Plaease answer four questions that are in the assignment Coursework

Plaease answer four questions that are in the assignment - Coursework Example The diarthrodial joint between the forearm and humerus allows a hinge movement with the help of their lubricating fluid for the adduction and abduction movements to be possible (Tortora, 2008). Part 2: As the individual drinks water, the liquid enters the mouth passing through the esophagus to the stomach. From the stomach, the water travels to the small intestines while it begins to be absorbed in the stomach through diffusion and osmosis. The water is carried to the blood stream to continue its travel to the renal system. It is filtered out of the blood because of gradient pressure and carried to the renal artery to reach the glomerulus. Leaving this body part, the blood’s next destination is the Bowman’s capsule. From here, the water traverses the kidney tubule to approach the collecting tubules. However, not all waste fluid may arrived at the next stop because important substances still has to be reabsorbed back to the blood (Wagman, 1992). The rest which are waste products continue their journey to the collecting tubules until they enter the renal pelvis where they will spend some of their time. The waste liquid referred to as urine is slowly collected to the bladder to be expelled out of the body when it reaches its maximum amount via the ureters.

New loci for genetic resistance to malaria in humans Essay

New loci for genetic resistance to malaria in humans - Essay Example The pathogenic species belonging to this genus include P. ovale, P. Malariae, P. falciparum, P. vivax and P. Knowlesi. The severe form of the condition is the one caused by P. falcipurum which is prevalent in the Sub-Saharan Africa. Some overlapping clinical syndromes that indicates the severe form includes severe anaemia (SA) and cerebral malaria (CM) (World Health Organisation, 2000). The essay below refers to GWAS approach to develop the strategies applied in the development of control for infectious diseases in humans. According to Kwiatkowski (2005), the disease has been identified as a potent type in the human population. This is because genetic traits such as sickle cell variants have been proven to protect people from malaria. Some highly variant genes offer resistance to malaria e.g. sickle cell haemoglobin variant (Hb-S) and Glucose-6-phosphate dehydrogenase (G6PDH). This affirms that malaria resistance among humans is genetic (Hedrick, 2011). The response to the malarial p arasite of the human body varies i.e. some people may succumb upon infection while others may survive. This variation is caused by genetic factors (Mackinnon et al., 2005). The prevalence of the disease has led to an increase in mutation in the human body to counter the negative effects of the disease. Snow et al., (2005) alludes that the malaria form caused by P. falcipurum in endemic areas has led to a strong selective pressure among the human population. ... Studies on the genetic make-up of the human body have been enhanced by construction of a complete human genome. Enhanced genomic studies have been conducted globally to understand the variant traits of diseases and conditions such as diabetes and/or malaria. The genome wide studies include studies related to genome linkage and association. Genome-wide association studies are involved in the identification of the pathways influencing malaria, especially the severe form of malaria. Human chromosome 10 (10p15.3-14) and chromosome 13 (13q) have been identified by Timmann et al. (2012) to possess pronounced linkages to the severe malaria forms. Genome-wide association studies links individuals with common genetic variants to a host of diseases and traits. Hirschorn and Daly (2005) deduce that the studies are characterised by a survey across the genome sets of Single Nucleotide Polymorphism (SNP) for most of the common genetic variation that causes diseases or exposes an individual to dise ase vulnerability. Additionally, these studies contribute in the identification of the variants contributing to the disease on focus. The genome-wide analysis identifies the factors that influence health and disease. Contrary to the linkage studies where markers associated with the genome must segregate with diseases in families, the GWAS studies focuses on the analysis of genome for possible genetic variants causing the disease (Hirschorn and Daly, 2005). Timmann et al., (2012) asserts that resistance to malaria has not been comprehensively established. The GWAS studies are appropriate for identifying the variants for the genetic resistance in the body. The GWAS studies involve the application of

Motivation theories used to explain turnover intention

Motivation theories used to explain turnover intention This chapter discussed the used of motivation theory to explain the turnover intention or behavior amongst the auditors in Sabah. Besides, turnover intention the dependent variable, job satisfaction and organizational commitment the independent variables are being defined and conceptualized in line with this study. The relevant literature or past research done on this area of study is also being reviewed. Lastly, the findings on the relationships between the variables are being discussed. 2.1 Theory 2.1.1 Theory of Reasoned Action Turnover process models draw heavily from rational decision making models such as Fishbein and Ajzens (1980) theory of reasoned action, which stresses the importance of behavioral intentions in predicting and understanding turnover. However, there is research on the manner on which attitudes and intentions get translated into behavior that can inform turnover theory and research. Examples include research on perceptions of behavior control, behavior consistency, and the role of emotional arousal. For the purpose of this study, Perceived Behavioral Control is usedà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 2.1.1.1 Perceived Behavioral Control Many prominent models of the turnover process implicitly or explicitly use elements of Fishbein and Ajzens (1980) Theory of Reasoned Action. This theory and its evolution into the Theory of Planned Behavior (Ajzen, 1991) suggest that intentions to perform a behavior are the more immediate precursors to actual behavior. Intentions are a function of attitudes toward performing the behavior, which are in turn a function of beliefs concerning the consequences and desirability of such consequences of performing the behavior, and subjective norms concerning the behavior, which are a function of beliefs concerning what important referents think about the behavior and ones motivation to comply with those referents. A good deal of empirical research has supported this model, especially the critical role of intentions (Kim and Hunter, 1998). Individuals that having the behavior intention not necessary execute the intention in reality, which introduce the importance of the role of behavioral control. Ajzen (1991) defined control beliefs as the presence or absence of factors that may facilitate or impede the performance of a behavior. Perceived behavioral control is an individuals perceptions of their ability to perform a behavior based on control beliefs. Behavioral control is expected to reinforce behavioral intentions through increased perseverance and consideration of potential obstacles (Hom and Griffeth, 1995). In fact, Ajzen (1991) argues that behavior is a function of compatible intentions and perceptions of behavioral control. Perceived behavioral control should moderate the effect of intentions on behavioral control is positive. Thus, in a turnover context, turnover intentions may only lead to turnover when individuals perceive that they have control over the decision to quit. There are a number of reasons that individuals might perceive less control over this decision. Family or financial constraints could restrict mobility. Over time, individuals become increasingly invested in an organization, making it more difficult to leave (Becker, 1960). Perceptions of the availability and quality of alternatives may affect perceived control. There is some evidence perceptions of alternatives interact with job satisfaction in leading to withdrawal (Jacofsky et al, 1986). Steel et al recently suggested that barriers to mobility are critical components of labor market cognitions. However, turnover researches do not typically directly measure perceived behavioral control over turnover decisions and have not assessed control as a potential moderator of the relationship between turnover intentions and turnover. Behavioral control should moderate the intentions-turnover relationship such that the relationship is stronger when control is higher, and weaker when control is lowest. 2.1.2 Role Theory For the purpose of study, role theory is used to explain the role stress experienced by the auditors. Role theory assumes that individuals lives are spent acting out an assortment of roles both within and outside the organizational context (Fisher, 2001). As cited by Fisher (2001), Katz and Kahn explained that each of these roles is assumed to be more a function of social setting rather than of the individuals own personality characteristics. Therefore, Fisher (2001) suggested that every position within an organization can be thought of as a specific role into which an individual is socialized. Under the role episode model, the process of socialization happens when a role senders directly or indirectly communicating to the role incumbent (focal person) their expectations of the incumbents responsibilities. Role ambiguity exits when goals of ones job or methods of performing it are unclear (Johns et al, 2007). Scholars Johns et al (2007) further explained that there are three elements that can lead to ambiguity, which are (1) the organizational factors, for example the middle management might fail to provide the big picture as they are not in the upper management level; (2) the role sender, for example role senders have unclear expectations of a focal person, or the message is not effectively communicate between a role sender and a focal person; (3) the focal person, as a new staff need time to fully digest the work expectation communicated to him. On the other hand, role conflict occurs when compliance with one sent role would compliance with another difficult (Cited by Fisher (2001) from Kahn et al, 1964). Kahn et al (1964) identify five major types of role conflict as below:- 1) Intra-sender conflict conflicting prescriptions/proscriptions from the same sender 2) Inter-sender conflict conflicting prescriptions/proscriptions from different sender 3) Inter-role conflict conflict between roles in situations where an individual holds more than one role 4) Person-role conflict where an individuals role requirements are incompatible with hus/her own beliefs, values and norms 5) Role-overload reasonable expectations may have been received from role senders, but he/she may not have enough time to address them all (Cited from Fisher (2001) review on Kahn et al (1964) research work) Scholars Van Sell at al (1981), Jackson and Schuler (1985) observed that both role ambiguity and role conflict are linked to negative outcomes, such as lower job satisfaction, increase on perceived job tension, lower job performance and greater turnover intention. 2.2 Conceptualization of Dependent Variable Turnover refers to resignation from an organization (Lee and Liu, 2006; Johns et al, 2007). Turnover can be classified as internal and external, voluntary or involuntary (Wiley, 1993). By internal turnover, it means that an employee is transferred to another department within the same company or group of companies. On the other hand, external turnover refers to the resignation of an employee permanently and henceforth represents the cost outflow to an organization. Wiley (1993) further explained that involuntary turnover happens when an employee is terminated for just caused, for example: sickness, death, retirement due to old age; and voluntary turnover is a situation whereby the employee join another organization on his/her accord, or participate in the voluntary separation scheme. Employee is the human capital of an organization (Quote). Employees have become the important tangible asset in an organization in this new k-knowledge world, especially within the service industry. Successful and established companies such as Virgin Airline and Honda have invested substantial amount on their employees in term of training and development cost, aiming to shape their employees to maintain the competitive edge. Henceforth, an employee departure is considered a nightmare to an organization especially with the highly skilled employees such as the IT specialist and audit managers. Not only the organization is unable to recover the training cost (Quote), they also lose their competitive advantage when the highly experienced and skilled employees join another competitor firm. High turnover also experienced in the unskilled position such as in the manufacturing plant and hotel line due to the low replacement cost for unskilled employees. The ease of replacing employees for th e lower rank staff no doubt will not cause substantial loss to an organization, but will affect the service or product quality as the new employees are unfamiliar with the organizations culture and work procedures. As a result of the significance of these costs, employees turnover has been widely studied since the 1900s with the various publications of qualitative and quantitative researchers of exceeding 1500 (Munchinsy and Morrow, 1980). Given the significance of the study, the determinants of turnover intention is widely studied in various industries, such as the hotelier (Atang, 2010), manufacturing (Udo et al, 1007), teachers (Currivan, 2000) information system (IT) (Rahman, 2008; Muliawan et al, 2009) and among public accountants or auditors (Lander et al, 1993; Perryer et al, 2010; Reed et al, 1994; Viator, 2001; Law, 2005; Lui et al, 2001; Hsieh et al, 2009; Hasin and Omar, 2007). The reasons for voluntary turnover are numerous and the list of determinants is still expanding. The most common reasons given by leavers are due to job dissatisfaction, lacking of career growth opportunities, poor relationship between supervisor and subordinate, to name a few. Khatri et al (2001) studied high turnover in Asian countries with sample size of 422 taken from food and beverage industry, shipping and marine industry and retailing industry suggested that the main reasons for high turnover were procedural justice and low org anizational commitment. The researchers also reported that managers had more turnover intention than non-managers and procedural justice was considered more important than the distributive justice, while organizational commitment was found to be very critical in turnover intention. Job satisfaction, organizational commitment and intention to leave are among the most commonly proposed antecedents to turnover (Tett and Meyer, 1993). The reasons of having turnover intention might vary based on individualistic (Atang, 2010). The recent research noted that researchers used other new variables sust as employees personality (Dole and Schroeder, 2001; Hsieh et al, 2009), hardiness (Law, 2005), gender (Reed et al, 1994) and organizational tenure (Udo et al, 1997) to determine the moderating effect on the turnover intention. It is observed that there are not many research done in the local setting and hence it is doubtful that if those results obtained from the Western countries can be generalized in Asia, in particular, Malaysia. Henceforth, the primary focus of this study is to examine the relationship between role stress and job satisfaction towards turnover intention amongst the auditors in Sabah, using organizational commitment as mediating variable. In the academic writing, most of the research that focus on employee turnover used direct determinant of turnover, intent to stay (Iverson, 1992; Price 1997) or turnover intention (Perryer et al, 2010; Hsieh et al, 2009; Rahman et al, 2008) to predict turnover as the data of actual turnover is typically hard to collect. Intent to stay (or leave) is defined as employees behavioral intention that has been found to have a strong negative influence on actual turnover (Iverson, 1992). A link between behavioural intentions and behavior has been well documented in the social psychological literature (Ajzen and Fishbein, 1980), as has a link between turnover intentions and turnover (Irvine and Evans, 1995; Richer et al, 2002; Tett and Meyer, 1993). Richer at al (2002) further commented that most employees having the intention to leave their job would most likely to quit if they have the choice. Other researchers agreed that behavioral intention is the most determinant of actual behaviour (Aj zen and Fishbein, 1980; Steel and Ovalle, 1984) and Rasch and Harrell (1990) further commented that there is positive relationships exist between intention to leave and turnover behaviour. The finding that turnover intention is the strongest predictor of turnover is similarly consistent (Meyer at at., 2002; Tett and Meyer, 1993). The turnover intention for this present study will be conceptualized as the having the intention or behavior to leave the organization voluntary (Atang, 2010). Based on the above discussion, turnover intention would be used interchangeable with Intent to stay (or leave). 2.3 Independent variables For the purpose of this study, role stress and job satisfaction are chosen as the independent variables that are most representing determinants in influencing the turnover intention amongst auditors in Sabah. 2.3.1 Role Stress Role stress is identified as stressors at individual level (Ivancevich et al, 2008) and has now becomes the focus point of the Organizational Behavior and Management study due to the importance of having a quality work-life balance. Under role theory (as explained in Section 2.1), stress can arise from a particular role episode when sent roles conflict with each other, or when information required to effectively carry out a sent role is lacking (Fisher, 2001). These situations are known as role ambiguity and role conflict. A role is a set of expectations on individual behavior due to his/her position in an organization (Lee, 1996). Role ambiguity and role conflict are typically viewed as a consequence of audit structure practice (Wittayapoom and Mahasarakham, 2007). The definition of role ambiguity and role conflict are thoroughly examined as below:- 2.3.1.1 Role Ambiguity Role ambiguity happens when an individual is unclear about the expectations or requirements of his/her job (Hitt et al, 2006). This includes ambiguity on the methods to be used, how performance is evaluated, an individuals responsibility and also the limits of ones authority (Johns et al, 2007). Black (1988) stated that role ambiguity happens when there is a lack of the necessary information available to a given organizational position. Smith (1990) in his review on Senatras (1988) study noted that 70 percent and 47 percent of reported role ambiguity in men and women respectively was attributed to organizational factors, such as adequacy of authority to make decisions and formalization of firm policies. Ambiguity on the audit work creates tension and anxiety, and hence leads to emotional stress, as employees are unclear of the expectations. Many of audit juniors experience role ambiguity, as they are unfamiliar with the work procedures and companys culture. Besides, different audit e nvironment warrants different attention from the audit staff, for example, the audit of a financial institute is different from auditing a non-profit organization. Henceforth, a new comer would easily feel lost and frustrated if there is no proper guidance and this might affect his/her work commitment or trigger the turnover intention. Vaitor (2001) in his research finding on public accounting organizations in United States concluded that informal mentors do indeed help to reduce role ambiguity among the audit staff. Ambiguity tends to decrease as length of time in the job role increases (Jackson and Schuler, 1985, as cited by Johns et al, 2007). 2.3.1.2 Role Conflict Role conflict is termed as the degree of incongruity or incompatibility of expectations associated with the role (House and Rizzo, 1972; Johns et al, 2007). Atang (2010) stated that employees perceive a role conflict when there is incompatibility between expectations and demands from various workgroups and conflicting role to be carried out by individual employee. Katz and Kahn (1978) explained in detail that conflict is the simultaneous occurrence of two or more role sending such that agreement with one party would make more difficult for the agreement of another (see details on Section 2.1 on role theory). For example, auditor A is assigned to work on an outstation assignment by his direct supervisor, but is requested to attend a training course as requested by the human resource manager for the same working week. Hence, auditor A is said having a role conflict. Viator (2001) suggested two types of role conflict that is relevant in the accounting practice, namely the inter-sender, which occur when the expectations of one role sender are in conflict with another role senders; and the person-role conflict, which happen when the role requirements violate the needs, capacities or beliefs of the individual (Viator, 2001). Sorenson and Sorenson (1974) operationalized role conflict as conflict between an auditors professional and bureaucratic orientations. Role conflict is arguably more severe experienced with female due to the society perception that woman is the primary care-givers (Law, 2010). For example, married women with first-born children are expected to stay in-house to nurse the baby, while her career may become less priority. This perception would cause stress to career women today who valued their job above all. The significance of role conflict is discussed in Smith (1990) studies in his review on Senatras (1988) research work, which stated that organizational stressors accounted for 64 percent of the reported role conflict among males, 79 percent among females. The factors that resulted in role conflict for both man and female that identified in the study are excessive job and time pressures, conflicting objectives, and suppression of relevant information (Senatra(1988) as cited by Smith (1990) studies). 2.3.1.3 Empirical Evidence of Role Stress in the Accounting Profession As cited by Fisher (2001), Senatra (1980) was the first study in the accounting literature to examine the sources of role stress with public accounting firms. Senatra identified ten specific elements of the organizational climate of the public accounting firms in which he hypothesized would affect perceptions of role ambiguity and role conflict, which were(1) violations in the chain of command; (2) formalization of firm rules and procedures; (3) emphasis on subordinate personnel development; (4) tolerance of error; (5) top-management receptiveness to ideas and suggestions; (6) adequacy of work coordination; (7) timeliness of superiors responses to problems; (8) information suppression by superiors and subordinates; (9) adequacy of authority; (10) adequacy of professional autonomy. Using a survey of 88 senior accountants, Senatra (1980) concluded that violations in the chain of command tends to increase both role ambiguity and role conflict. For the purpose of this study, role ambiguity is defined as the lack of clear and precise information regarding what is expected of the role incumbent (Muliawan et al, 2009), which is important to perform the job (Rizzo et al, 1970). Role conflict refers to occasions when an individual receives conflicting information or requests (Muliawan et al, 2009) when there is incompatibility between expectations and demands from various workgroups (Harris et al, 2006).

Staffing Essay -- essays research papers

All About Staffing I. Nature of Staffing Staffing is an organization-wide function, comparable to other functions such as marketing, focused on solving problems and adding value with a company's human, social, and intellectual capital. Staffing includes attracting and hiring talented people, as well as developing, appraising, and rewarding them through performance management and training programs. Staffing has a heavy legal emphasis, since employment and labor laws significantly impact both employee and employer rights and responsibilities. Staffing is the process of recruiting, selecting and training of personnel. It means putting the right men on the right jobs. All business organizations should focus their attention and be concerned about the effectiveness and efficiency of their employees specially their managers. The function of staffing has to do with manning an organization structure so that it can completely operate in the present and in the future. II. Recruitment Recruitment is the process of encouraging, inducing or influencing applicants to apply for a certain vacant position. Whenever there are vacancies, it is necessary to find a person to fill those vacancies. Some organizations do not wait until the vacancy arises, but they anticipate such vacancies and new openings in the short and long run and thus plan for future needs. Steps in Recruitment 1. Study the different jobs in the company and writing the job description and specification. 2. Requisition for new employee. 3. Recruiting qualified applicants. 4. Reception of applicants. 5. Application form. 6. Testing. 7. Checking the applicant’s work experiences, school records and personal references. 8. Interview. 9. Matching the applicant with the job. 10. Final selection by immediate supervisor or department head. 11. Physical and medical examination. 12. Hiring. III. Training Training is the systematic development of the attitude/knowledge/behavior patterns for the adequate performance of a given job or task. All employees on a new job undergo a learning process whether or not formal training exists. Learning to perform or be more efficient in performing a job is made easier for employees where there are formal training. For the growth of the individual and the organization, these activities are carried out continuously in many organizations. The quality of this initial training ca... ...on to another without increasing his duties, responsibilities or pay. B. Promotion It refers to the shifting of an employee to a new position to which both his status and responsibilities are increased. 1. Horizontal Promotion – an advancement in pay that does not involve a move into a anew job classification. 2. Vertical Promotion – an advancement that moves an employee into a job with a higher rank or classification. C. Separation Separation from employment of the company may either be temporary or permanent, voluntary or involuntary. 1. Lay-off is temporary and involuntary, usually traceable to a negative business condition. 2. A discharge is a permanent separation of an employee, at the will of the employer, a person may be discharged if he is not competent in his job even after an honest effort has been made. 3. Resignation is the voluntary and permanent separation of an employee due to low morale, low salary, etc. 4. Retirement can either be voluntary or involuntary. It is voluntary if an employee retires upon reaching the number of years of services in the company as provided for by its policies. It is involuntary if one retires upon reaching the retirement age of 65.

Nineteen Minutes

The nature versus nurture conflict has continuously been a controversial subject for the public. People want to know what effects our development, personality, and especially our behavior, which seems to overlap the two. The nature side of the argument believes that a human is developed by the genes that are hard-wired into them. In other words, the reason why this human behaves the way he or she does today is because of the genes he or she were born with. On the other hand is nurture, which says a person is formed into the person they are by the environment. This suggests that a person is born with no inborn tendencies and acquire traits off of the setting and the people they are around. In Nineteen Minutes, by Jodi Picoult, Peter Houghton, the main teenage character, suddenly snaps. Prior to Peter’s murders, he showed no aggression or violence whatsoever. Even his childhood best friend, Josie, who eventually became a member of the popular crowd in school, made efforts to back him up. The sudden outburst from Peter clearly demonstrated that his environment shaped him into the killer he became. An adolescent can be bent and twisted into a completely different person. Hostile environments, like Sterling for Peter, could distort any type of personality and shape the person in undesirable ways. A famous psychologist, by the name of Sigmund Freud, believed that there was evil built in us all. People, after his time, ran with this naturist belief and also said that it is in one’s human nature to do wrong. It is a pessimistic view on the matter, however, they also say that the evil, or wrongdoing, may be brought out with time. Nonetheless, this side of the debate still thinks people are born as thieves, criminals, or in Peter’s case, murderers. Josie‘s mother, Alex, has a strong first impression, from Peter‘s childhood, as she recalls the day when Peter and Josie were playing with the firearms. Alex states, â€Å"I keep thinking about him as a little boy†¦sometimes I can still see him handing you that rifle-â€Å" (Picoult 170). Alex references the time she walked in on Peter and Josie playing with the firearms, accidently left out by Peter’s father. She associates him as a little boy and relates it to why she thinks he killed his peers in high school. This is an easy way to blame Peter, despite the fact that he has been tested before by bullies, and never showed any aggression at the time. Also, instead of blaming Peter, the finger should be pointed at Lewis Houghton. He is the one who made Peter knowledgeable about the guns at a young age, and also was irresponsible by leaving them out with kids around. If Peter’s biological genes were a factor, his aggression should have been presented at a younger age, when the bullying was excessive then too. In contrary to Freud’s theory on human development, comes behaviorism. This theory, which was created by psychologist John B. Watson, essentially states that every infant is born with a blank slate. Meaning that any personality can be molded into what its educator or environment makes it to be. The most influential element of a child’s life is clearly the parenting. This makes the child-parent bond the most important relationship a child has. The way the child is shaped dictates how he or she will view the world, and more importantly themselves. The bullying was immediate for Peter. His first day, on the bus to school, resulted in a lost lunchbox and a few tears. The bullying continued and Peter’s parents were notified. How Lewis and Lacy Houghton handled the situation is vital. After the unpleasant incident, in a conversation with Peter, Lacy replies, â€Å"I know about the lunch boxes. I know what’s been going on with [the bullying]†¦The next time it happens, you have to stick up for yourself. You have to, Peter, or I†¦I’m going to have to punish you† (Picoult 73). The sudden change in Peter’s guidance is drastic. This new approach for Peter suddenly makes violence acceptable. Even though Peter doesn’t show it right away, due to shyness, a seed is planted which ultimately grows into the violence he displayed the day of the massacre at Sterling High. This type of shaping taught the child to become violent since he was not already. Due to the young age, the child will obey the parenting without question, or any conscious conflict. When a child reaches adolescence, physical maturity plays a major role in a human’s development. The dramatic changes of the body are a big change for any teenager. If one’s physical development becomes delayed like Peter’s, then it can become complicated to live an ordinary high school life. During adolescence is when one determines their identity, and with Peter’s difficulty to fit in, he had trouble finding who he was. With the stress and anxiety building for Peter, he can’t even decipher if he is straight or not. The narrator states, â€Å"He just wanted to know what it was like to be among guys who were gay, and totally okay with it. He wanted to know if they could look at him and know, instantly, that Peter belongedâ€Å" (Picoult 231). It’s not that hitting puberty late was a bad thing for Peter, it just made it harder for him to uncover himself. He had to resort to the extreme by surrounding himself with homosexual men. Also, a run in with Mr. McCabe, a gay teacher at Sterling High, aided the discovery Peter needed to experience that he was straight all along. The confusion and delay of puberty makes it easy for a low self esteem to take place. Bullying can be another significant factor in social development. A victim of bullying usually is incapable of having a high self esteem, and sustaining a healthy lifestyle. If bullying is suspected, it is important that the victim has someone to go to. In Peter’s case he had no one. He learned early in life that he had to stick up for himself, so his parents were ruled out the equation early. If a victim of bullying cannot seek help, the bullying can cause emotional, social, and even academic problems. Peter clearly had problems in these three areas. Combine the pressure built from the bullying with no one to talk to, and Peter was a balloon ready to pop. However, Peter shows no remorse after the incident. When talking to his lawyer he states, â€Å"Why is everyone so upset that those jerks are dead? I mean people are crying over them†¦and they were assholes, Every one’s saying I ruined their lives, but no one seemed to care when my life was the one being ruined† (Picoult 134). It is clear to see the damages given to Peter over time. What once seemed like a kid who wouldn’t hurt a fly, is now a kid who shows no remorse and is forced to play survival of the fittest. With Peter Houghton as a prime example it is evident that nurture takes its course. It’s not that Peter became one of the bullies, rather than he adapted to the dog eat dog world. Any parent imagines the potential their baby boy or girl can have when it is born. Some kids may be ignored, steered in the wrong direction, or bullied at school. No one can say what his or her child will be like before he or she is born. Nonetheless, every infant learns. What they learn makes up the world, but they must make up their selves first. The environment around a child is critical to the learning and shaping he or she endures.

Canter’s Behavior Management Style Essay

Disruptive behavior in the classroom has become one of the most common issues in the educational process; negative behavior not only affects the students but the teacher as well. In order for a classroom to function in a positive manner giving the student and teacher the best environment to operate proper behavior and decorum are essential. There are many theories and discipline models teachers adhere to in modern classrooms of today one of the most influential in the area of discipline was developed by Lee and Marlene Canter. The Canter’s are both teachers and authors; their most famous book is called â€Å"Assertive Discipline† which is a how to book on how to rid the classroom of unwanted behaviors. The Canter discipline theory is based on teacher needs, wants and feelings. The Canter’s believe teachers have their own rights which include the following: â€Å"The right to establish classroom rules and procedures that produce the optimum learning environment, the right to insist on behavior from students that meets teachers’ needs, the right to receive help in disciplining from both parents and school administrators when support is needed. These rights are based on the Canter’s â€Å"Assertive Theory†. All teachers must clearly communicate what they expect from their students and that there are consequences should the rules not be followed (Canter, 2011). The Canter’s believe in a â€Å"take control† approach to the classroom. Their philosophy is teachers are there to teach and students are there to learn, misbehavior should not interfere in this equation. The Canter’s teach educators to take charge in the classroom and be assertive concerning their own wants and needs to their students. Examples of what the Canter’s communicate to teachers that are used in the classroom management today are: be straight forward with students, use firm tone of voice, make eye contact when speaking, use both verbal/non-verbal communication and continually state the teacher wants and needs. According to the Canter’s if the educator can use the above on a continued basis discipline should take care of itself (Kavanagh, & Lang, 2000). The following is a case study of a discipline problem found in classrooms. The information below is from a behavioral situation at an elementary school located in Phoenix Arizona. A nine year old student by the name of Billy (4th grader) is exhibiting disruptive behavior in a class reported by the teacher. The student (Billy) comes from a broken home where the father left the family unexpectedly a few years back. The mother recently re-married, the new spouse has a daughter roughly the same age as Billy: the relationship between Billy and his new sister is not considered ideal. The new spouse often confronts Billy’s mother in a loud voice in front of the children, the atmosphere is not considered conducive to a â€Å"family† environment. Billy is having issues inside as well as outside the classroom. The issues outside the classroom are in the form of arguments with fellow students and a lack of respect for teacher authority on the playground. Inside the classroom his disruptive behavior consist of talking when the teacher is talking which is not only disruptive to the teacher but other students as well. Billy will also speak out of turn, instead of raising his hand to answer a question he will simply blurt out the answer, he will also during this time mimic his teacher in a disrespectful manner. His attention to detail and attentiveness overall in the classroom continues to decline on a daily basis. Billy’s behavior seems to be a reflection of his new family environment. He seems to have authoritative issues and may not like his teacher; Billy seems to have a big problem with the teacher when confronted openly (in front of class) about his misbehaviors. Billy also has problems with his desk partner who is female and calls attention too many of his misbehaviors. According to Canter the educator should always have a goal of creating an environment where positive teaching behavior is the norm and necessary in order to achieve the goal of effective teaching despite disruptive students such as Billy. The teacher must attempt to control disruptive students such as Billy in a manner different from his/her current teaching model. Accordingly, the teacher’s classroom management plan in the area of discipline must be evident even in a class where there are very few children exhibiting disruptive behavior. Without a discipline management plan students such as Billy would continue along their path of disruptive behavior. The focus of Canter’s discipline model is the concept of teacher rights in the classroom. The Canter method is to show educators how to take charge in the classroom by taking into account student rights in conjunction with teacher rights. †¢The right to good behavior.  In the case of Billy the Teacher should start with the basic right to have good behavior from the students (Billy). This right should be set at the beginning of the school year when the teacher presents the set of rules. This right should also be made available to the parents of every student. †¢The right to expect support from parents/administrators. In the case of Billy parents must be made aware of the situation and support the teacher to help Billy correct the discipline issues. Billy also has basic rights in this situation â€Å"The right to have teachers who help them develop by helping them limit self-destructive and inappropriate behavior. † The teacher according to Canter can do this with simple actions such as a strong toned voice or by making eye contact. For Billy this can be dealt with at a few different levels. First make eye contact with Billy when the teacher feels the behavior is wrong, if this does not work then a stern voice , if this does not work talk to student privately voicing behavioral expectations and lastly if all the above does not do the job include the parents/administrators (Turrell, 1999). â€Å"The right to have appropriate support from their teachers for their appropriate behavior† (Canter, 2011) According to Canter this is done with positive reinforcement; let the student know when student is presenting appropriate behavior. In the case of Billy always pointing out the negatives and not giving positive reinforcement when he displays good behavior will not produce a productive disciplined student, the educator must have a balance. †¢Ã¢â‚¬Å"The right to choose how to behave with advance knowledge of the consequences that will logically and certainly follow† (Canter, 2011).  Every student should know at the beginning of class what is deemed appropriate behavior and if an act of misbehavior is executed consequences will follow, this should all be spelled out the first day of class in the class set of rules. Canter said: â€Å"Assertive teacher is more effective than the nonassertive or the hostile teacher. The teacher is able to maintain a positive, caring, and productive climate in the classroom. A climate of care and support produces the climate for learning. Canter believes the educator must present balance in their teaching approach, an educator cannot over emphasize the positive or the negative, if one outweighs the other the learning environment cannot be productive (Ferguson & Houghton, 1992). This is done through the Canter discipline model called â€Å"Assertive Discipline†. In Billy’s case it appears his home life is interfering with his behavior at school, it seems he is mimicking the behavior of his new father in some ways and it is up to the teacher to let him know these types of behaviors are not appropriate by using the Canter’s Assertive Discipline† model.