions are necessary to develop effective allocation of resources and to achieve the desired objectives and missions. Planning is defined as the process of setting missions and objectives which are of top priority for accounting firm. Organizing is defined as coordinating and controlling of tasks and information within firm or company. Leading is defined as influencing employee by means of motivation, leadership and discipline. Controlling is defined as establishing and measuring standards of performance based on company’s missions and objectives. (Higgins 1998) Management Functions Planning function is considered fundamental from others are being developed. Planning is important for accounting firm as today’s’ decisions will directly affect the future of the firm. For example, in accounting firm financial manager is ready to go to organizing function only after goals and objectives are set. Planning affects all levels of management in accounting firm. Nevertheless, planning characteristics are varying from level to level. Planning suggests setting vision, missions, goals and objectives. Vision is defined as non-specific motivational guidance. Mission answers the question why business exists. In accounting firm, mission answers the question about the necessity of bookkeeping. For example, one possible mission of accounting firm is to create net income balance for particular project or company. Objectives define market standing, productivity, financial resources, etc. Finally, goals are defined as â€Å"specific statements of anticipated results that further define the organization's objectives†. (Erven 1999) Organizing function ensures establishment of firm’s internal organizational structure. In accounting firm this function focuses on controlling accounting and financial tasks and coordinating the flow of financial information within the firm. Organizing suggests also labor division, authority delegation, departmentation, span of control, and coordination. As far as accounting firm has more than two employees, it has to take these decisions into account. Division of labor suggests that employees are divided to perform particular tasks. Delegation of authority is, primarily, distribution of power within firm. In accounting firm delegation of authority can be used to make financial manager free to pay attention to high priority activities. (Woody 1998) Leading function is finding effective ways to guide employees’ work and to motivate them to perform better. Usually, this function is accomplished through effective interpersonal motivation, group dynamics, discipline and leadership. Actually, in accounting firm I am working in leading aims at channeling the behavior of employees to accomplish set goals and objectives. Nevertheless, the role of leader is vital as he should help people to stay motivated. Moreover, leading function is responsible for leading the flow of project accomplishing. Leading play important role in accounting as this process should be controlled to avoid calculating mistakes and not to waste time for checking in future. (Erven 1999) Controlling function is measuring performance and taking prevention measures if necessary. The control process is, actually, a cycle process. In accounting firm, controlling suggests identification of computation errors and problems before the project is returned to the customer. Controlling is related with all other management function as it is built on planning, organizing and leading. Usually, effective control systems are characterized by flexibility, accuracy, timeliness, cost effectiveness, and ability to control all business levels. Also controlling is my firm is used to revealing inaccurate information or lack of understanding the necessity of information. (Erven 1999) References Higgins, James. (1994). The Management Challenge. USA: Macmillan. Woody, Alexander. (1998). Staffing and Organizing the Management Accounting Function at Large Financial Institutions. Retrieved February 25, 2008, from http://findarticles.com/p/articles/mi_qa3682/is_199801/ai_n8760331 ; ; ; ; ; Management functions Management can be defined as the procedure of getting things done by means of and through human resource personnel by directing and inspiring their hard work towards achieving universal goals. Human resource in any organization is the most important asset since without them the management cannot attain the achieved goals since they are the one coordinating the activities of any particular organization. Secretary is part of the human resource in any organization and in fact he/she has a bigger role to play in achieving the organization’s goals and objectives. We can therefore say that the secretary just like the manager of any organization plays the role of being an enabler in that he/she must ensure that things are in order for the boss or other employees for them to carry out effectively without many difficulties. Discussion Functions of management are those of planning, organizing, leading and controlling and such all four functions requires that the secretary should have skills and knowledge on how to carry out such management functions in an organization in this case middle school organization. Planning is considered to be the primary function of management and actually encompasses establishing what should be carried out in future. Planning entails setting of objectives, processes, regulations and other tasks required for attainment of organization’s mission statement. Usually the best strategies are selected from various identified strategies and therefore will require forecasting the future and how best to attain the results that will ensure the success of the organization. As a secretary therefore skills of planning function must be utilized for example gathering and sorting information and ensuring how such information should be disseminated to other employees as well as planning what the senior managers will be required to do and notifying them on any changes. Such skills on how to plan effectively will be of great importance to the secretary in order to avoid conflicts and thus attainment of goals. (Maundy, 2001) The other function of management is that of organizing which involves arranging and allocating tasks in the workplace in order to attain the set organization’s objectives. In essence, organization function is responsible for how tasks will be divided and achieved efficiently and effectively. Usually the supervisors of all organizations are responsible for identifying tasks and subdividing work groups in to separate sections in an organization. However, the secretary plays a major role too since she has the responsibility of tasks specifications and assigning them to various employees as directed by the senior mangers. Therefore as the secretary for middle school the responsibility under this function will be that of ensuring that all the tasks to be done are clearly defined and divided to all responsible employees on time and such tasks are assigned to the most competent and qualified employees in the middle school. The other function of management is that of leading which involves directing human resource of an organization in the right path in order to achieve the set goals efficiently and effectively. Traditionally this function involves directing, educating and overseeing the employees within an organization. The secretary too plays this role in modern world by having the responsibility of guiding and coaching other labor force to achieve the set goals; for example in middle school as a secretary it will be of great importance to lead by example that is achieving the set goals and targets on time and guiding the rest of employees in the school to carry out their tasks without much difficulty. (Rampton, 2003) The other function is that of controlling which entails ensuring that the real performance achieved is matched with the intended results and also ensuring that corrective measures are undertaken if there are deviations from the set goals. This function goes hand in hand with planning such that if poor planning was done then the set goals will not be achieved and therefore will necessitate controlling function to efficiently redesign the plan in order to achieve congruent goals. As a secretary of middle school, this function will involve ensuring that any tasks allocated to individuals are finished in time and the target results are achieved from such tasks. Conclusion We can therefore conclude that, management functions apply in every organization and middle school level are not exceptional in order to attain desired goals. The secretaries therefore in such middle schools should be equipped with skills that will ensure that the above functions are coordinated well and with ease thus accomplishing the set goals efficiently and effectively. The management functions are considered to be continuous processes such that the effective accomplishment of one function will lead to attaining other functions smoothly within an organization. It is therefore necessary for all organizations to continuously provide training programs in order to sharpen the skills of there employees so that they can effectively perform the management functions with less difficulties. (Hilltop, 1994) Reference Hilltop J (1994): European Human Resource Management in Transition. New York, Prentice Hall, pp 23-76 Maundy L (2001): An Introduction to Human to Human Resource Management- Theory and Practice. Macmillan, Palgrave pp 12-45 Rampton L (2003): Human Resource Management. New York,   Ã‚  Melbourne press, pp 23-37   

Development from birth †19 years Essay

The guide below explains what you might expect from the development of the child through various ages: Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise use of muscles) such as the movement of fingers and toes. New born babies will lie on their backs with their head held to one side yet turn their head looking for a teat or nipple. They will have primitive reflexes such as swallowing, rooting, grasping, stepping and sucking. By 1 month old head control will be still be unsteady, and their hands will be in tight fists. Babies will grasp at objects that have touched the palm of their hands. they may turn their heads and eyes in unison and smile at familiar faces, smells or sounds, they also like to observe the face of adults at feeding time. At 3 months old they can hold a small object such as a rattle for a few seconds if placed in their hand and enjoys observing movements of their own hands and play with them, kicking their legs and waving arms. They can lift their head and turn when placed on their front. At 4 months they will use their arms to support themselves when laying on their stomachs and can turn from their back to their side. They will hold onto and shake small objects. They will, with support start sitting and will gradually sit unaided by 6 months. They will raise their hands in anticipation of being lifted. At 6 months they will roll over and push their head and chest off the floor when placed on their front. Their hand grasp is more prevalent with whole hand use to pass an object from one hand to the next. At 9 months they will start to move around either by crawling or shuffling and are able to sit alone without the need of support. They will reach out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block but are only capable of releasing it by dropping. If a young baby is held upright they will try to make stepping movements on a firm surface. They will be startled by sudden sounds or bright lights. When hungry, in pain, need changing or comforting they will cry. In their first year they will start to move around either by crawling or shuffling and eventually try to start walking with support. They will start to demonstrate hand inclination and pick up small objects using a tidy pincer grip. They enjoy have the ability to feed themselves and will enjoy doing so, holding cups with assistance. They can click 2 cubes together and put cubes into a box after first being shown had to do so. They can understand the world around them and know who their main carers are and may possibly cry when left with someone they are not familiar with. They will wave goodbye and point at things with their fingers. At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skilfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They can walk downstairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing. By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can put their own shoes on and start to use their favourite hand. At 3 years old they can draw dots and circles and build a tower with 6 bricks. They can climb, run and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball confidently. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy ‘reading’ books and having stories read to them, turning single pages in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown. At 4 years old they can walk backwards following a line, run, hop throw, aim and catch a large ball. They can using scissors cut around an object and is able to copy a picture of a square. They can construct a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth. At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors and form letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw. Between the ages of 6 – 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area. Between 8 – 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 years old for girls with an increase in body strength and a sudden growth spurt. Through the ages of 13 – 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls. Social and emotional development: this refers to the development of the child’s own identity and self image. Some may want to start doing things for themselves and become more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to ‘people please’ and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo. From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objects At 1 month old they will look intently at carers and social smile for them by 6 weeks old. 4 months old they will try and captivate their carers attention by smiling and vocally. 6 months old they become fascinated with other babies and smile at them. They will interact differently to a variety of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer. By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now very curious in all around them. At 1 year old they become more demanding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent about changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now distinguish between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world. By 18 months they will show signs of stranger shyness and have tantrums when upset often know as the ‘terrible twos’ They have trouble understanding the concept of sharing and believe that everything is ‘mine’ They dislike changes to their routine and can be very selfish. They should now start toilet training. At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to sudden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery. At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2’s or 3’s, sharing ideas and being friendly to other children. They may also have ‘best friends’. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3. By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their independence still need reassurance and encouragement. They understand united and competitive events. At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about ‘fitting in’ and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts. Between the ages of 6 – 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-assured and independent with an increased sense of integrity. Friendships become vital between the ages of 8 – 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes. Between the ages of 13 – 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may bow to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood. Intellectual development: These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play. New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones. At 1 month old they will stare and follow the direction of a dangling ball whilst gazing intently at soft lights. At 3 months they track movements of both small and large objects. At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are inquisitive and become readily distracted by movements. They will watch objects fall when in range of their vision. They like to put everything into their mouth. At 9 months they will look towards the direction of falling objects. At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away. They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic parts of the body. From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and make basic cuts with scissors. They can copy crosses and circles and draw a person with a head. By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and certain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can duplicate symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc. By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of half and whole. They know when it is their birthday and can predict events that are happening next. Paintings and drawings are now more intricate and sophisticated. Between the ages of 6 – 8 years they develop the capability of thinking about several things at once and comprehend the use of symbols in writing and maths etc. They are more inquisitive to the workings of his/her surroundings. They enjoy participating in games and understand rules. Between 8 – 12 years they are increasingly favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with confidence and are becoming more creative in their play. They learn to transfer the knowledge gained from one situation and use it productively in the next task. Ages 13 – 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored. Communication and speech development Non verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing or to the child’s intellectual being. Pre-linguistic is the term given to the stage up to approximately 12 months when a child is beginning to say its first words. Linguistic is the descriptive term given to words with meaning. Pre-linguistic stage Birth to 4 weeks a baby will cry when it’s basic needs are not being met i.e. hungry, needs changing, emotionally distressed. At 1 month old a baby may stop crying at the sound of a human voice (unless distraught) ‘freeze’ when a sound is played near to their ear, moving their head towards the sound. Coos in reaction to their carer’s voice. At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and make vocal sounds when being spoken to or are alone. When 6 months old they will giggle and shriek loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as ‘goo’ ‘ga ga’ and ‘aah-aah’ They begin to react to sounds that are out of vision with the appropriate visual response. Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as ‘baba’ ‘mam-mam’ and ‘dad-dad’ They duplicate adult vocal sounds like lip smacking or coughing. They can comprehend the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby. At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds. Linguistic stage 12 – 18 months, babies will use between 6 – 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as ‘pick up your toy’ or ‘pass me your cup’ At 18 – 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use key vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities. Between the ages of 2 – 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10. Between 3 – 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals. Between the years of 4 – 8 speech is more fluent and precise, they will use a more expressive language. They can inform you of their full name, address and birthday and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary – 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups. From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech. With the autistic child I work along side I follow the guidelines of ‘P’ Levels which is a programme that gives me information on the varying categories of the developmental process’s. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)

Impact of motivation on employee performance

Entrepreneurship is the tendency of a person to organize his own business and run it profitably, exploiting the qualities of leadership, decision making, managerial caliber, etc. Risk Talking Risk-taking In Its true sense Indicates that risk Is Ignored In taking decisions and actions. We should rightfully use the word ‘risk averse' for the entrepreneurs. Risk averseness implies taking ‘calculated' risk and expecting premium for the risk taken. As the risk goes up the expected premium in return also goes up at a higher rate.Calculated risk means a few things, namely, Determining how much risk one should take. Risk taking ability of a rich person Is higher than that of a poor person. Still, two equally rich persons In equal situations may not equally perceive the risk in a given opportunity. 0 Risk assessment is equally important. 0 Risk mitigation is the final step that a risk-averse person would consider while taking calculated risk. Risk mitigation means taking steps to manage risk. For example, Insurance against non-business Is essential; Identify non-business risks and insure them. Sense of limits In every society people develop sense of limits from parents, friends and rounding's. These are the limits of what we can do and what we cannot, and what we can accomplish and what we cannot. Such sense of limit Is a result of social permissiveness at a given point of time In a society. On one side, developing such sense of limit is desirable because without adhering to social norms a society cannot function as a civilized society. On the other, the same sense of limit would impose more ‘don't' than ‘dos'. Entrepreneurs are different. Hem do not abide by the limits recognized by the society or they fight against these limits. CLC Locus of control There are two types of people in the world- (I) those who blame others and external situations for whatever happens with them, and those who believe that they could have done something better to avo id certain situations that happened with them. The first type of behavior of people is called ‘external locus of control' and the second ‘Internal locus of control'. It Is obvious from the definition that entrepreneurs have ‘Internal locus of control'.The sense of Internal locus of control gives tremendous to learn from failures rather than accepting fate. 0 Control of future Entrepreneurs are always in control of the situation. Their responses to the unfolding situations are more matured rather than like reactions. This gives them control over the current period as well as the future. Creators Entrepreneurs create ideas, businesses and organizations. Often they like businesses that are unique compared to the routine ones. They like challenges and deal with them in a unique or creative way.Entrepreneurs are good at startups. Need for achievement We would like to include one more characteristic over what Hofmann listed; and that is entrepreneur's need for achievemen t. Entrepreneurs do not start business for making money. Money and profits are not his primary goals. Their passion, thus, is to convert their dreams into reality. 0 Ethics This is yet another characteristic that Hofmann did not discuss. Can anything substitute ethics for a successful person? Can an entrepreneur be unethical and still make long-term success and attain his need for attainment?A true entrepreneur, since he is not driven by motives of profits but needs to achieve or do something different for getting sense of satisfaction, will demonstrate high degree of business ethics. Ethical game is necessary for a long-term player in the business of innovation. Q. 2†¦.. Business plan is a written description of the business. It is comprehensive in nature and comprises details like promoters, existing and proposed products and/or services, know-how and techniques intended to use, among others. A brief description of contents of business plan. Description of venture: For an exi sting business, the details like date of establishment, Journey over time with significant milestones, employee data, sales and profit data over time (if history is too long then selected period of say, five years' tat would be enough), organization structure, operating philosophy, vision and mission statements, and details of enabling factors are important. 0 Operations plan: Several operations have to be carried out with a view to succeed in providing products and services.The business activity must be clearly broken down into the discreet operations and details must be provided how those operations will be performed given the resources. If the operations plan fail then production plan would also automatically fail. 0 Production plan: In case of manufacturing activity, the details of technology and its ministrations, success factors, realistic assumptions regarding utilization of plant capacity supported with evidences from other businesses, processes, manpower of material and sev eral other details that can have an impact on production would become an essential part of production plan. Organizational plan: In the absence of strong organizational backing the most lucrative business can also fail measurably. Business operates in a very dynamic environment, whether internal or external. A business organization must develop capability of capturing information regarding the changing external variable that may effect the current business or future opportunities of the business. Marketing plan: A business needs to define a market in terms of geographical area or demographic details of potential customers or consumers.Market feasibility report would help in identifying the scope of business opportunity, and from that canvass, a businessman has to determine the right segment of market wherein he would like to do business. Promotion plan, distribution network and other marketing policies are useful in evaluating the potential market for the goods and services offered by the business. Financial plan: The contents of the business plan are now converted into the financial numbers to present the financial plan.The financial plan gives income statements and balance-sheets for the projected period, depreciation schedule, interest payment schedule, working capital schedule, disability schedule, cash flow statements, working capital financing schedule and schedule of funds to be raised and serviced. The financial plan also includes calculation of several ratios that are useful in the evaluation of funding options. 0 Assessment of risks: The production and marketing plans are usually prepared on he most realistic scenario.If actual scenario turns out to be better than anticipated (sales price is higher, sales quality is higher, expenses are lower, among others), then there is a positive surplus profit. But what if things do not turn out as good as estimates and cost of project goes up, cost of capital is higher, enough capital is not available, sales pri ce remain low, sales quantity is less, expenses are higher, skilled people are not available, among others. The assessment of down-side impact of risk must be assessed, if not upside reward of risk. Q. 3†¦ Answer†¦..Marketing is a function over which we can have only an influencing power but hardly any control over the outcome. Therefore, marketing function is very important especially for a new enterprise. The market analysis is done before a business plan is prepared and it is included in the business plan, I. E. , at the project phase of a proposed business. Market Assessment base, primarily aimed at checking whether there is gap between demand and supply if the product or service that will be offered by the entrepreneur is an existing product with or without modifications.In case of a new product, the market assessment at time is Just an informed evaluation of potential market. Market assessment aims at defining the market that would be most appropriate for the product and that would give strongest opportunity for the long-term growth. This involves matching the product with customer needs. This strategy of defining the market segment for you is derived from customer research and competitive analysis. 0 Impact of Market Dynamics An entrepreneur must understand the market dynamics. Conceptually, demand and supply determine the price.Demand and supply constantly change and, therefore, pricing mechanism becomes dynamic, which is called market dynamics. Several factors play a role in affecting supply and demand and thereby, the prices of products. Competitors' price, income level, employment level, inflation, production level, government policies and a host of other factors individually and collectively affect the pricing of a product. 0 Achieving Market Acceptance The proof of success is finally in attaining the sales level at profitable conditions. The essence of it is in achieving market acceptance of products and services.Start-ups eave a greater risk in achieving market acceptance than the firms already in business. However, for the existing business too market acceptance of a new product is risky. 0 Day-to-Day Operation There are several aspects of day-to-day operations. Procurement, storage, production, transportation, inventory holding, sales, collections, maintenance, man-management and several other functions together can make operations possible. In today's world, management of information technology is also a matter of daily operations. However, we will discuss only two important aspects of day to- day operations here.They are namely, (I) procurement of material-inventory and (it) use of information technology. Strategies for Growth The issue of growth is strategic in nature, therefore, it involve strategic thinking, and hence, application of SOOT analysis. A SOOT analysis model must suit the need for answering a particular question, which is related to either direction of growth or rate of growth or strategy for gr owth. Strategic models are described and their applications are explained in each of these fields of strategic decisions in the following sections of this unit.Growth Direction Decision Synergy is the measure of an effect on the net benefits of combining more than one activity. Synergy is said to exist when the whole is greater than the sum of the parts. The presence of some strength and its best fit with available opportunities are essential for creating a positive synergy. For the growth direction issue the synergy is searched in the areas of product and market. A SOOT analysis on these two parameters can give a quick idea about the value creating growth alternatives.

Racial profiling--Overcoming the perception of racial profiling Annotated Bibliography

Racial profiling--Overcoming the perception of racial profiling - Annotated Bibliography Example polls cited -Transitions directly into data collection approaches -transitions into lawsuits and new data collection methods -ends with the public opinion dismissed and data collection being promoted Strong Response Notes A good introduction given the title The polls showed that the public perception is largely negative Why the fast transition, is this a solid report? Another transition with no explanation or tie in to the papers stated purpose Seems to end to abruptly may need additional sources Annotated bibliography Anonymous,. "Special report II: Racial profiling-overcoming the perception of racial profiling." Law&Order 49.4 (2001): 94-101. Web. 11 Mar 2011. https://login.ezproxy.fiu.edu/login?url=http://search.proquest.com/docview/197229732?accountid=10901 This report was specifically designed to raise the visibility of the problem of racial profiling, it was published in 2001. The report was designated for academics and professionals in the criminal justice arena. It was not me ant to present a negative picture of police officers, but rather to raise awareness and show that race is disproportionately used in routine stops from traffic to pedestrian related stop and frisk’s. One poll cited in the report found that 75% of Americans believe â€Å"racial profiling† is a problem.

Facundo Essay Example | Topics and Well Written Essays - 1000 words

Facundo - Essay Example The book discusses different themes and also outlines, in length, different important concepts based upon which the future of the Argentinean politics is to be defined. What is critical is the extensive coverage of the concept of nation in the book and how interlinked the ethnicity, culture and nation with each other. Facundo also discusses at length as to who shall be taken into consideration while building the nation and who are to be left out while deciding upon how the culture and politics of a nation to be explored and understood. It is also critical to note as to how the concepts of civilization as well as barbarianism has been actually pitted against each other in defining the overall concept of nation. (Ludmer, 2002) This paper will choose topic 1 of the assignment and will discuss and explore the concept of nation as discussed in Facundo besides discussing as to who he considers as unwanted and need to be left. This paper will also discuss and explore some of the contradictions in his arguments. One of the key parts of the overall arguments in Facundo is how the author has actually been able to relate the culture and geography. By presenting a historical analysis of the geography of Argentina as well as its culture, Sarmiento actually has been able to demonstrate as to how the interaction of geography and culture is important for defining what a nation is and what should be its future orientation. By presenting a historical analysis of the geography and the people, Facundo has been able to demonstrate as to who are the people who have been the cause of the problem for the nation in past. It is critical to note that Sarmiento updated Facundo in its different versions and editions hence actually outlining as to what is his vision for the nation. As such the overall contents of the book depended upon the circumstances prevailing at that time and Sarmiento seem to have driven lot of power and ideological ground

The Anti-War Message Essay Example | Topics and Well Written Essays - 1000 words

The Anti-War Message - Essay Example In terms of style, both authors definitely differ and this can be attributed also to the fact that the historical context of the novel and poem are not the same. In terms of substance also these works have differences, which derive from the difference in social, emotional, and historical context in which the characters exist. But more significantly, the differences also stem from the fact the involvement of these authors in the war that they are protesting against also differs. Nevertheless, both these writers have been able to articulate their opposition to the war in a profound manner through the portrayal of appropriate characters and situations in their works. â€Å"In the Lake of the Woods† narrates the story of an individual’s struggle to deal with the memories of the Vietnam War even after it draws to a conclusion. One can consider O’Brien to be an authority on the subject as he has served in Vietnam as an infantryman during the war. He not only has witnes sed the bloodshed but he has been directly involved in it. Thus, O’Brien also shares the trauma that other American servicemen experienced while fighting a war, which they believe is unjustified and futile. The feeling of guilt a soldier suffers, for engaging in a war that he opposes, becomes palpable due to the intensity of his personal experience. The readers are able to connect with the story more actively as the author’s opposition to the war is presented through the perspective of the soldier and not from the vantage point of the anti-war activists, who were more popular during the times when the Vietnam War was at its peak. Thus, his arguments against the war, founded on psychological and emotional manifestations, remain highly credible and convincing. He may have cited J W Appel and G W Beebe when he writes, â€Å"Psychiatric casualties are as inevitable as gunshot and shrapnel wounds in warfare† (O’Brien 27). However, he does not because he believ es that such a conclusion is intellectually accurate. He has seen his comrades suffer psychological problems resulting from the war and he himself may have experienced the anguish of going through such mental agonies. John Wade, the main character in the story, can be construed as a personification of O’Brien’s argument against the war. It must be emphasized though that such argument are best defended and promoted only when psychological issues arise, which obviously occur after the individual returns home from battlefront. This condition, which is often regarded as post-traumatic stress disorder, can be devastating to an individual. On the other hand, the conditions surrounding Julia Alvarez are much different to those of O’Brien. Her poem, â€Å"How I Learned to Sweep,† is greatly influenced by these. Alvarez looks at the war from the perspective of a non-participant. She finds the war disgusting not because it directly affects her personally. She does not suffer psychological or emotional traumas arising from a war but she does perceive the violence and bloodshed that soldiers have to go through while fighting a war. Whereas O’Brien witnesses the horrors that his fellow soldiers go through, Alvarez expresses pity for both the fighters and civilians caught in the war. O’Brien’s work is the result of his empathy while Alvarez displays sympathy in her poem when she writes, â€Å"I swept all the harder when/ I watched a dozen of them die.† Obviously, the poet is illustrating her reaction on the sight of so much death. Alvarez

Virtual Realities Essay Example | Topics and Well Written Essays - 1750 words

Virtual Realities - Essay Example NASA's mandate is to address three elements before introducing a new training modality: reduce training costs, improve safety and improve astronaut performance. Any new technique needs to demonstrate superiority in at least one of these parameters. It is important to note that there is a significant 'S-curve' effect in adopting any new methodology: lots of effort going in, then significant payback as the new methodology is adopted and demonstrates greater productivity. One can look at NBS as a 'perfected' technology, one in which a lot more effort will not improve the methodology very much. If, on the other hand, IVR can be shown to be superior at present, the 'S-Curve' effect dictates a greater improvement in the future. NBS has been established since the 1960's to help train astronauts on EVA. There is therefore a substantial record of learning times on specific tasks, which can then be correlated using real spacewalk experience. With over 30 astronauts who have gone through the NBS training, then the actual EVA experience, we therefore have a database to establish four elements: Two elements: cost to train and effectiveness, can be measured on NBS in a fairly straightforward way. Safety, however, can only be subjectively addressed. This is because there have been no significant safety problems that have led to the loss of an astronaut or a hazard that has stopped an entire mission. In this case, a 'score sheet' for NBS would look as follows: On the ground In space Cost per trained astronaut $/astronaut N/A Tasks performed effectively % of tasks performed effectively % of tasks performed effectively Tasks performed safely Subjective rating (1-10) Subjective rating (1-10) By comparing on-the-ground NBS scores with in-space actual scores, we can therefore 'normalize' the NBS effectiveness and safety results to correlate them with in-space EVA results. Each of the tasks judged to be important can be thus scored, and a complete score for all NBS tasks for eventual EVA tasks can be evaluated and scored, as follows, one score sheet each for effectiveness and safety: Effectiveness Score Sheet (example) Ground Space % achieved Weighting 1-10 Activity 1 95% 85% 85/95= 89% 9 Activity 2 99% 98% 98/99=99% 6 . . . By weighting each task in regards to its importance to the mission, NASA can come up with an overall weighted score which allows for establishing the effectiveness of the training, and how much additional improvement can be made per task, and in overall EVA tasks performed. The three ways to use this are: 1. Establish the effectiveness of training using NBS on the eventual results. 2. Create a 'score' which normalizes NBS results for use when looking at IVR, and 3. Establish which areas have the greatest potential for improvement, thereby increasing overall scores. The above scoring approach works for both the safety

China (Economics) Annotated Bibliography Example | Topics and Well Written Essays - 250 words

China (Economics) - Annotated Bibliography Example According to this article, china joining the world trade organization was a significant boost of China’s economy. According to Zheng and Tong, the global economic slowdown poses a greater risk to China’s economy. It further notes that, despite the current global financial crisis, China’s economy still recorded 7.6 percent growth. China has achieved this through its effective use of information evolution, and the increased use of the same will enhance its global trading (Zheng and Tong, 2010). According to Nolan, the investors are deeply concern with slugging of China’s economy. He notes that this deceleration is pegged on global economic crisis and its sovereign debt crisis with Europe and United States economies (Nolan, 2001). However, the Chinese government is taking corrective measures towards these economic slowdowns. Lardy notes that, other global economic players influence China’s economy; therefore, its economic stability depends on the global security. Influx into this security would be a formidable challenge to China and other economies (Lardy, 2012). From this contribution, it is clear that the companies’ movement, industrial sector, trends, government policies, and micro and macroeconomic players influence the current China’s economy. Therefore, China’s economy is the influence by state and none state entities. Steinfeld notes that, despite China’s effort of expanding and restructuring its global and domestic economy, the China’s economy has not been a threat to the western nations (Steinfeld, 2010). Nonetheless, the China’s economy is threatened by global economic crisis and its sovereign debt crisis with Europe and United States economies. Despite, the increasing economic changes, especially to faster growing economies like China; it is advisable for such economies to identify all their current and future economic challenges and difficulties thereby addressing them with concerns to other global economic

Why the Revolution Will Not Be Tweeted Essay Example | Topics and Well Written Essays - 750 words

Why the Revolution Will Not Be Tweeted - Essay Example The article ‘Small Change: Why the revolution will not be tweeted?’ by Malcolm Gladwell broadly conforms to the belief that change movements need to be backed by the disciplined hierarchical authority with centralized control. It helps in running the movement for a sustained period of time to achieve desired goals and objectives. The people need to be involved physically and emotionally with the cause so that they can relate to it. ‘Strong ties’ connects people. He says the success of the Civil Rights Movement was because people were also emotionally connected with the issue and were guided by Martin Luther King Jr. and the Church. There was no ambiguity in the way it was to be carried out which made it more focused and easily sustainable for a long time if required. Author denigrates the importance of social networking media in ushering social changes within society. His main contention is that it has a short span of memory for important issues and it is no t backed by a personal commitment to the cause.The article has used comparative secondary resources to understand and emphasize the paradigms of social change. He especially discusses the role of social networking media as against personal and more traditional means of social activism which directly juxtaposes political authority and popular will. The case of Greensboro, North Carolina has been used to showcase the power of people. The movement was started by just four college students as a sit-in Woolworth’s but within a week, spread like wildfire to encompass hundreds of students across wider geographical areas. The Civil Rights Movement had also huge participation of people, dragging on for years with the same zeal and culminating in the Civil Rights Act.

Why was William successful Essay Example for Free

Why was William successful Essay When William was crowned King of England he had actually only captured the Southeast. The rest of England was all still Anglo-Saxon. In 1066/1067 William, according to the Normans was the legitimate King of England. He had got Edward the Confessors promise that he would be King. He also had a kinship with Edward, which made it that much easier to become King. It didnt hurt Williams cause when Harold apparently usurped the throne and took it for him self it gave William a legitimate reason for invading. Then after William had gained control of the Southeast the rulers of England submitted to him at Little Berkhamstead. Then they allowed him to be crowned King of England with an Anglo-Saxon Service. This shows their acceptance of William as their King. BUT William had made a mistake. He assumed that once he had been crowned King everyone would follow him as their King. William had not gone West of Faringdon and North of Bedford. It just so happened that the remainder of Harolds family was in the West and Edwin and Morcar (the Northern Earls) who were in the North. Both of these groups had not really submitted to William as their king and were willing to start a rebellion to stop William becoming even more powerful. The rebellions started because when William went back to Normandy. He had to leave regents in his place to rule for him. He chose Bishop Odo and William fitzOsbern. These two people were kinsmen of Williams and so he knew that he could trust tem. But according to Oderic Vitalis: behaved in a violent and cruel fashion and so because of the violent and cruel fashion in which they behaved rebellions started to spring up. The first rebellion was in Exeter and involved Harolds family. This is the first time that William shows his policies for rebelling against him. William reacts decisively and with great force. He marches to Exeter, building castles along the way. When he got to Exeter he brings out a hostage and blinds him in front of the walls so that everyone could see it. Then he lays siege to the city. After 18 days the city submits. All William does is to build a castle in the city its self and garrison it. This is Williamss policy: He will act with violence (the blinding of the hostage) and he will build castles. The violence scares the people and the castles ensure that the area around them is secure. So far William has been successful against the rebellions against him because he has got superior technology (castles which the Anglo-Saxons have not come up against before) and because he has acted decisively and with violence. He has scared the common people that he has come up against so much that they will not do it again. 1068 was a far more serious year for William. This took place in the Earldoms of Mercia and Northumbria. Edwin and Morcar decided that they had had enough of William and that they were going to join the Welsh. William once again marches up as fast as he could, only stopping off to build castles. The key one being at Warwick which he entrusted to Henry of Bomont. Initially he manages to make peace with Edwin and Morcar, and he pardons the Earls. Whilst all this has been happening Edgar ? thling had deserted William and had gone to Scotland. Once in Scotland he persuades the King, Malcome, to marry his sister and so joining them together. The Northumbrians with the Scots seize York. So William once again sets off, again building castles wherever he goes. William then marches on York and captures it. The only thing that he does is to build a castle in York its self. There were many more rebellions on 1068, and all of these William squashed and then built castles all over the area, thus making sure that all the problem parts of England were covered with Castles. William seemed obsessed by the idea of covering the face of England with castles. That also coupled with the face that he took charge personally were ever he could and got to the heart of the revolt as quickly as possible meant that there was not really too much damage. The rebellions of 1067 1072 failed, in my view, because of the fact that they were all so spur of the moment and so dispersed form one another. If they had joined up together and planned together, then they might have had a chance. Especially of they had joined up with the Vikings that came and invaded in 1069. The Vikings gave William the most trouble, but because William already had a series of castle sin place all over the country it wasnt as bad as it could have been. William completely destroyed the area around York, so that the Vikings and his other enemies could not make use of it. He destroyed them so badly that the effects were still apparent in the Doomsday book, written many years later. Williamss ferocious suppression of the north of England in 1069 1070 in response to the English and Scandinavian resistance is often regarded as the darkest deed in his reign. William eventually had to pay the Danes to go away so that William could deal with the English rebels him self. So William was successful against the rebels in 1067 1072 purely because he was more ruthless than they were and because he had access to greater technology, mainly castles building. William terrorised the English so much that they didnt dare rebel again.

The influence of modern technology on Society

The influence of modern technology on Society 1. Introduction While technology is often described as the most important influence upon society (ref), it remains a subject which deserves further study. This situation is generally accepted, with politicians, sociologists, industrialists and educationalists alike recognising that technology lies at the very heart of society (Chandler, 1996). The critical role that technology plays in the development of society, stimulating not only the economy but society’s socio-cultural values, rather than being merely a tool of society, however, is referred to as ‘technological determinism’ (Underwood, 2009). It is this aspect of how technology drives modern society that this essay addresses. Social progress has come to be equated with technical progress, particularly since the Industrial Revolution (Beniger, 1989). This progress has not always been acknowledged at the time it was occurring; indeed, as Beniger further notes, ‘human society seems rather to evolve largely through changes so gradual as to be all but imperceptible, at least compared to the generational cycles of the individuals through whose lives they unfold’ (1989, p. 2). Perhaps because of this ‘historical myopia’, the value of the change may not be evaluated until the changes has already passed (Beniger, 1989, p. 2). Critics such as Henry David Thoreau, for instance, suggested that improvements in society’s technical means are no guarantee of improved ends, and that they may instead lead to a mechanistic and fatalistic outlook, positing that we do not ride upon the railroad; it rides upon us (1845, p. 308). Thus, technology itself becomes an overriding preoccupation, for it never stops still. Technological advancement seems important at the time to different ages in different societies, psychologically if not practically; in a variety of modern societies, for example, young people presently feel a heightened empathy with the digital age (Bennett and Maton, 2010). However, not all sectors of the community will be directly involved with, share an understanding, or even see the relevance, of the latest technological inventions. Nevertheless, as de Tocqueville (1990, p. xxii) noted in 1840, ‘this social revolution, which I believe to be irresistible†¦ is already accomplished or about to be so’, and thus recognition of it is recognition of the past as much as the present. The current revolution in technology, known variously as the ‘Information Age’ or ‘Age of Technology’, similarly is unrelenting: the older person who is reluctant to use a computer has a life shaped by others’ use of computers and may even accept a basic mobile telephone, once considered a glamourous accessory (Coeckelbergh, 2012). As globalisation becomes an increasingly significant factor in countries’ economic success, technological competence is becoming an essential tool for surviving and thriving not only in society, but in its constituent parts, such as employment, education, agriculture, and industry. 2. Advantages and disadvantages of modern technological progress The younger generation today, like many previous generations, seeks to change the world and make it a better and more comfortable place in which to live (Griswold, 2012). They want to be contributors to peace, economic reforms, the improvement of public services and many other aspects of the society. For them, the best way to contribute to these changes is through modern technology. (Weiser and Brown, 1997). This does not necessarily mean that youth wants to make a huge change on the view of the world where they grew up, or that they just want to split away from the norms of society. Instead, they believe that the advances in communication, through technological means, will facilitate social change as no previous generation has had the opportunity to learn so much, so authentically, from one another (Griswold, 2012). The ability for real-time conversations, forums, information exchange, visualisation of other cultures, and greater social equality across the world has developed more in the last 20-25 years than at any other time in history. This has allowed commentary on situations as they develop, rather than purely through the perspective of written media. For example, the role of social media during the ‘Arab Spring’, not only through Twitter but Facebook and other social media platforms, provided contextualisation for the media reports at a time when media bias is increasingly critically examined (Khondker, 2011). Thus, this generation is able to confirm journalists’ interpretation of an event, even in film, with those who are participating on both sides of the event, as well as casual observers. This is unique in history. The degree to which unfettered access to opinion, counter-opinion, reportage, and propaganda will truly reshape the world is yet to be determined. The Habermasian interpretation of the development of the public sphere holds some analogies, as the democratisation of critical analysis unfolded in fin-de-sià ¨cle Viennese coffee houses (Habermas, 1989). According to di Maggio et al. (2001) extensive social effects, both optimistic and pessimistic, have been claimed for many communications technologies before our current computer-based age of information technology. The so-called I.T. revolution (which tends to be presented as the ‘final’ communications revolution) can be seen as having been preceded by the ‘writing revolution’ and ‘the print revolution’, and only the latest phase of an ‘electronics revolution’ which began with telegraphy and telephony. Winston (1998) criticises technological determinism and instead develops his theory of cultural determinism. In this theory, Winston considers not how technology shapes society, but rather that the evolution of technology, which is not static, is mediated and manipulated by society. Thus, as a result of these manoeuvres, the ‘radical potential’ of a specific technology is stifled; society therefore only accepts that which it believes itself to be in a position to accept (Winston, 1998). Systems and machines like computers, mobile phones and operating systems, which just involve one click on the computer, replace the things which used to takes hours or even days. Almost every home has a computer and telephone, and individuals within those homes often each have a mobile phone (Bennett and Maton, 2010). For some people, the application of technology is the only technique for them to develop patience, as even the tedious business of waiting can be ameliorated by keeping busy with a mobile phone, especially for youth. One of the most important advantages of modern technology is globalisation, which has allowed the world to feel ‘closer’, and permitted the worlds economy to become a single, interdependent system (Barrell and Fic, 2014). This means that people can not only share information quickly and efficiently, but can also bring down barriers of linguistic and geographic boundaries. Zhong (2007) observes that, in todays stock markets, financial infrastructure, global news organisations, powerful militaries, strong governments and big corporations, instantaneous communication is an asset society cannot afford to lose. The internet allows interconnection and promotes globalisation and information sharing. The reduction in the cost of instantaneous communication over the last 20 years have considerably expanded its potential, by making it accessible to developing as well as developed economies. However, modern technology does not bring advantages but some disadvantages as well. The similarity of lifestyles, whereby communication channels homogeneity, can have deleterious effects (Griswold, 2012). Before the rise of film, television, and the internet, people had different cultures and traditions that were reflected in the way they wear clothes or design buildings. Now, in a form of creeping conformity, people tend to build the same models of house and wear the same fashions. The new, modern technology is excellent in many ways, but its philosophical, physiological, and psychological effects remain unknown in a period when technological interaction and live communication through computer use, internet chat, mobile phones, and SMS texts are part of the everyday life of -teenagers and the youth of today. This not only includes issues such as the debate on whether mobile telephones increase the likelihood of brain tumours, but the behavioural responses of children to ‘instant’ gratification, or whether mobile phone addiction will become a significant disability (di Maggio et al., 2001). These are issues which remain unresolved; their resolution will not be immediate. 3. The vision of teenagers in this day and age With the growth of technologies as the internet and computers, teenagers and young people are becoming more dislocated from society (Griswold, 2012). Isolation is one form of this problem. The Japanese phenomenon of hikikomori, whereby young people (commonly, males, and more increasingly, adults) sequester themselves, using only technology to keep in touch with society, is believed to affect almost two million people worldwide (Longo, 2010). Social interaction results in levels of stress and distress to the degree that individuals cannot cope, and seek refuge instead in an environment which they feel is fully within their control. Additionally, education is being transformed by technology. Stimulating students is not a matter of making a great speech or a dominant lesson anymore; educators need to be brought down to a teenagers level of understanding (Weiser and Brown, 1997). The need and wishes of modern youth are very different from those of their parents, as can be seen in hikikomori (Longo, 2010). The most inspiring tool for teens and their lifestyle is the internet, mobile technologies, and computers (Griswold, 2012. Teenagers and young people also have changed in comparison with teens in the past, taking into account eating habits, an active way of life, spending free time, and the importance of music and fashion. The affordability of many of these factors has changed considerably since, for example, the post-war generation (Bennett and Maton, 2010). The most important change, however, is that they are a technology generation. For teens in todays world, mobile phones, internet, music, movies, television and video games are very important. Most teenagers prefer watching television and playing computer games to reading books. They dislike reading because watching television or playing online role-playing games is easier and they do not have to use their own imagination (Davies and Eynon, 2013). Computer games have the capacity to provide teaching opportunities but they are also harmful to health (Longo, 2010). Teenagers prefer to spend free time in front of a computer rather than to walk, play football, go to a swimming pool, or just simply meet a friend in the park and have a chat. The long term effects of these changes are not likely to be evident for at least three more generations. According to di Maggio et al. (2001), the internet expands daily and reaches more and more people globally. As a society, improvements in literacy may rise due to the growth of the internet. The young generation cannot imagine their day’s homework without the support of the one of most important modern technological developments, the internet. The internet is very useful and an important tool for studies, as there they are able to see the latest reports and articles, find and practise exercises which are relevant to their studies, as well as submit assignments and other work. Further, a teenagers social life becomes inextricably linked to social networking, especially through live chat and Facebook. They would rather say that this is the easiest way to communicate with each other, as well as learning new things and having fun (Davies and Eynon, 2013). Many things can be done through the internet. Young people can download music and other files and play online games with their real or virtual friends. In this way, therefore, the internet influences the teen view to the world and its future. It also gives them an opportunity to interact with other teens and discuss relevant issues. One important aspect of teens using internet is their freedom to post criticism of government leaders. Youths have limited abilities to communicate meaningfully with government as they cannot vote; the internet permits them to give their beliefs about what is wrong and what is right from their point of view, (Davies and Eynon, 2013). On social websites youths can have relations and communication with their friends or just someone who is far away from their homes and around the world, chatting on the worldwide web, emailing or just playing games. This has been extended considerably with the advent of smart phones (Bennett and Maton, 2010). Using the internet teenagers can go shopping with their friends using the same website, use microphones or cameras to film themselves, nearly in the same way as they would go out together for real shopping. Thus, the public sphere – through recreational chat as well as more complex interactions – is extended in the manner akin to that described by Habermas (1989). Nevertheless, this change to ‘life online’ means that, inevitably, many real world problems manifest themselves in the internet, and then have a further real world consequence. This can be seen in the phenomenon of cyber bullying. Cyber bullying targets the sexuality, physical attractiveness and friendships of children and teenagers (Davies and Eynon, 2013). Victims do not know what to do or where to turn. Cyber bullies harass victims anonymously. The psychological damage is horrific because the victims own peers have turned on them and there is nowhere for them to go, with teenage suicides and attempted suicides reported in the past (Griswold, 2013). A ‘dis-connect’ from human reactions could contribute to cyber bullying. People learn to communicate mostly through text messages or online, and do not learn important aspects of human interaction, such as noticing and accepting non-verbal signals (Griswold, 2013). Without these signals and characteristics it is easy to be misunderstood and for the victim to be dehumanised (di Maggio et al., 2001). This is also true of online dating (Winston, 1998). People are normally aware of what someone is saying or not saying, through gesticulations and voice tones. Without these cues, it is difficult to appreciate how the other person is feeling and whether there is truly a connection. Youth can start to feel as if who they are is not recognised, that they are reviled or that nobody wants them, when for example the text message or email was simply not received. Young people have created and developed a communication culture that incorporates many special features, such as a rise in the use of text-based communication channels (Davies and Eynon, 2013). Teenagers intersecting and selective use of communication channels has been shaped by multimedia communication (Weiser and Brown, 1997). Thus, their public sphere utilises a wider range of platforms than previously; nevertheless, it is still merely an extension of the public sphere, just as television and newspapers were (Habermas, 1989). Regardless of their form, the media landscapes created by teenagers serve to articulate their personal space, as well as enabling their presentation of self and defining their relationships to others). This can be seen in young peoples relationship to the mobile phone and other forms of interactive technology, which is consistent with their general consumption styles. An addictive use of the phone has been related to trendy and impulsive consumption styles prevalent among females (Davies and Eynon, 2013). Technology enthusiasm and trend-consciousness was linked to impulsive consumption and hard values more prevalent among males (di Maggio et al., 2001). In contrast, a frugal mobile phone use was not related to gender but to environmentalism and thrifty consumption in general. The traditional gender division in mobile phone use styles that could be observed is interesting in the light of conjectures that genders are becoming more alike in their use of new technology. The increasing trend towards ‘instant gratification’ that has been fed by high rates of credit over the last 30 years is exacerbated by an impatience facilitated by devices such as smart phones (Griswold, 2012). The net result of several of several generations for whom this is true has not yet been realised. 4. Conclusion Technology is one of a number of mediating factors in human behaviour and social change, which both acts on and is acted upon by other phenomena. Being critical of technological determinism is not to discount the importance of the fact that the technical features of different communication technologies facilitate different kinds of use, though the potential applications of technologies are not necessarily realised. Enthusiasm for technological progress typically involves technological determinism. As Potter and Sarre (1974, p. 485), caution that, in reaction to the changes taking places amongst today’s youth, there is evidently an unmistakable tone of moral disapproval directed against cultural interval – that is, resistances to structural and normative adaptations occasioned by innovation. This is not new. Every generation expresses concern for the pace and nature of change, and questions whether change is driving society or society desires the changes wrought. In the meantime, the technological revolution will enable people’s lives to be easier, in ways such as social interaction, education, manufacturing, and so on. Withdrawing from the degree to which technology has shaped society will be very difficult, and likely to lead to large-scale economic chaos (Barrell and Fic, 2013). The rise in costs, for example, through slower communications or manual manufacturing methods, would result in an overwhelming, if temporary drain on the economy; nevertheless, given the decrease in fossil fuel availability, this may be a future that society needs to consider. Humans are highly adaptable, as the integration of change previously has demonstrated. There may be a social cost in this, as Thoreau (1854) speculated, but this flexibility has permitted societies of many different forms to flourish for millennia. The liberty for people discuss change, as Habermas (1989) has described, has expanded in the last three hundred years. Nevertheless, thinkers such as Thoreau and Habermas are prepared to question not only technological progress but change in its most elementary form. This is what will preserve humanity from self-destructive change. Many people may feel that teenagers are unwittingly ‘walking into’ self-destructive change through their eager acceptance of technology in every aspect of their lives (di Maggio et al., 2001). Whilst this may be a legitimate concern, it should also be borne in mind that teenagers are not merely being controlled by devices but are using devices to facilitate change – through social media. This was apparent during the ‘Arab Spring’ (Khondker, 2011), and was widely welcomed. Enthusiasm for technological progress typically involves technological determinism. As Potter and Sarre (1974, p. 485), caution that, in reaction to the changes taking places amongst today’s youth, ‘there is evidently an unmistakable tone of moral disapproval directed against cultural interval – that is, resistances to structural and normative adaptations occasioned by innovation. This is not new. Every generation expresses concern for the pace and nature of change, and questions whether change is driving society or society desires the changes wrought. The human willingness to use change meaningfully and self-reflect, it is hoped, will protect society from itself. 5. References Barrell, R. and Fic, T. (2013). Integration, globalisation, technology and trade patterns in the EU8. Research in Economics and Business: Central and Eastern Europe, 2(1), pp. 1-13. Beniger, J. (1989). The control revolution: Technological and economic origins of the information society. Cambridge, MA: Harvard University Press. Bennett, S. and Maton, K. (2010), Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students technology experiences. Journal of Computer Assisted Learning, 26(5), pp. 321-331. Coeckelbergh, M. (2012). â€Å"How I learned to love the robot†: Capabilities, information technologies, and elderly care. In Oosterlaken, I. and van der Hoven, J. (eds), The capability approach, technology and design. Dordrecht: Springer, pp. 77-86. Davies, C. and Eynon, R. (2013). Teenagers and technology. Hove: Routledge. De Tocqueville, A. (1835). Democracy in America: Volume I. [1990] New York: Vintage Books. Denning, P.J. and Metcalfe, RM. (eds) (1997). Beyond calculation: The next fifty years of computing. New York: Springer. DiMaggio, P., Hargittai, E., Neuman, W.R. and Robinson, J.P. (2001). Social implications of the internet. Annual Review of Sociology, 27, pp. 307-336. Griswold, W. (2012). Cultures and societies in a changing world (4th edn). Thousand Oaks, CA: SAGE. Habermas, J. (1989). The structural transformation of the public sphere. Cambridge, MA: MIT Press. Khondker, H.H. (2011). Role of the new media in the Arab Spring. Globalizations, 8(5), pp. 675-679. Longo, G.O. (2010). Communication, technology, and the planetary creature. Communication, Capitalism Critique, 8(1), pp. 18-27. Oosterlaken, I. and van der Hoven, J. (eds) (2012). The capability approach, technology and design. Dordrecht: Springer. Potter, D. and Sarre, P. (eds) (1974). Dimensions of society: A reader. London: University of London Press/Open University Press. Thoreau, H.D. (1854). Walden; Or life in the woods. Boston: Ticknor and Fields. Weiser, M. and Brown, J.S. (1997). The coming age of calm technology. In Denning, P.J. and Metcalfe, R.M. (eds), Beyond calculation: The next fifty years of computing. New York: Springer, pp. 75-85. Winston, B. (1998). Media technology and society: a history: From the telegraph to the Internet. Abingdon: Psychology Press.

Structured Teaching On Behavioral Problems

Structured Teaching On Behavioral Problems School age is the period between 6-12 years. Schoolers are emerging as creative persons who are preparing for their future role in society. The school years are a time of new achievement and new experiences. Childrens individual needs and preferences should be respected. Children who are productive and engaged in the school experience, whether academic or vocational, is not likely to become at risk student. All young children can be naughty, defiant and impulsive from time to time, which is perfectly normal. However, some children have extremely difficult and challenging behaviors that are outside the norm for their age. The behavior of some children and adolescent are hard to change. Children do not always display their reactions to events immediately although they may emerge later. Children who suffer from behavior disorders are at a higher risk for school failure, suicide, and mental health problems. A behavioral problem is a departure from normal (acceptable) behavior beyond a point, to the extent behavioral problems can manifest themselves in many ways. There are interchangeable terms for behavior disorders- disruptive behavior disorder, conduct disorders, emotional disorders, and emotional disturbances. Warning signs of behavior disorders include: Harming or threatening themselves, other people Damaging or destroying property Lying or stealing Not doing well in school, skipping school Early smoking, drinking or drug use Early sexual activity Frequent tantrums and arguments Consistent hostility towards authority figures. Children misbehave for a variety of different reasons. Children problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament, coping and adaptive abilities of the family, the nature and duration of illness. The school is an institution in society specifically designed as the formal instrument for educating children. School is a place where children spend the largest portion of their time outside the home. Schools should offer a safe and respectful learning environment for everyone. In addition to scholastic achievement, school experiences should contribute to healthy development in terms of harmonious interpersonal relations and positive self image. Teachers appear to be important social partners, as the quality of a teacher and child relationship has been related to several aspects of short and long-term school adaptation. Studies have shown that teachers may reject these children, respond to them with less support and punishment than other child receives. A parent is really the childs first teacher and critical to student success is the involvement of parent. A teacher is a person who provides students direct classroom teaching, or classroom-type teaching in a non-classroom setting, or educational services directly related to classroom teaching. Teachers play an influencing role in development of personality. Listening to childs problems is an important skill of a teacher. Disruptive behavior is a major factor contributing to teacher stress and discontent and significantly affects teachers capacity to maintain a productive and orderly learning environment. Most teachers and school personnel concur that they are able to identify behavioral and academic problems within first few weeks of a school year. Teachers expectations and actions greatly affect the childs behavior. Dealing with difficult or inappropriate behavior in schools can be a challenging task for any educator, regardless of experience. Teachers need to use positive interactive approaches than responding to inappropriate behaviors. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Children with behavioral problems have received more criticism and have suffered deterioration in their interactions with teachers over time. The early detection and treatment of children with behavioral problems at an early age may reduce treatment costs and improve quality of life of those children. Effective way of reducing behavioral problems can be through behavioral plan developed by parents, teachers, children, administrators and school staff. Use positive interactive approaches that remove the need for inappropriate behavior. The components include, inform pupil what is expected, avoid threats, build self confidence, use positive modeling and provide positive learning environment. REVIEW OF LITERATURE Review of literature is a key step in research process. The typical purpose for analyzing a review existing literature is to generate research question to identify what is known and what is not known about the topic. The major goals of review of literature are to develop a strong knowledge base to carry out research and non research scholarly activity. Review of literature from the present study is been divided into: Studies related to behavioral problems of school children Studies related to knowledge of teachers on behavioral problems of school children Studies related to structured teaching programme. Studies related to behavioral problems of school children Margrot Prior, Shanya Virasinghe and Diana Smart (2005) conducted a study on behavioral problems in Sri Lankan school children associations with socio economic status, age, gender, academic progress and religion. Using the strengths and difficulties questionnaire modified version of the rutter parent questionnaire including items on childrens strength: with parent, teacher and child informants, was administered to assess the mental health problems in this population. In this study 10 13 years children were included. The study concluded that rates and types of problems consistent with other international studies on children mental health. Problem rates were higher in boys and were associated with lower socio economic status, religion and poorer academic performance. The study confirms the need for development of child and adolescent health services in Sri Lanka. Sujit Sar Khel, Vinod Kumar Sinha, Mani Arora, Push De Sarkar (2006) done a study on prevalence of conduct disorder in schoolchildren of Kanke. The study included 240 students studying in class V to X. Stratified random sampling were used to estimate the prevalence of conduct disorder in children. Present and Lifetime Version screening interview was used to assess the children. The result showed that conduct disorder was found in 4.58%; the ratio of boys to girls being 4.5:1. Childhood onset was found in 73% and adolescent onset in 27%. Mild conduct disorder was found in 36%, moderate in 64% and severe conduct disorder in none. Manuel Barrera et al. (2002) gave an intervention on early elementary school to reduce conduct problems: A randomized trial with Hispanic and Non-Hispanic children. The study included European American (n = 116) and Hispanic (n = 168) children from 3 communities were randomly selected to an intervention or no-intervention control condition. Intervention families received parent training, and their children received social behavior interventions and supplementary reading instruction over a 2-year period. The study concluded that at the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls. Maj Prakash, Brig .S. Sudarsanan, P.K. Pardal, S. Chaudhury (2006) conducted a study on behaviour problems in a paediatric outpatient department. A sample of 50 children between the ages of 6-14 years was selected randomly for the study. The data was collected by administering child behaviour check list to children. The study concluded that behaviour problems in the subjects were externalizing ones and the mean score was 40.7 than internalizing problems and the mean score was 10.3. Mc Farlane.J.M, Groff JY, OBrien .J.A, Watson. K. (2006) done a comparative study on behaviors of children who are exposed and not exposed to intimate partner violence: an analysis of 330 black, white, and Hispanic children. Samples included 258 abused mothers and 72 non abused mothers and their children were between age of 18 months to 18 years of age and these children were compared with normative children. Data was collected using child behavior checklist from mothers. Data was analyzed using multiple analysis of variance performed for ages 6 through 18 years revealed a significant group difference (Frequency[3,183] = 3.13). Univariate tests revealed significant group differences for internalizing behavior (Frequency [1,185] = 6.81), externalizing behavior (Frequency [1,185] = 7.84), and total behavior problems (Frequency [1,185] = 9.45). Overall, children of abused mothers had significantly higher internalizing (58.5 +/- 12.1), externalizing (55.5 +/- 12.4), and total behavior pr oblems (57.6 +/- 12.3) scores than the internalizing (52.9 +/- 13.7), externalizing (49.7 +/- 10.6), and total behavior problems (51.0 +/- 13.0) scores exhibited for children of non abused mothers. b) Studies related to knowledge of teachers on behavioral problems of school children Bibou-Nakou, G.Kiossseoglou and A. Stogiannidou (2008) done a study on elementary teachers perceptions regarding school behavior problem: implications for school psychological services. The study involved 200 elementary school teachers. The questionnaire was administered to assess casual attributions and goal directed behavior on part of teachers when dealing with classroom misbehavior problems. The study concluded that misbehavior related attributions were significantly associated with teachers preferred practices and suggested that application of psychological principles to education practice should be included. Sarah B. Dwyer, Jan M.Nicholson (2005) assessed teachers knowledge of children exposure to family risk factors: accuracy and usefulness. The study involved 756children indicated that teachers had accurate knowledge of children exposure to factors such as adverse life events and family socio economic status, which predicted children mental health problem at 1 year follow up. The study concluded that asking teachers to report children exposure to particular family risk factors is feasible method for identifying children for selective interventions. Stuart W. Twemlo, M.D (2005) estimated the prevalence of teachers who bully students in school with differing levels of behavioral problems. In this study 214 teachers answered anonymous questionnaire about their perceptions of teachers who bully students and their own practices. Teachers were grouped into whether they taught at low, medium or high suspension rate schools. The study concluded that teachers from high suspension rate schools reported they bullied more students, had experienced more bullying when they were students, had worked with more bullying teachers over the past three years and had seen more bullying teachers over the past year. Dougherty J, Pucci P, Hemmila MR, Wahl WL, Wang SC, Arbabi S (2007) did a comparative study on worldwide child and adolescent mental health begins with awareness: a preliminary assessment in nine countries. In this study awareness campaign was conducted among community leaders, health professionals and teachers. The school-based studies were conducted in communities in nine countries. The study concluded that there is an increase in willingness to discuss emotional problems freely and suggested that utility of collaborating with schools so as to foster better child mental health in such under resourced communities. Kaiser, Ann P; Cai, Xinsheng; Hancock, Terry B; Foster, E Michael. (2007) conducted a survey on of primary school educators regarding burn-risk behaviors and fire-safety education. A written survey, consisting of 24 questions, was distributed to 8 primary schools. The study results shows that twenty percent of elementary school educators surveyed had experience teaching burned children (mean age: 7+/-3; range: 2-17); 8% had experience with children that were injured due to fire-play. Fire experimentation begins at 6.1+/-2 years of age (range: 2-13). Educators believe students can benefit from a fire prevention curriculum beginning at 7.3+/-1.8 years (range: 5-12). c) Studies related to effectiveness of structured teaching programme Pamela Orpinas and Arthur M. Home (2008) conducted a workshop on teacher-focused approach to prevent and reduce students aggressive behavior: the guiding responsibility and expectations for adolescents for today and tomorrow teacher program. The goals of the program were (1) to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs behavior; (2) to develop strategies that will prevent aggression; (3) to improve teacher management skills to reduce power struggles and aggression; and (4) to enhance skills to assist students who are the targets of aggression. The study included guiding responsibility and expectations for adolescents for today and tomorrow manuals were administered to teacher. The study concluded that teachers had to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs b ehavior; to develop strategies that will prevent aggression; to improve teacher management skills to reduce power struggles and aggression; and to enhance skills to assist students who are the targets of aggression. Lorrie L. Hoffman (2009) conducted a workshop on improving school climate: reducing reliance on rewards and punishment. The study included 200 teachers. Data was collected by survey on school climate and classroom management methods among teachers who are exposed to and not exposed to the conscious discipline workshops. The study demonstrated that the untrained group was unaware of the social relationship and cultural principles of conscious discipline that include releasing external control, embracing conflict resolution and implementing a more emotionally targeted reward structure in the classroom. Many teachers also showed improvement in student/teacher relationships (r=.325) and in mutual support among teachers (r=.306). Kathleen Lynne Lane, Andrea Phillips and M. Annette Little (2009) did experimental study on preventing conduct problems and improving school readiness: evaluation of the incredible years teacher and child training programs in high-risk schools. The study included teachers and students. Data was collected from them before and after the intervention. The intervention included teaching social and emotional school curriculum for students and trains teachers in effective classroom management skills and in promotion of parent-school involvement. They sent home weekly homework to encourage parents involvement. The study concluded that an intervention used by the teachers was effective and the students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Carolyn M. Evertson (2005) did an experimental study on training teachers on classroom management in secondary classrooms. The studies in primary grades and more recently in the secondary grades show that the more academically effective teachers in those generally had better organized classrooms and fewer behavioral problems. Additionally, research indicates that the key to managing classrooms effectively begins from the first day of school with the systematic approach, advance preparation and planning. The study concluded that workshops and manuals were enough to provide changes in teachers behavior in the desired direction: However more specific information about nature of the training was needed to support the development of an exportable statewide model with recommendations and guidelines for use. The role that classroom observation could play in encouraging teachers to practice and perform the desired behaviors needed to be explored further. Lee Canter and Terry Paulso (2006) did a pilot study on college credit model of in- school consultation: a functional behavioral training programme. The study included 50 teachers and data was collected before and after classes for teachers in mental health principles and techniques. The teacher was trained in the implementation of functional- behavioral intervention skills. The study concluded that teachers post test score was significantly higher than pre test score. The study suggested that teachers gained knowledge on functional behavioral skills. NEED FOR THE STUDY Disruptive behavior students are in every classroom across the nation. Teachers are constantly searching for assistance, guidance, ideas, suggestions and relief from this challenge. Yet teachers must remember that they are the source of hope for many of these children and the person who plays a most important role in their lives. A teachers words and actions can affect child forever. Success in school involves being able to complete work, stay organized, get along with kids and adults, be positive about your abilities and school, follow rules, and do your best work. Before we understand children behavior, we must understand their needs. In addition to their physical needs, kids need fun, clothing, freedom, power, and a sense of belonging. Teachers who exhibit high level of efficacy use more positive reinforcement, prefer to work with whole group and present with students who are experiencing difficulty rather than ignoring or giving up on them. The teachers ability to be empathetic can also be associated with students success. School based intervention has been popular for a number of years and has produced varying degree of success in prevention of behavioral problems in children. Children should be allowed to express their true fears and anxieties about impending events. Older children may exhibit relationship disturbances with family and friends, poor school performance and behavior regression. It can be difficult to assess whether behavior of such children is normal or sufficiently problematic to require intervention. Conduct disorder are seen in appropriate 5-8% of general child population. Kadzins review of prevalence indicated that the estimated rate of conduct disorder in children aged 4-18 has ranged from 2-6%. Conduct disorder for youth underage of 18 range from 6-16% for males, 2-9% for females. Prevalence of conduct disorder was 4.58% more common in boys, the majority had childhood onset, and one-third had co morbid attention deficit hyperkinetic disorder. Conduct disorder prevalence in United States is 1-6% (1999) in children. Conduct disorder prevalence in New York is 12% had moderate level of conduct disorder and 4% had severe conduct disorder. The study was undertaken in the schools under rural and urban field practice areas of Department of community medicine. The total population of children between (10-19 yrs) of all schools was included. The prevalence of conduct disorders were maximum (12.9%) in the 6-14 yrs age group. Oppositional defiant disorder prevalence rate is 2-16% for youth (American psychiatry association 2000). School refusal occurs at all ages, appropriately 1-5% of all school-aged children have school refusal. In US aged 14-16 years children showed that 4.3% of teenagers, suffers from school phobia and 5% are identified as school refusal. The average age of onset is 7.5 years and 10.5 years. A study was conducted on prevalance of behavioral problems of school going children in Ludhiana. The study included 957 school children they assessed the behavioral problems by using Rutter B scale, which was to be completed by the class teachers. Based on the screening instrument results and parental interview, 45.6% of the children were estimated to have behavioral problems, of which 36.5% had significant problems. A comparative study was done on preschool teachers knowledge, attitude and practices on childhood developmental and behavioral disorders. The study involved 503 preschool teachers. It compared early childhood educators well versed in normal development and childhood developmental and behavioral disorders were evaluated in detecting children with potential difficulties, refer for early diagnosis and intervention. The study concluded that educational deficits in childhood developmental and behavioral disorders were found among preschool teachers. The study suggested that there is need to improve their skills to aid integration and improve special education needs, calling for training and resource support. A workshop was done on children with behavior problems: improving elementary school teachers skill to keep these children in class. This study aimed at improving their skills for coping with behavioral problems in children. The ability to hold these children helps to prevent them from dropping out of school and avoids referral to special education programs. The workshop integrated 2 interventions (1) Behavior modification skills. (2) Experimental work on the feelings that the misbehaved child evokes in teachers. In this workshop 57 elementary school teachers participated pre-test and post-test was administrated. The study concluded that evaluation of teachers skills and their ability to cope with child who misbehaves score was higher in the post-test than the pre-test. Evaluation of emotional variables after workshop had no significant change in scores. In the light of the above mentioned studies the investigator observed that the prevalence rate of psychiatric disorder in India is more in middle class children and the knowledge of teachers regarding behavioral disorder is inadequate. If the early identification of conduct disorder is not done in the child age then they may go for antisocial personality disorder. So the investigator took up this study for diploma in education students so that helps in of early identification of behavioral problems among school children. SCOPE OF THE STUDY The study to assess the effectiveness of structured teaching programme on behavioral problems of school children has tremendous scope in practice, education and further research. The scope related to nursing practice has manifold. The research contributes to detect the effective alternative intervention to manage the behavioral problems of school children, its prevention and rehabilitative measures. It attributes further research in clinical practice for super specialty in psychiatric nursing. The research to develop structured teaching programme helps to mould the nursing education curriculum in depth about its discharge process, preventive and curative procedures. The nursing educators can rebuild the concepts further in education. The findings of this study, further helps the researchers to act as catalyst to generalize the findings. The new research findings help for extensive in depth research in different aspects of assessing the effectiveness of structured teaching programme in managing the behavioral problems of school children. When behavioral problems of school children are reduced, the bodys immune system gets a boost that also effectively enhances cognitive abilities, it is considered as an effective intervention in managing stress, behavior disorders, and many other illnesses. The findings of this study help the school teachers in changing mental attitude towards problems and develop effective way to behavioral problems of school children. The research finding of the study contributes to know the epidemiology of behavioral problems of school children and in turn helps in medical and national health statistics. This data further helps to view the future planning and contributes in national health programme. STATEMENT OF THE PROBLEM A study to assess the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students in selected college at Mandi Gobindgarh. . MAIN OBJECTIVE To assess the effectiveness of structured teaching to reduce the behavioral problems of school children. Sub Objectives To modify and translate standardized tools of assessing stress and coping strategies among hospitalized clients To check validity and reliability of developed/modified tools. To assess the existing knowledge of diploma in education students regarding behavioral problems of school children. To evaluate the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students. To find out association between knowledge score of diploma in education students on behavioral problems of school children with selected demographic variables. OPERATIONAL DEFINITIONS Effectiveness: It refers to the significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after receiving structured teaching programme. Structured teaching programme: It refers to systematically developed instructional aids designed for diploma in education students on behavioral problems of school children. Behavioral problems: Behavioral problem refers to a behavior that goes to an extreme level- behavior that is not slightly different from the usual. It includes the conditions like conduct disorder, aggression, stealing, lying, truancy, bullying, fire setting, impulsivity, oppositional defiant disorder and school fear. Diploma in education students: It refers to diploma in education students who are studying in diploma in education college at Mandi Gobindgarh. Assumptions Assumptions are the basic principles that are accepted as being true on the basis of logic or reason, without proof or verification. The study assumes that Diploma in education students may have inadequate knowledge regarding behavioral problems of school children. Structured teaching programme may improve the knowledge of diploma in education students. Diploma in education students knowledge may vary with selected demographic variables. Hypothesis Hypothesis is a statement of predicted relationship between variables. H1-There will be significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme. H01: There will be no significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme. H2-There will be significant association between the knowledge scores of diploma in education students on behavioral problems of school children with selected demographic variables. H02:-There will be no significant association between the knowledge scores of diploma in education students on behavioral problems of school children with selected demographic variables. DELIMITATION Study is delimited to diploma in education students. Effectiveness of a structured teaching programme in terms of knowledge aspects only. MATERIALS AND METHODS Research approach Quantitative approach Research design Pre experimental one group pre-test post-test design Pretest X (Structured Teaching Programme) Posttest Variables The Independent variable of the study is Structured Teaching Programme on behavioral problems of school children. The dependent variable in the study will include Knowledge of diploma in education students on behavioral problems of school children. Research Setting The study will be conducted in a selected diploma in education college. The reason for selecting the setting is: 1) Easy access to subjects 2) Administration approval and expected cooperation Target Population Population includes clients who are diploma in education students Sampling procedure For selecting subjects The Purposive sampling technique through non-probability sampling approach will be used for selecting the study subjects fulfilling the inclusion criteria. Inclusion Criteria Clients who are willing and able to participate Males females of age range 20 25 years. Clients who are able to read and write English. Written informed consent Exclusion Criteria Who have been previously sensitized with same or similar intervention. Sample size Out of the total clients who will be admitted in a selected college of education, complete enumeration will be done and those who fulfill the inclusion criteria will be taken for the study. A total 200 samples, after meeting the inclusion criteria will be included. Tools and protocol for data collection The tool consists of The structured interview schedule comprised of two sections. SECTION-I Socio Demographic Data: It contains the questions related to identification data, socio demographic data, and clinical profile of the clients. The data includes 8 items which age, gender, religion, education, marital status, residence, type of family and family income. SECTION-II Self administered structured Knowledge questionnaire consists of 40 items. The tools will be checked for validity and reliability. Content Validity will be done by having the expert opinions from different fields and reliability will be done by split half method. Method of Data Collection Data will be collected by using developed and modified tools. The data will be collected in the following manner: Upon review of clients, consenting subjects who will meet the inclusion criteria will be selected. Self introduction establishing rapport with the subjects. Setting up of conductive atmosphere for data collection. Subject will be assured of the confidently of their data. On the first day purpose of the study will be explained to the sample and informed consent was taken before starting the study. A pretest will be conducted by self administration of structured knowledge questionnaire to each sample. Duration of 25 minutes will be given for each sample to complete the tool . On the same day the Structured Teaching Programme will be administered on behavioral problems of school children for 45 minutes using flash cards, ohp sheet and slides. Post test will be conducted by using the same structured knowledge questionnaire after 7 days of the structured teaching programme. Plan of pilot study Pilot study will be conducted on the diploma in education students and will be admitted in a selected college of education in Mandi Gobindgarh with 10% samples to check the feasibility of the study and validity of the tools and methodology. Methods of data analysis The data obtained will be analyzed in terms of objectives of the study using descriptive and inferential statistics. The pla