Experiment to Explore the Rate of Fermentation

Experiment to Explore the Rate of Fermentation Biology: Respiration, fermentation GLX setup file: grape juice.glx Qty Equipment and Materials Part Number 1 PASPORT Xplorer GLX PS-2002 1 PASPORT CO2 Gas Sensor PS-2110 1 PASPORT Extension Cable PS-2500 1 PASPORT Fast-Response Temperature Probe (included with GLX) PS-2135 1 Sampling Bottle (included with sensor) 1 Balance SE-8723 1 Beaker, 1 L SE-7288 1 Beaker. 250 mL 1 Graduated Cylinder SE-7289 1 Hot Plate SE-8767 1 Magnetic stirrer with stir bar 5 mL Mineral oil 1 Pipette 1 g Sodium fluoride, solid 1 pkg. Yeast, dry 1 L Water 1 Weighing paper Purpose The purpose of the activity is to explore the rate of fermentation. Measure the production of carbon dioxide gas in a sampling bottle containing yeast and grape juice and then measure the gas production when a chemical inhibitor is added to the grape juice/yeast mixture. Background All organisms require a source of energy to maintain cell physiology and growth. Cellular respiration is the process utilized to oxidize food molecules and release the energy to fuel life processes. There are two types of cellular respiration aerobic and anaerobic and both begin with glycolysis. Glycolysis is a biochemical process utilized by most microorganisms (yeast, bacteria) and higher animals to convert glucose to pyruvate and adenosine triphosphate (ATP). Prior to glycolysis, enzymes break down starch into complex sugars (such as sucrose) and then simple sugars (such as fructose and glucose). During glycolysis, the glucose breaks down into pyruvate. Animal cells and some unicellular organisms convert the pyruvate to lactic acid (lactic acid fermentation). Some plant cells and unicellular organisms convert the pyruvate to ethanol and carbon dioxide gas (alcoholic fermentation). Yeasts are versatile organisms. Unlike most other organisms that obtain their cellular energy either through aerobic respiration (requiring gaseous oxygen) or through anaerobic respiration fermentation (requiring the absence of oxygen), yeast cells respire in either condition, depending upon the availability of gaseous oxygen. During fermentation, enzymes break down complex carbohydrates into simpler ones. The loss of structural integrity, which can result from changes in pH or high temperatures, usually leads to a loss of enzyme activity. In this activity, the yeast cells use fermentation(also known as anaerobic respiration) to transform the sugars in grape juice into carbon dioxide gas, ATP molecules, and ethanol. Pre-lab Questions Measure carbon dioxide gas production during the metabolism of yeast in grape juice. How would a chemical inhibitor that stops enzyme actions affect the carbon dioxide gas production? How would a change in temperature (either very cold or very hot) affect the carbon dioxide gas production? How will the gas production change over time? Safety Precautions Follow all directions for using the equipment. Wear protective gear (e.g., safety goggles, gloves, apron). Procedure Yeast and Grape Juice Preparation   Ã‚   Connect a Fast-Response Temperature Probe (included with the GLX) into Port 1 on the left side of the Xplorer GLX. The Graph Screen will automatically open with Temperature (ËÅ ¡C) versus Time (s). Press the Home key () to go to the Home Screen. Select Digits and press the Activate key (). Pour 450 mL of grape juice into a beaker. Put the end of the temperature probe into the juice. Press the Start key () on the GLX so you can watch the temperature of the grape juice. Place the beaker on a hot plate and slowly warm the juice to a temperature of 30 to 35à ¯Ã¢â‚¬Å¡Ã‚ °C (yeast will die above 40 °C). When the temperature is between 30 and 35 °C, adjust the hot plate so the grape juice remains warm, but does not get any hotter. While the juice is warming, add 100 mL of warm tap water to another beaker. [Remember to keep the temperature below 40à ¯Ã¢â‚¬Å¡Ã‚ °C use the temperature probe to make sure.] Add a package of dry yeast to the beaker and stir well. The yeast will become active in 15 to 20 min. GLX Setup Stop recording temperature data. Remove the Fast-Response Temperature Probe from the GLX. Connect a PASPORT Extension Cable into Port 1 on the top of the Xplorer GLX. Connect the other end of the Extension Cable to the PASPORT CO2 Sensor. The Graph Screen will automatically open with CO2 Concentration (ppm) versus Time (s). Open the GLX setup file labeled grape juice.glx (check the appendix at the end of this activity). The file is set to record data once per second. Sensor Calibration (Optional) See the appendix at the end of this activity. Equipment Setup Transfer 150 ml of warmed grape juice to the sampling bottle. Add a stir bar. Mix the yeast suspension well and add 10 mL to the juice. Use a dropper to add a layer of mineral oil to the surface of the grape juice/yeast mixture so the yeast will have anaerobic conditions. Put the end of the CO2 Gas Sensor into the sampling bottle loosely. (You do not want gas pressure to build up too high in the sampling bottle.) Do not push the rubber stopper down into the end of the sampling bottle. Note: Avoid bumping the CO2 Gas Sensor during data collection because it may record erratically. Put the sampling bottle on the magnetic stirrer. Turn on the stirrer. Record Data: Grape Juice and Yeast Press the Start key on the GLX. Record data for 30 minutes and then stop. Carefully remove the CO2 Gas Sensor from the sampling bottle. Dispose of the contents as directed and rinse the inside of the bottle. Record Data: Grape Juice, Yeast, and Inhibitor Transfer another 150 mL of warm grape juice to the sampling bottle and add 1.0 g of sodium fluoride. Stir the yeast suspension again and add 10 mL to the grape juice. Add a layer of mineral oil on top of the grape juice as before. Return the CO2 Gas Sensor to the sampling bottle so that the rubber stopper rests loosely in the end of the bottle. Press the Start key on the GLX, record data for 30 minutes and then stop. Carefully remove the CO2 Gas Sensor from the sampling bottle. Dispose of the contents as directed and rinse the inside of the bottle. Record Data: Warm Grape Juice and Yeast Disconnect the CO2 Gas Sensor and reconnect the Fast-Response Temperature Probe. Select Digits as before and put the end of the probe in the remaining grape juice. Use the hot plate to warm the grape juice to between 45 and 50ËÅ ¡C. Transfer the warmed grape juice to the sampling bottle. Stir the yeast suspension again and add 10 mL to the warmed grape juice. Add a layer of mineral oil on top of the grape juice as before. Disconnect the temperature probe and re-connect the CO2 Gas Sensor. Return the CO2 Gas Sensor to the sampling bottle so that the rubber stopper rests loosely in the end of the bottle. Press the Start key on the GLX, record data for 30 minutes and then stop. Carefully remove the CO2 Gas Sensor from the sampling bottle. Dispose of the contents as directed and rinse the inside of the bottle. How do your results compare with others in your class? Analysis Draw a sketch of your CO2 concentration versus time graph as requested in the Lab Report section. Use your recorded data to find the change in CO2 concentration for the grape juice and yeast, the grape juice, yeast, and inhibitor, and the warmed grape juice (optional). In the Graph Screen, press F3 to open the Tools menu. Select Statistics and press Activate. The Statistics show the minimum and maximum values. Calculate the rate of change of CO2 concentration versus time, or the ratio of CO2 concentration (in ppm) divided by the time (in minutes), for each run of data. Record your results in the Lab Report. Appendix: To open a specific GLX file, go to the Home Screen (press ). In the Home Screen, select Data Files and press the Activate () key. Use the cursor keys to navigate to the file you want. Press F1 () to open the file. Optional: To calibrate the PS-2110 CO2 Gas Sensor, see the instructions provided by the instructor. Name ________________________________ Date ___________ Pre-Lab Questions Measure carbon dioxide gas production during the metabolism of yeast in grape juice. How would a chemical inhibitor that stops enzyme actions affect the carbon dioxide gas production? How would a change in temperature (either very cold or very hot) affect the carbon dioxide gas production? How will the gas production change over time? Data Make a sketch of one run of CO2 concentration versus time, including labels for the y- and x-axes. Data Table Run Initial CO2 (ppm) Final CO2 (ppm) Total time (min) CO2 production (ppm/min) Grape juice + yeast Grape juice, yeast, inhibitor Warm grape juice + yeast Questions What is the overall rate of CO2 production for grape juice and yeast and how does it change over time? How does the rate of CO2 production for grape juice, yeast, and the chemical inhibitor compare to the rate for the grape juice and yeast alone? How does the rate of CO2 production for the heated grape juice and yeast compare to the rate for the grape juice and yeast? What can you conclude about the affect of the chemical inhibitor on the yeast suspension? What can you conclude about the affect high temperature on the yeast suspension?  

William Faulkner’s As I Lay Dying and in Virginia Woolf’s A Mark on the

William Faulkner’s As I Lay Dying and in Virginia Woolf’s A Mark on the Wall - Subjective Narratives in Modernist Texts Like many other modernist texts, William Faulkner’s As I Lay Dying employs many unreliable narrators to reveal the progression of the novel. One of the most interesting of these narrators is the youngest Bundren child, Vardaman. Like the rest of his family, Vardaman is mentally unstable, but his condition is magnified due to this lack of understanding of life and death. Because he doesn’t grasp this basic concept, Vardaman’s attempts to understand his mother’s death are some of the most compelling aspect of the novel. Over the course of the book, Vardaman attempts to rationalize his mother’s death through animals, particularly a fish. Through these rationalizations, Vardaman comes to a seemingly logical conclusion about the nature of life and death. While these conclusions seem perfectly logical to Vardaman, they are nonsensical to the reader. This concept helps illustrate the use of subjective narrators in As I Lay Dying, and defines it as a Modernist text. Vardaman’s first narrative comes right after his mother Addie’s death. Frightened, he runs out of the house and tries to rationalize what has just happened. He describes his earlier chore of gutting and chopping up a fish in the yard and then directly relates this experience to Addie: â€Å"If I jump off the porch I will be where the fish was, and it all cut up into not-fish now. I can hear the bed and her face and them and I can feel the floor shake when he walks on it that came and did it† (53-54). Here, Vardaman is confused as to what exactly happened in Addie’s bedroom. He portrays the before and after of the fish, being â€Å" fish†... ... of the text. The use of the subjective narrative in Modernist literature is one component of the movement’s radical break from previous literary periods. The subjective, psychologically oriented narratives in As I Lay Dying and â€Å"A Mark on the Wall† are illustrative of this radical literary change. Vardaman Bundren’s irregular logic reconciling his mother’s death, Virginia Woolf’s meandering stream of consciousness narratives help define their texts as key elements of this groundbreaking movement. Works Cited Faulkner, William. As I Lay Dying. New York: Random House, 1985. Woolf, Virginia. â€Å"A Mark on the Wall.† The Norton Anthology of English Literature: The Twentieth Century. 7th ed. Vol. 2C. Ed M.H. Abrams. New York: Norton, 2000. 2143-2148 5 Hill

Anatomy of a Research Paper -- essays research papers

Wodge: A Definition "I don't want a great wodge of prose, but about double what we have at present." (Ezra Pound, 1913) The word wodge, whose meaning can be surmised from its heavy, lumpish sound, is not particularly common in American usage. It is, however, a wonderful word that ought to be given more recognition. It offers a more vivid description than its synonyms, for example, blob, cluster, or clump. A highly descriptive word, wodge is developed from a combination of the words wad and wedge, the sound of which evokes images of weight and sedentariness. The word wodge has sprung from a combination of two other words, wad and wedge, but is vastly more entertaining than either. A wedge is generally two principal faces of hard material meeting at an acute angle to be used for raising, holding, or splitting an object; or also to squish or cram oneself or another object into an ill-fitting space in the manner of a wedge. A wad, on the other hand, is a small lump, mass, ball, roll, or bundle of some matter, usually soft or fibrous, i.e., cotton, wool, straw, cloth, paper, or money. Wodge embodies both of these concepts. Resting somewhere between wedge, which has a more mathematical, precise, and triangular meaning, and wad, which is crumpled, disorderly, and usually made of paper, wodge seems to be lumpy, u...

Idea of a marriage Essay

It is said that one has no choice with their blood relations, but the most important decision one makes is deciding whom one would marry. One couple I interviewed for this article is one who has been successfully married for seven years. Interestingly, they had a semi-arranged marriage. I call it semi-arranged because the couple’s parents had first had the idea and then the couple had interacted for a while to check whether they were truly compatible with one another. This factor had a major role to play in the success of their marriage. When interviewed the couple mentioned that they both felt they had reached the age for marriage as per the family tradition and they were both open to the idea of a marriage. Though introduced to each other by the parents, they were surprised that they were attracted to each other by their simplicity and sense of humor. Each one of them felt that they could be comfortable and natural with the other right from day one. Several factors helped them decide that they wanted to spend their life with each other. One of them was that their families were close, secondly logistical issues in their marriage sorted out easily. The fact that they enjoyed each other’s company only confirmed their belief that marriage was destined for them. One interesting fact that contributed to making their marriage a success was that neither of them had any unreal expectations out of the marriage. Having their families support also helped, as they received counseling and help to see them through every time they had difficulties and conflicts. The lady did admit that her husband did not have all the qualities she had been looking for in a potential mate. With a smile she said, she had wanted someone tall (her husband barely 5’ 6†). But it was her ability to look beyond the physical characteristics alone that helped her choose a mate who she could live happily with. The fact that they were from culturally similar backgrounds also helped them get along easily with each other’s families. Both felt that they had been fortunate to find the other, though they also agreed that they had to struggle to keep their relationship smooth and healthy. They agree that marriage is harder than what they thought but they are determined to make it a success. One factor that has tremendously helped them has been their spending constructive time with each other. Holidaying together, eating together, watching movies, working out together has helped them nurture and grow their relationship into one that they cherish with their lives. One thing I noticed was the absence of any passionate romance in their relationship, and was surprised to see that that hardly diminished the success of their relationship.?

Energy Drink and Alternative Beverages Essay

1. What are the strategically relevant components of the global and U. S. beverage industry macro-environment? How do the economic characteristics of the alternative beverage segment of the industry differ from that of other beverage categories? Explain. SEGMENTATION: The global market for alternative beverages was divided by product type (sports drinks, energy drinks, and vitamin-enhanced beverages) with different demands for each group. Sports drinks accounted for nearly 60% of alternative beverage sales in 2009, while vitamin-enhanced drinks and energy drinks got about 23% and 18% of 2009 alternative beverage sales, respectively, in the US. RIVALRY: The worldwide competition between three major producers (PepsiCo, Coca-Cola and Red Bull) made the industry rivalry become global. In U. S. , Pepsico has engulfed almost half or 47. 8% of the market shares last 2009. The only region where Coca-Cola beats Pepsico is in Asia-Pacific. Coca-cola has 13. 7% of the market shares while Pepsico has 12. 4%. Worldwide, Pepsico is still leading among the three with 26. 5% of market shares while Coca-Cola and Red Bull had 11. 5% and 7%, respectively. MARKET SIZE: The global beverage industry’s dollar value for beverages in 2009 was $1,581. 7 billion (458. 4 billion liters); with 48. 2% of industry sales was from carbonated soft drinks, 29. 2% from bottle water, 4. 0% from sports drinks, 1. 6% flavored or enhanced water, and 1. 2% from energy drinks. The dollar value of global market for alternative beverages in the same year was $40. 2 billion (12. 7 billion liters), while the dollar value of the U. S. market for alternative beverages stood at $17 billion (4. 2 billion liters). Meanwhile, in Asia-Pacific region, the dollar value for alternative beverages in 2009 was $12. 7 billion (6. 2 billion liters) and it was $9. 1 billion (1. 6 billion liters) in the European market. MARKET GROWTH: The dollar value of the global beverage industry had grown approximately 2. 6% annually from 2005 to 2009 and was forecasted to grow approximately 2. 3% annually from 2010 to 2014. However, this indicator for the alternative beverage industry was much higher. For example, the dollar value of the global market for alternative beverages grew at a 9. 8% annually from 2005 to 2009, but was expected to slow down to 5. 7% annually from 2010 to 2014. Based on the geographic share of the alternative beverages market, U. S. largely covers 42. 3% of it; while Asia-Pacific, Europe and Americas (excluding U. S. ) only cover 31. 5%, 22. 2% and 4% respectively. US is the country that has strongest growth internationally in terms of alternative beverage sales with a 84. 78% growth between 2005 and 2009; while Europe and Asia-Pacific are 22. 97% and 24. 51%, respectively. However, poor economic conditions in the US in 2008 and 2009 led to a 12. 3% decline in sports drink sales and a 12. 5% decline in flavored and vitamin-enhanced waters sales. It was also the reason why energy drinks sales increased just a little of 0. 2% between those years. 2. What is competition like in the alternative beverage industry? Which of the five competitive forces is strongest? Which is weakest? What competitive forces seem to have the greatest effect on industry attractiveness and the potential profitability of new entrants? In the beverage industry, competition can be extensive (large scale). There are many substitute beverages from tea,soft drinks,fruit juices, and bottled water. Provided that there is a wide range of substitute beverages, this weakens the competitive power of substitute beverages when there comes a change to consumer preference. Because there is a large purchase for wholesale clubs, grocery stores, and convenience stores ; consumers have significant influence in negotiations for pricing and slotting fees with the producers. Wholesale clubs and the likes find it difficult to represent new brands due to limited shelf space.when products become a household name such as coca cola, red bull, etc already offer the demands of consumers. Coca Cola and PepsiCo are the least vulnerable when it comes to substitute products since they offer a wide range of variety beverages. The strongest competitive force is competitive rivalry within the industry, competition grows stronger by the year. The primary focus on brand image is key to becoming a household name in the industry, Attractive packaging should be developed, New research and product development, Increase of distribution capabilities, Better taste and more variety. The Bargaining power and leverage of suppliers is the weakest competitive force, Consumers tend to buy more alternative products. The threat of new brands varies by market maturity of each alternative beverage category. Competition is strong and will continue on growing every year in the product line. Competition among all brands center mostly on brand image, attractive packaging, new product and research development, sales promotion, better access to shelf space, and strengthening distribution capabilities. Rivals expands their numbers and types of alternative beverages in their product line, the opportunity for low switch cost for consumers gets introduced and sales efforts to establish consumers brand loyalty. 3. How is the market for energy drinks, sports drinks and vitamin-enhanced beverages changing? What are the underlying drivers of change and how might those forces individually or collectively make the industry more or less attractive? The market for energy drinks, sports drinks and vitamin-enhanced beverages is now changing due to the change in the long-term industry growth rate. Because of the US recession on the entire beverage industry the demand for the alternative beverages was expected to grow worldwide as the purchasing power of the consumers increased. The volume of the alternative beverages offered higher profit margin than those of other beverages. Product innovation, in terms of flavors and formulation, was the most important competitive feature of the alternative beverages. They competed on the basis of differentiation from traditional drinks. This made the industry attractive because of the enhanced look and flavors that the company made. The modernization in marketing and distribution system changed the industry in the way that the beverages may be bought from convenience stores, restaurants, sporting events, delis, concerts, festivals, carnivals and vending machines. The industry was made more attractive because of the famous artists that the companies hire for advertisements. There was also an expansion of target markets, and an increase in new entrants, which made the industry seem appealing to others. The regulations and policies that the government implemented made the industry less attractive due to the products’ faults being exposed to the public. The growing concern of people about health associated with their consumption also made the industry less attractive. For example, caffeine in energy drinks, mixture of alcohol and energy drinks, melatonine hormone in relaxation drinks, and use of Kava and unapproved valerian roots as food additives. The drivers of change, however, will unlikely alter the attractiveness of the alternative beverages for the next years because large producers of this industry would rely on product innovations and acquisitions to increase sales and market shares. But individual and collective effect of industry drivers of change will likely affect the attractiveness of the industry. 4. What does your strategic group map of the energy drinks, sports drink, and vitamin-enhanced beverage industry look like? Which strategic groups do you think are in the best positions? The worst positions? PepsiCo, Coca-Cola, Red Bull GmbH, and Hansen Natural Corporation are strategic groups that are in the best positions because they have already established a market position and they hold most of the market share in the alternative beverage industry. They also account for most of the sales in the industry and they have conquered not just US but also Europe and some parts of Asia and America. Living Essentials, Vacation in a Bottle, Dream Water or Drank are strategic groups that are in the worst positions. This is due to the small number of consumers that they have and policies implemented by the government hinder their expansion. Though Living Essentials lead the development of energy drinks, they did not expanded their market thus other companies took advantage of the opportunity. 5. What key factors determine the success of alternative beverage producers? The four key factors that determine the success of alternative beverage producers: (1) access to distribution, (2) innovating product skills, (3) image, and (4) sufficient sales volume. The first one is access to distribution, which is regarded as the most important industry success factor due to the fact that most brands of energy drinks/alternative beverages cannot achieve good sales volumes and market shares unless they are widely available in stores, and there are also far too many brands for all to be included on store shelves. Popular brands that enjoyed first mover advantages such as Red Bull and 5-Hour Energy and brands offered by Coca-Cola and PepsiCo were assured of consistent access to distribution. The second factor is innovating product skills. By definition, alternative beverages were different from traditional beverages based upon product innovation. Moreover, continuing product innovations were essential to developing additional volume gains from line extensions and the entry into new categories like energy shots. The third one is image, which was also a critical factor in choosing a brand of customers. The image presented by the product’s name and emphasized in advertisements, endorsements, and promotions created demand for one brand over another. Brand image was also a result of labels and packaging that alternative beverage consumer found appealing. Small producers with poor image building capabilities found it difficult to compete in the industry unless the product enjoyed a first-mover advantage similar to that achieved by 5-Hour Energy. Finally, sufficient sales volume to achieve scale economies in marketing expenditures is also an important driver. Successful alternative beverage producers were required to have sufficient sales volumes to keep marketing expenses at an acceptable cost per unit basis. 6. What recommendations would you make to Coca-Cola to improve its competitiveness in the global alternative beverage industry? to PepsiCo? to Red Bull GmbH? Coca Cola * Increase alternative beverage drink brand awareness in Europe and capture its market * Grow infrastructure in Africa. * Continue to budget and implement their â€Å"2020 vision† corporate strategy * Enhance product line and innovation PepsiCo * Focus on current energy drink line * Continue to promote their tea and juice-energy lines * Offer different sized cans for current energy drink lines of No fear and Amp * Proceed to distribute Rockstar energy drinks and strengthen their alliance with them RedBull * Expand product line while focusing on market penetration in South America * Branch out with additional lines of alternative beverages * Continue to promote brand.

Psychology and Behavior

1. Abstract The research area is classroom management, and specifically dealing with student’s behavior problems in a real classroom situation. It is universally recognized that the teacher is the key person in an education system and a well-managed classroom can provide an exciting and dynamic learning experience for everyone involved. The main objective of the research is to identify approaches for managing student behavior in order to apply valuable ways to achieve effective and positive classroom management.The present research was cross-sectional, and researcher used this type of research because it can be both qualitative and quantitative. Researcher hence endeavors to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. 2. Introduction Statement of the research is â€Å"Student Behavior Problems† The present research was cross-sectional as the researcher focuse d on one particular point. The major advantage of cross-sectional research is that data can be collected from different type of people in a short time period.The researcher used this type of research because it can be both qualitative and quantitative. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. The researcher used the questionnaire survey and classroom observation as research tool. 2. 1. Research Problem How should a teacher deals with students’ behavior problems in a practical classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research.Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained.Non-probability sampling is best suited for a small scale survey. It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classro oms.The total number of sample population was 60 students. Age of the students was 12-13 years old. Next chapter talks about the literature review. 3. Literature Review 3. 1. What Is Classroom Management? Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes some to leave teaching altogether. Canter. 1997) Teachers feel overwhelmed and â€Å"powerless† in dealing with behavior problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was sufficient to shape up a classroom. â€Å"Misbehavior,† as Doyle contends, â€Å"is any action by one or more students that threatens to disrupt the activity flow or pull the class toward a program of a ction that threatens the safety of the group or violates norm of appropriate classroom behavior held by the teacher, the students, or the school's staff† (Doyle, 1986; p. 396). 3. . The Emphasis in Classroom Management 3. 3. Influences on Classroom Management: According to Emmer and Stough (2001), some studies have used student achievement or attitude as outcomes. But most classroom management research today has been concerned with identifying how teachers bring about student engagement with each other and limit the disruptions in the classroom. The following account will summarize the work of some important behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1.Burrhus Frederick Skinner Burrhus Frederick Skinner's philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) emphasized his research on how the organism learns, regardless of its inherited potential, regardless o f its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for good behavior and ignoring or punishing wrong behavior, students would come to understand how to behave in a classroom environment. . 3. 2. William Glasser Glasser's Reality Therapy (Emmer and Stough, 2001) stressed the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making value judgments about their behavior. By making value judgments, students would come to realize the importance of â€Å"good† choices in behavior and continue to make them again in the future. Therefore, students were taught the difference between a â€Å"good judgment†, and a â€Å"bad judgment.In today's classrooms, rewards are given for â€Å"good choices† and consequences are given for â€Å"bad choices†. This process t is used to promote good behavior and diminish bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in substantial classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson characteristics, including, wittiness, smoothness, momentum, overlapping and group alerting.These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a time. Kounin (Conte, 1994) thought teachers who could be that â€Å"aware† would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslow's research on hierarchy of needs has also influenced effective classroom management. Helping students meet their own needs is of the utmost importance to enhance student learning opportunities and to maintain teacher longevity in the classroom.Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of motivation theory, has suggested that there is a definite order in which individuals attempt to satisfy their needs. Maslow had declared there is an â€Å"order-of-importance† that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students' basic needs and the order which those needs must be met to produce well balanced members of society. 3. 4. Role of Teacher as Classroom Manager:According to Honeyford (1982) a major limiting factor in any classroom is the teacher; not only do his character, personality and competence play a large part in determining the atmosphere of the lesson, the sort of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teacher also performs a key role in influencing the pupils’ view of himself and the sort of progress he/she makes. Successful classroom manageme nt has been defined as producing a high rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).Well-managed classrooms did not result from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management skill Academic learning time in the classroom has emerged as an important variable. Studies have shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. Even how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficiently you have your lessons, how long you take to get started, how you handle digressions, off-task behavior, discipline and how you handle transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. Seating arrangement Arrangements of space and furniture in ways that bunch students together or obstruct the teacher’s view make it more diff icult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture.Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arranged so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tables can be arranged in a variety of ways; light and temperature can be increased or decreased. 3. 4. 3. Discipline in the classroomCallahan (1996) asserts that the best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to create an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or before the school year begins. Rules are best if they are few in number, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the first day of school. 3. 4. 4.Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful: †¢Deal with the present, current problem immediately, not with the past instances of the student misbehavior. †¢Talk to the student directly, instead of talking about him with others. †¢Don’t be harsh and provoked. Stay calm and address firmly. Anger, empty threats and physical handling must be avoided. †¢If the student’s misbehavior is impeding the teacher in teaching, â€Å"1statements† be used by explaining to the student why you are upset by his behavior. 3. 4 . 5. Exhibit Assertive BehaviorAssertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teacher’s display assertive behavior in the classroom when they: †¢Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students. †¢Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nation ally in Pakistan, not only in the classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or â€Å"classroom incivilities† include: †¢Lateness or leaving early †¢Side conversations †¢Disregard for deadlines Grade grubbing †¢Sniping remarks †¢Cheating These behaviors are not just instructors’ pet peeves; they have real costs including: †¢Distracting other students and instructor in class †¢Reducing student participation †¢Lowering other students' and instructor’s motivation in or out of class †¢Affecting fairness in grading †¢Using instructor time unproductively †¢Feeling disrespected as a fellow learner or authority figure 3. 6. Possible Causes: In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by s eeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students don't hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . Avoidance of Failure Wanting to avoid repeated failure, some students appear to be discouraged and helpless. This phenomenon, described as â€Å"learned helplessness† by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. `3. 7. Possible Strategies: Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at the outset. â⠂¬ ¢Make good use of the first day of class.Use the first day to create the right climate for productive interaction. †¢Allow student participation in setting ground rules. Having students participate in setting the rules for classroom behavior and interaction 3. 7. 2. Decrease anonymity †¢Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. †¢Learn and use names consistently and let students know that you are trying to memorize their names in the first weeks. 3. 7. 3. Encourage active learning.Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effectively, students †¢Feel more responsible for coming to class, and coming prepared †¢Pay more attention in class †¢Feel more responsible for their learning. The next chapter deals with research methodology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions: The present study focused on the following two questions: 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How far do the classroom rules have a significant effect on student’s behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population.Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total popu lation of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey.It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total number of sample population was 60 students.Age of the students was 12-13 years old. 4. 3. Research Instruments: The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore.Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Researcher has used licked scale for this, which include five op tions such as strongly agree, agree, neutral, disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided rather than answering in their own words.Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are widely used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students.The researcher visited 5 different schools, and observed the students of Grade 7th in the real classroom situation. Classroom observation as a research and evaluation method can p rovide reliable and valid data on how teachers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what circumstances classroom observation protocols can be used effectively.In the context of the current study special emphasis was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. Ethical Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed consent form was signed by all the participants before the study was started. 4. 6. ProcedureThe researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire s were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have enough time to fill them. 5. Analysis For the coding of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to determine which management techniques and practices were most effective in the classroom in controlling student behavior, based upon critical analysis of the research literature. The aim of the research was to enable students to develop the knowledge, skills and attitudes about classroom management and the objective was to identify approaches for managing student b ehavior.However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eyes of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom. Psychology and Behavior 1. Abstract The research area is classroom management, and specifically dealing with student’s behavior problems in a real classroom situation. It is universally recognized that the teacher is the key person in an education system and a well-managed classroom can provide an exciting and dynamic learning experience for everyone involved. The main objective of the research is to identify approaches for managing student behavior in order to apply valuable ways to achieve effective and positive classroom management.The present research was cross-sectional, and researcher used this type of research because it can be both qualitative and quantitative. Researcher hence endeavors to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. 2. Introduction Statement of the research is â€Å"Student Behavior Problems† The present research was cross-sectional as the researcher focuse d on one particular point. The major advantage of cross-sectional research is that data can be collected from different type of people in a short time period.The researcher used this type of research because it can be both qualitative and quantitative. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. The researcher used the questionnaire survey and classroom observation as research tool. 2. 1. Research Problem How should a teacher deals with students’ behavior problems in a practical classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research.Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained.Non-probability sampling is best suited for a small scale survey. It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classro oms.The total number of sample population was 60 students. Age of the students was 12-13 years old. Next chapter talks about the literature review. 3. Literature Review 3. 1. What Is Classroom Management? Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes some to leave teaching altogether. Canter. 1997) Teachers feel overwhelmed and â€Å"powerless† in dealing with behavior problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was sufficient to shape up a classroom. â€Å"Misbehavior,† as Doyle contends, â€Å"is any action by one or more students that threatens to disrupt the activity flow or pull the class toward a program of a ction that threatens the safety of the group or violates norm of appropriate classroom behavior held by the teacher, the students, or the school's staff† (Doyle, 1986; p. 396). 3. . The Emphasis in Classroom Management 3. 3. Influences on Classroom Management: According to Emmer and Stough (2001), some studies have used student achievement or attitude as outcomes. But most classroom management research today has been concerned with identifying how teachers bring about student engagement with each other and limit the disruptions in the classroom. The following account will summarize the work of some important behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1.Burrhus Frederick Skinner Burrhus Frederick Skinner's philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) emphasized his research on how the organism learns, regardless of its inherited potential, regardless o f its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for good behavior and ignoring or punishing wrong behavior, students would come to understand how to behave in a classroom environment. . 3. 2. William Glasser Glasser's Reality Therapy (Emmer and Stough, 2001) stressed the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making value judgments about their behavior. By making value judgments, students would come to realize the importance of â€Å"good† choices in behavior and continue to make them again in the future. Therefore, students were taught the difference between a â€Å"good judgment†, and a â€Å"bad judgment.In today's classrooms, rewards are given for â€Å"good choices† and consequences are given for â€Å"bad choices†. This process t is used to promote good behavior and diminish bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in substantial classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson characteristics, including, wittiness, smoothness, momentum, overlapping and group alerting.These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a time. Kounin (Conte, 1994) thought teachers who could be that â€Å"aware† would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslow's research on hierarchy of needs has also influenced effective classroom management. Helping students meet their own needs is of the utmost importance to enhance student learning opportunities and to maintain teacher longevity in the classroom.Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of motivation theory, has suggested that there is a definite order in which individuals attempt to satisfy their needs. Maslow had declared there is an â€Å"order-of-importance† that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students' basic needs and the order which those needs must be met to produce well balanced members of society. 3. 4. Role of Teacher as Classroom Manager:According to Honeyford (1982) a major limiting factor in any classroom is the teacher; not only do his character, personality and competence play a large part in determining the atmosphere of the lesson, the sort of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teacher also performs a key role in influencing the pupils’ view of himself and the sort of progress he/she makes. Successful classroom manageme nt has been defined as producing a high rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).Well-managed classrooms did not result from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management skill Academic learning time in the classroom has emerged as an important variable. Studies have shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. Even how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficiently you have your lessons, how long you take to get started, how you handle digressions, off-task behavior, discipline and how you handle transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. Seating arrangement Arrangements of space and furniture in ways that bunch students together or obstruct the teacher’s view make it more diff icult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture.Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arranged so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tables can be arranged in a variety of ways; light and temperature can be increased or decreased. 3. 4. 3. Discipline in the classroomCallahan (1996) asserts that the best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to create an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or before the school year begins. Rules are best if they are few in number, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the first day of school. 3. 4. 4.Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful: †¢Deal with the present, current problem immediately, not with the past instances of the student misbehavior. †¢Talk to the student directly, instead of talking about him with others. †¢Don’t be harsh and provoked. Stay calm and address firmly. Anger, empty threats and physical handling must be avoided. †¢If the student’s misbehavior is impeding the teacher in teaching, â€Å"1statements† be used by explaining to the student why you are upset by his behavior. 3. 4 . 5. Exhibit Assertive BehaviorAssertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teacher’s display assertive behavior in the classroom when they: †¢Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students. †¢Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nation ally in Pakistan, not only in the classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or â€Å"classroom incivilities† include: †¢Lateness or leaving early †¢Side conversations †¢Disregard for deadlines Grade grubbing †¢Sniping remarks †¢Cheating These behaviors are not just instructors’ pet peeves; they have real costs including: †¢Distracting other students and instructor in class †¢Reducing student participation †¢Lowering other students' and instructor’s motivation in or out of class †¢Affecting fairness in grading †¢Using instructor time unproductively †¢Feeling disrespected as a fellow learner or authority figure 3. 6. Possible Causes: In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by s eeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students don't hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . Avoidance of Failure Wanting to avoid repeated failure, some students appear to be discouraged and helpless. This phenomenon, described as â€Å"learned helplessness† by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. `3. 7. Possible Strategies: Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at the outset. â⠂¬ ¢Make good use of the first day of class.Use the first day to create the right climate for productive interaction. †¢Allow student participation in setting ground rules. Having students participate in setting the rules for classroom behavior and interaction 3. 7. 2. Decrease anonymity †¢Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. †¢Learn and use names consistently and let students know that you are trying to memorize their names in the first weeks. 3. 7. 3. Encourage active learning.Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effectively, students †¢Feel more responsible for coming to class, and coming prepared †¢Pay more attention in class †¢Feel more responsible for their learning. The next chapter deals with research methodology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions: The present study focused on the following two questions: 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How far do the classroom rules have a significant effect on student’s behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population.Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total popu lation of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey.It’s far less complicated to set up, less expensive and adequate if researchers don’t intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls’ institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total number of sample population was 60 students.Age of the students was 12-13 years old. 4. 3. Research Instruments: The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore.Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Researcher has used licked scale for this, which include five op tions such as strongly agree, agree, neutral, disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided rather than answering in their own words.Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are widely used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students.The researcher visited 5 different schools, and observed the students of Grade 7th in the real classroom situation. Classroom observation as a research and evaluation method can p rovide reliable and valid data on how teachers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what circumstances classroom observation protocols can be used effectively.In the context of the current study special emphasis was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. Ethical Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed consent form was signed by all the participants before the study was started. 4. 6. ProcedureThe researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire s were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have enough time to fill them. 5. Analysis For the coding of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to determine which management techniques and practices were most effective in the classroom in controlling student behavior, based upon critical analysis of the research literature. The aim of the research was to enable students to develop the knowledge, skills and attitudes about classroom management and the objective was to identify approaches for managing student b ehavior.However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eyes of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.

Chapter 2 Review of Related Literature Sample

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES FOREIGN STUDIES In its broadest sense, impeachment is the process by which public officials may be removed from office on the basis of their conduct. Strictly speaking, it is the decision by a legislature to accuse an official of one or more offenses that warrant removal according to constitutional standards. A vote to impeach then triggers a trial based on those charges. The most famous impeachment proceedings have involved presidents, but every state has its own procedures. Most follow the federal model in general, but vary widely in their specifics.At the federal level, impeachment starts in the House of Representatives, where members may initiate resolutions to impeach a sitting president. The House Judiciary Committee decides if a resolution merits a formal impeachment inquiry. A simple majority vote in the full House can launch a formal inquiry. The House Judiciary Committee conducts an investigation to determine if allegations against a president warrant charges, or articles of impeachment. If a simple majority of the full House votes to charge a president with at least one article of impeachment, that indictment will move to the Senate for trial.At that point, the president has been â€Å"impeached† by the House. House members act as or appoint congressional prosecutors. The chief justice of the Supreme Court presides over the trial in the Senate chamber. A two-thirds vote is required to convict and remove from office. The U. S. Constitution states that, â€Å"The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high Crimes and Misdemeanours. † (Article II, Section  ). The House of Representatives has impeached two Presidents: Andrew Johnson and Bill Clinton.Johnson was charged in 1868 with eight articles of impeachment, but was acquitted by a single vote in the Senate tri al (depicted in the above engraving). Bill Clinton was charged with four articles of impeachment by the House in 1998, but was acquitted by the Senate early the next year. Richard Nixon resigned in 1974 before a final vote in the full House could send him to trial on three articles of impeachment. Each state constitution outlines a unique impeachment procedure, including variations on the list of impeachable offenses, protocol for an impeachment trial and the body responsible for an initial investigation.According to the Associated Press, seven governors in U. S. history have been removed from office following impeachment proceedings. The National Conference of State Legislatures said that a longer list would include states that have investigated governors for alleged offenses, voted to impeach a governor ahead of a trial, or held trials that resulted in acquittal. The only governor to be removed from office in the last 80 years was Gov.Evan Mecham of Arizona, who was convicted in 1 988 of obstructing justice and misusing $80,000 in state money that he was charged with funnelling to his car dealership to keep it afloat. In January 2008, the Illinois House of Representatives voted 114-1 to impeach Gov. Rod Blagojevich for abuse of power in connection with the federal investigation that had led to his arrest the month before. Mr. Blagojevich was charged with trying to sell the Senate seat vacated by Barack Obama and with seeking to extort campaign contributions in return for official actions, including providing reimbursement to a hospital.Following the process that has been generally adopted by state legislatures in recent decades, the Illinois House created a special investigative committee, which made a recommendation in favor of impeachment to the entire body. In all states except Alaska, Nebraska and Oregon, the House votes on articles of impeachment ahead of a trial. In Alaska, the process is reversed, according to The Book of States. That state's Senate mu st impeach a governor by voting on impeachment articles in order to initiate a trial in the House. Nebraska is the only state with a unicameral legislature.Without a state House, the Nebraska Senate votes to impeach before passing articles on to the state Supreme Court for a trial. Oregon is the only state without constitutional provisions for impeachment of a governor or other executive and judicial officers, according to the NCSL. Those officials may be removed from office, but not by the state's legislature. State courts in Oregon may try public officials for criminal offenses, but the procedure depends upon the jurisdiction of a crime. LOCAL STUDIES Section 1, Article XI of the 1987 Constitution declares that â€Å"Public office is a public trust.Public officers and employees must at all times be accountable to the people, serve them with utmost responsibility, integrity, loyalty, and efficiency, act with patriotism and justice, and  lead modest lives. â€Å"   These words echo loud and clear today as our country’s leaders find themselves at the brink of conducting this constitutional process. Impeachment has been defined as a national inquest into the conduct of public men. It is a necessary safeguard to ensure that public officers have the moral fitness and integrity to fulfil their mandate.The provisions on impeachment are enshrined in Article XI of the 1987 Constitution. Under the Constitution only the following public officers may be impeached: The President, Vice-President, the Members of the Supreme Court, the Members of the Constitutional Commissions, and the Ombudsman. This list of officers is exclusive. All other public officers and employees may be removed from office as provided by law, but not by impeachment. The grounds for impeachment are: culpable violation of the Constitution, treason, bribery, graft and corruption, other high crimes, or betrayal of public trust.These grounds are exclusive and offenses not falling within these parameters shall not be sufficient for impeachment purposes. The process begins at the House of Representatives, which has the exclusive power to initiate all cases of impeachment. A verified complaint must be filed by either a Member of the House of Representatives or by any citizen upon a resolution of endorsement by any Member thereof. Once the verified complaint has been filed it shall be included in the Order of Business within ten session days, and referred to the proper Committee within three session days thereafter.The Committee, after hearing, and by a majority vote of all its Members, shall submit its report to the House within sixty session days from such referral, together with the corresponding resolution. The resolution shall be calendared for consideration by the House within ten session days from receipt thereof. In the committee hearings, a vote of at least one-third of all the Members of the House shall be necessary either to affirm a favourable resolution with th e Articles of Impeachment of the Committee, or override its contrary resolution.The vote of each Member shall be recorded. If however, the verified complaint or resolution of impeachment is filed by at least one-third of all the Members of the House, the same shall constitute the Articles of Impeachment, and trial by the Senate shall forthwith proceed. The Senate has the sole power of sole power to try and decide all cases of impeachment. When sitting for that purpose, the Senators shall be on oath or affirmation. When the President of the Philippines is on trial, the Chief Justice of the Supreme Court shall preside, but shall not vote.No person shall be convicted without the concurrence of two-thirds of all the Members of the Senate. The person impeached shall be  removed from office  and shall be  disqualified to hold any office under the Republic of the Philippines, but the party convicted shall nevertheless be liable and subject to prosecution, trial, and punishment accord ing to law. It is clear that the liability does not end at the Senate, the person impeached shall also be held for appropriate action as a result of his illegal and improper acts.