A Revolution of the Distressed Essay -- Shining Path Peru Peruvian His

A Revolution of the Distressed      The world today is confronted with numerous obstructions concerning all the people groups of the world. The issues run from globalization to the condition of nature with each political, monetary, and human enthusiasm lying in the middle. It is these human interests that will be exposed by looking at the transformations of the Incan indigenous start in the early piece of the twentieth century. Running corresponding to their North American neighbors, the local people groups of Peru have lived in genuinely impecunious conditions as the aftereffect of ethno racial segregation gave them by their pilgrim occupiers; Spanish speakers. These upsets, to be specific Shining Path, would in the end characterize the hole between the rich and poor people, the first and third universes, and those people groups battling with the impacts of a customary world falling under the control of innovation. Tragically Shining Path, the prevailing progressive association, would be broadly viewed as a fear monger association rather than a freedom development. This adverse demeanor toward Shining Path can be legitimately credited to their deception of these local people groups and furthermore to their style of fighting which has made Shining Path the extraordinary case of a philosophy wandered off-track; leaving the expectations of its devotees and the destiny of the Peruvian individuals in the residue and rubble of its ruinous wake. While the constituents of left and traditional ideological groups would fight each other for both force and influence all through the principal half of the twentieth century, neither finish of the ideological range would successfully realize change as to the interests of the local Peruvian people groups. This is expected generally to some extent to the underestimation of left wing parties because of their own military shortcoming and furthermore the altogether lack of interest with respect to moderates to make genuine, or even subjective, changes to early constitutions. The rule of President Augusto B. Leguia came to characterize the initial thirty years of Peruvian legislative issues in the twentieth century. Leguia administered as a run of the mill conservative; his monetary plans overwhelmingly profited the states oligarchic class, leaving activity in light of a legitimate concern for the local Incan populaces to a base. Indeed, treatment of this segment of the populace was close to sub-human in nature. Socially, he made endeavors to join in... ...1992. Degregori, Carlos Ivan â€Å"The Conquest that Failed: The War for the Center-South† Sparkling and Other Paths: war and society in Peru, 1980-1995. Ed. Steve J. Harsh. Duke University, 1998. Nerve, Norman â€Å"Peru: The Master is Dead† 1971 Ed. Steve J. Harsh. Duke University, 1998. Gorriti, Gustavo. â€Å"Statement of Gustavo Gorriti, Senior Associate, Carnegie Endowment for International Peace.† P 19-24 The Shining Path After Guzman: The Threat and the International Response. Congressional Hearing U.S. Government Printing Office, Washington 1992. McClintock, Cynthia â€Å"Prepared Statement of Cynthia McClintock, Professor of Political Science, George Washington University.† P 25-27 The Shining Path After Guzman: The Threat and the International Response. Congressional Hearing. U.S. Government Printing Office, Washington 1992. Smith, Michael L. â€Å"Taking the High Ground: Shining Path and the Andes† The Shining Path Of Peru. Ed. David Scott Palmer. St. Martins Press, New York. 1992. Harsh, Steve J. Sparkling and Other Paths: war and society in Peru, 1980-1995. Duke University,  â â â â 1998. Solid, Simon Shining Path: Terror and Revolution in Peru. Times Books Random House. 1992. A Revolution of the Distressed Essay - Shining Path Peru Peruvian His A Revolution of the Distressed      The world today is confronted with numerous impediments concerning all the people groups of the world. The issues go from globalization to the condition of the earth with each political, monetary, and human enthusiasm lying in the middle. It is these human interests that will be uncovered by looking at the transformations of the Incan indigenous start in the early piece of the twentieth century. Running corresponding to their North American neighbors, the local people groups of Peru have lived in genuinely impecunious conditions as the aftereffect of ethno racial separation gave them by their provincial occupiers; Spanish speakers. These transformations, to be specific Shining Path, would in the long run characterize the hole between the rich and poor people, the first and third universes, and those people groups battling with the impacts of a customary world falling under the control of advancement. Tragically Shining Path, the prevailing progressive association, woul d be broadly viewed as a fear based oppressor association instead of a freedom development. This adverse disposition toward Shining Path can be legitimately ascribed to their deception of these local people groups and furthermore to their style of fighting which has made Shining Path the incredible case of a philosophy gone off to some far away place; leaving the expectations of its devotees and the destiny of the Peruvian individuals in the residue and rubble of its ruinous wake. While the constituents of left and conservative ideological groups would fight each other for both force and influence all through the main portion of the twentieth century, neither finish of the ideological range would viably achieve change concerning the interests of the local Peruvian people groups. This is expected to a great extent partially to the underestimation of left wing parties because of their own military shortcoming and furthermore the through and through lack of interest with respect to traditionalists to make genuine, or even self-assertive, changes to early constitutions. The rule of President Augusto B. Leguia came to characterize the initial thirty years of Peruvian governmental issues in the twentieth century. Leguia administered as an ordinary conservative; his monetary plans overwhelmingly profited the states oligarchic class, leaving activity in light of a legitimate concern for the local Incan populaces to a base. Actually, treatment of this part of the popul ace was close to sub-human in nature. Socially, he made endeavors to join in... ...1992. Degregori, Carlos Ivan â€Å"The Conquest that Failed: The War for the Center-South† Sparkling and Other Paths: war and society in Peru, 1980-1995. Ed. Steve J. Harsh. Duke University, 1998. Nerve, Norman â€Å"Peru: The Master is Dead† 1971 Ed. Steve J. Harsh. Duke University, 1998. Gorriti, Gustavo. â€Å"Statement of Gustavo Gorriti, Senior Associate, Carnegie Endowment for International Peace.† P 19-24 The Shining Path After Guzman: The Threat and the International Response. Congressional Hearing U.S. Government Printing Office, Washington 1992. McClintock, Cynthia â€Å"Prepared Statement of Cynthia McClintock, Professor of Political Science, George Washington University.† P 25-27 The Shining Path After Guzman: The Threat and the International Response. Congressional Hearing. U.S. Government Printing Office, Washington 1992. Smith, Michael L. â€Å"Taking the High Ground: Shining Path and the Andes† The Shining Path Of Peru. Ed. David Scott Palmer. St. Martins Press, New York. 1992. Harsh, Steve J. Sparkling and Other Paths: war and society in Peru, 1980-1995. Duke University,  â â â â 1998. Solid, Simon Shining Path: Terror and Revolution in Peru. Times Books Random House. 1992.

Financial Analysis of Capilano Honey Limited Case Study

Money related Analysis of Capilano Honey Limited - Case Study Example The principle contender of Capilano Honey Limited is Bega Cheese Limited, which is occupied with delivering both normal and handled cheddar items. Bega Cheese Limited arrangements in dairy items, kids eating and healthful powders. The segments which are important to survey the serious qualities of an organization are income, EBITDA (income before premium, expense, deterioration, and amortization), benefit when charge, net resources and profit per share. The income of Capilano Honey Limited for the year 2014 was $86,003 just (Capilano, 2014), though Bega Cheese Limited gives income of $1,069,392 in 2014. The expanded income of the contender demonstrates that Bega Cheese Limited is effectively dealing with its business activity and thus, they can produce more income than Capilano Honey Limited. The EBITDA of Capilano Honey Limited was $9,054 and that of Bega Cheese Limited was $122,506 in 2014 (Bega Cheese, 2014). EBITDA gives a thought of center productivity position of an association . As EBITDA of CZZ is not exactly Bega Cheese Limited, it mirrors that the working gainfulness of the organization isn't on a par with its rival (Kaplan and Atkinson, 2015). In this manner, CZZ needs to improve its working benefit position to keep up its situation in the market. Contrasting the benefit before charge (PBT) and benefit after expense (PAT) of both the organizations, it has been broke down that the PBT of CZZ was $6,490 and that of Bega Cheese Limited was $93,580 in 2014 (Bega Cheese, 2014).

How to Cope When Your Spouse Is Gay

How to Cope When Your Spouse Is Gay Relationships Spouses & Partners Marital Problems Print How to Cope When Your Spouse Is Gay By Sheri Stritof Sheri Stritof has written about marriage and relationships for 20 years. Shes the co-author of The Everything Great Marriage Book. Learn about our editorial policy Sheri Stritof Updated on November 18, 2019 GlobalStock/Getty Images More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse Youve had your suspicions. Maybe your normal sexual appetite is considered by your mate to be excessive, or your spouse doesnt want to have anything to do with you sexually and acts repulsed by sexual activity. Maybe your partner becomes more and more secretive and moody and you notice him or her looking at people of the same sex in a different way. Then you discover the truth: your spouse or partner is gay or bisexual. As your world turns upside down, and as your partner comes out, you find yourself reeling. You feel alone, isolated and ashamed. Statistics Concerning Mixed Orientation Couples Mixed orientation couples are those in which one member in a relationship is either gay, lesbian, bisexual, or transgendered. According to one study, there are up to 2 million mixed-orientation couples.?? When the gay, lesbian, or bisexual partner comes out, a third of the couples break up immediately; another third stay together for one to two years and then split; the remaining third try to make their marriages work. Of these, half split up, while the other half stay together for three or more years.?? Key Issues Facing a Straight Spouse Theres no question that learning your partner is gay or bisexual can be traumatic for the straight person in the relationship. Among the things you may be feeling are: Sexual rejectionDamaged sexual self-esteemWondering things like what did I do to cause this? or am I not masculine/feminine enough?Low self-image and a high level of self-doubtConcern about the children. How will they handle the news? How will it influence them to have a gay parent?Feeling like your beliefs have been shattered after living a lieConfusion about the relationship or marriage and whether it is worth savingFear of having your family torn apartHurt over being violated and lied toRage, bitterness, fear, shock, despair, devastation, repulsion, hurt and angerAnxiety about whether your partner or spouse has been unfaithfulShame, secrecy, and a fear of lack of acceptanceFear of having been exposed to or having contracted sexually transmitted diseases including HIV Things to Do and Not to Do Do Decide what you both can and cannot live with. Accept that it takes two to make a marriage. Get checked immediately for sexually transmitted diseases, whether or not your partner admits to any sexual infidelity. Take care of yourself as you go through the grieving process. Your relationship has changed. Try to accept this reality and move forward. Be careful how you tell your children. You may need professional guidance to deal with this. Its important for them to feel loved and secure and to know theyre not to blame for the situation. Don't Isolate yourself. Seek out a support group or professional help. Assume your marriage is over. Some straight/gay marriages are happy unions. However, studies show that out of 15 percent of couples who try to make it work, only about 7 percent make it over the long term. Blame yourself for turning your partner gay. No one can turn someone else gay. Let the years of deception and the sense of betrayal take away from the good times and the positive memories. A Word From Verywell Although the trauma of being a straight spouse or partner can be overwhelming, it is important to realize that the situation you find yourself in is not your fault. The first year will probably be the toughest as you sort out complicated feelings and decide how to move forward. These decisions may mean the end of your marriage. Some couples stay married and some dont. Moving on and letting go will take time and a willingness to forgive.

Various Policies Of The Us Government Toward Native...

History 17B Midterm #1 Zack Jodry History 17B Professor Pritchard March 10th, 2015 Jodry 2 Part One: Explain the various policies of the US government toward Native American tribes, 1870-1890. Give concrete examples of these policies and various tribal responses to US government actions. America’s Gilded Age. A time where in the span of 20 years, a major amount of progress has made its way to our young nation. The Statue of Liberty made its debut on October 1886, Railroads became a new way of economic power and transportation of goods, and almost everyone moved out west to seek new lives with the hopes of fortune in mind. However, with America expanding and renovating itself after the end†¦show more content†¦It was the beginning of the end not only for the homes of the natives, but their lifestyles would be changed too. â€Å"The federal government pressed forward with its assault on Indian culture. The Bureau of Indian Affairs established boarding schools where Indian children, removed from the â€Å"negative† influences of their parents and tribes, were dressed in non-Indian clothes, given new names, and educated in white ways.† Life would become increasingly difficult for our original settlers. But it was either conform to the †Å"American† society or worse be removed completely. In 1887, The Dawes Act was issued by President Grover Cleveland in hopes of dividing every Indian land and selling it into smaller forms offering their own private property which was then auctioned off by white Americans. â€Å"Indians who accepted the farms and â€Å"adopted the habits of civilized life† would become full fledged American citizens.† Many Indian men, women, and children had to leave their previous lives behind in order to have some sort of freedom. This meant cutting their hair short, wearing non traditional tribal clothing, and practicing christianity. However, few Indians were respected as American citizens because many of them couldn’t give up

Taking a Look at Capitalism - 581 Words

Capitalism is an economic system where goods and services are created for profit using privately owned goods and wage labor. The owners of these capital goods will employ wage labor to generate commodities with the aim of acquiring a personal profit. The owners, or the designated managers of these owners, make the majority of the business decisions and receive profit and other property revenue, including rent, interest, and dividends. Capitalism usually yields significant economic growth and inequality. Capitalisms foundational manifesto is usually accreditted to be Adam Smiths 1776 book Inquiry into the Nature and Causes of the Wealth of Nations, even though Smith based his work on mostly older concepts. It has in actuality been the dominant economic system in certain places of Europe since the 1600s. A naturally expansionary system from its earliest years, capitalism has infiltrated into most countries in the world. It has grown very unevenly; in some places it has been a strong instrument of growth and industrialization—as in the majority of Europe, the United States, and Japan—but has, on the other hand, left other places of the world struggling financially and underdeveloped. Wherever capitalism has been implemented thoroughly, it has been and remains to be a powerful system for both positive and negative results. Globalization, the product of the fast-rising movement of capital all over the world, offers opportunities for large and expanded profits and low-cost goodsShow MoreRelatedThe Financial Crises Of 20081701 Words   |  7 Pagessome it has been beneficial for others dire. Many people no longer have faith in the ‘capitalism that presents itself as a gospel of salvation’ (comaroff review, find) and are embracing alternatives to lassaire faire capitalism. 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The Theory of Plato’s Ideas Free Essays

Does Plato Believe There can ever be a Just Society In answering this question I first need to describe what a just society would consist of. A perfect state can only be lead under perfect conditions. Civil Society would be a better name for this state. We will write a custom essay sample on The Theory of Plato’s Ideas or any similar topic only for you Order Now A just state would be made up of three parts. First, a state is a structure with parts that work together like an organism. If the parts do not work well together then the whole thing breaks down. It must have virtues, voices, it can be wise and brave. The state must have everyone performing there jobs to their best ability. For a state to be just the people within the state must also be just. A man is just when he has a well ordered soul because then you will do the right thing by performing good and just actions. A soul must be allowed to perform its proper function. In a state you cannot define justice by a man because a man can decay into ugliness. Instead you must define justice based on forms. Plato says that the forms are eternal and ever lasting. What constitutes an unjust society is a lack of knowledge. So ignored to create a just society we must educate people. The society must be well rounded in their education for if they are not they will have problems in society. A society must be fit, participation in athletics, they need to be sensitive to prose poetry, and have knowledge of mathematics and science. Education can not be on specialties, but everything mind, spirit, and body. Having a well rounded education will help people to communicate in all areas. The more you know in many different areas the better over all communication a society has. One of the reason there are inequalities in a society is due to lack of knowledge. Everyone in the society must to some extent be a philosopher because they seek education and knowledge. A just society must also have a just ruler. A just ruler would need to be a philosopher, he would have to offer honest leadership which reflects the will and knowledge of society. A perfect society must have temperance, knowledge, and wisdom. In justices occur because of a lack of knowledge resulting in greed. In order to get rid of injustice everyone in the society must be educated starting at birth. Women and men need to be equally educated in a well rounded fashion in order to promote a just society. In asking if this society could ever work the answer is no. The only way it could work is if all of society is willing to accept knowledge and work hard for education. Even though there is no such thing as a truly unjust society a totally just society will never happen until people are willing to work for it. Another reason there can never be a perfectly just society is because everyone†s perception of just is different. We know that the idea of justice is there, but to explain it to where everyone agrees to the idea would be hard to achieve. However, in trying to find true justice the society becomes stronger and more just. Expressing individuality that benefits or hurts a society however, reflects assertiveness, incentive, thought, and creativity, which strengthens the society. If a society ever got to the point of being just, the society would no longer have greed, drive for a better life, it would not have poverty or wealth. The society would just stop. There would be no more invention, growth, or change. The only change from Plato†s time to ours is technology. We are still searching for the perfect government, the question of who is better than who is still asked, and education is still a major principle to whether or not you are successful. How to cite The Theory of Plato’s Ideas, Papers

THE EARTH SUN AND OTHER STUFF Essay Example For Students

THE EARTH SUN AND OTHER STUFF Essay WHAT CAUSES DAY AND NIGHT ON EARTH? AT THE EQUATOR EARTH ROTATES AT A SPEED OF 1600 KPH (KILOMETERS PER HOUR) IT TAKES EARTH 24 HOURS TO ROTATE ONCE ON ITS AXIS SO THE AMOUNT OF TIME ON EARTH TAKES TO COMPLETE ONE ROTATION IS A DAY,ONE ROTATION ONE DAY 24 HOURS LONG GOT IT? AS EARTH ROTATES PART OF IT FACES THE SUN AND THE OTHER DOES NOT MAKING THAT SIDE NIGHT AND THE PART FACING THE SUN DAY, SO IF IT TAKE THE EARTH TO ROTATE ON ITS AXIS IN 24 HOURS THERE WOULD BE 12 HOURS DAY AND 12 HOURS NIGHT , FROM SUNRISE TO SUNSET GOT THAT? A YEAR ON EARTH IS 365.26 DAYS WOWIE! IT SURE DOESNT FEEL LIKE THAT MANY DAYS BUT I GUESS IT WOULD TAKE THAT LONG TO MAKE A COMPLETE ROTATION AROUND THE ENORMOUS SUN, HOW ENORMOUS 1.35 KILOMETERS IN DIAMETER , 1 MILLION EARTHS COULD FIT INSIDE IT,BUT IF YOU THINK THE SUN IS HOLLOW OH BOY YOU WRONG THERE IS FOUR LAYERS OF THIS BIG BALL OF HOT BURNING GAS WHICH THEY ARE CALLED THE CORE WHICH IS THE CENTER OF THE SUN,THE PHOTOSPHERE WHICH IS THE INNERMOST LAYER ,THE CHROMOSPHERE WHICH IS THE LAYER BELOW THE CORONA,AND LAST BUT NOT LEAST THE CORONA THE OUTERMOST LAYER OF THE SUN. We will write a custom essay on THE EARTH SUN AND OTHER STUFF specifically for you for only $16.38 $13.9/page Order now YOU MIGHT KNOW OF THE AURORA WHICH IS BANDS OF SHIMMERING COLORED LIGHT WHICH IS CAUSED BY SOLAR WIND PARTICLES AND THE PARTICLES FROM THE SUN COLLIDING WITH THE EARTHS MAGNETOSPHERE MAKING A BEAUTIFUL DANCE OF LIGHTS.GALILEO GALILEI WAS THE FIRST PERSON TO LOOK AT THE MOON WITH HIS TELESCOPE,HE SAW HIGHLANDS, MOUNTAIN RANGES ON THE MOON,HE SAW BROAD LOWLAND PLAINS WHICH HE CALLED MARIA A LATIN WORD FOR SEAS SINCE HE THOUGHT IT WAS WATER THE DARK AREAS HE SEEN.HE ALSO SAW RILLES -ACTIVE VOLCANOES ,OR LONG VALLEYS.

Fish Cheeks vs. Its Hard Enough Being Me

Fish Cheeks vs. Its Hard Enough Being Me In the new wave of globalization, movement across borders has become the norm. Most importantly, children often find themselves in unfamiliar territories when their parents relocate to other countries. In such situations, they experience cultural identity confusion as they try to redefine their identity amidst conflicting cultures. However, while redefining identity may attract challenges for adults, it is quite daunting for children and youths; since they are already struggling with developmental identity crisis.Advertising We will write a custom essay sample on â€Å"Fish Cheeks† vs. â€Å"It’s Hard Enough Being Me† specifically for you for only $16.05 $11/page Learn More On the same note, Amy Tan â€Å"Fish Cheeks† and Anna Raya â€Å"It’s Hard Enough Being Me† essays explore the subject of cultural identity struggle from the perspective of young people, who find themselves at cultural cross-roads in foreign soils . Against this milieu, this essay will provide a critical analysis of the two essays in an attempt to bring out the similarities and differences therein. To begin with, Raya finds herself in New York in pursuit of a university degree at the Columbia University. While here, she undergoes an array of conflicting experiences as she tries to redefine her identity amidst numerous occasions of misidentification. Although Raya has always identified herself with her Mexican and some Puerto Rican roots, she is thrown into identity confusion when her peers regard her as a â€Å"Latina† (Raya 1010). Due to this label, peers expect her to have a grasp of Spanish language, know how to dance salsa, and be knowledgeable about Mexican history. However, Raya confesses that she knew none of those things (Raya 1010). Correspondingly, in ‘’Fish Cheeks† Tan exposes the struggle she endured while growing up in America as a Chinese teenager. Tan was always embarrassed about her background, and to some extent she perceived her traditional family as primitive (Raya 102). During teenage, individuals are always struggling with identity issues. Consequently, these two stories clearly depict that for young people, redefining identities in multicultural surroundings can be quite strenuous. On the same note, isolation and loneliness themes are constantly featured in these two stories. When circumstances compel Raya and Tan to grow up alongside white American culture, the feelings of isolation becomes inevitable. Raya (1010) confesses that her peers expected her to exhibit some aura of â€Å"Latin-ness’’. Similarly, Tan avoids interacting with her peers because she is embarrassed of her Chinese roots. As a result, she avoided situations that could compel her to reveal her ‘tainted’ culture. (Tan 102). Although Tan’s embarrassment can be attributed to teenage-hood issues; she clearly confesses that she wished she had ‘a slim American nose’ that would enable her to be regarded as a Native American (Tan 102). Noticeably, the two authors do not mention about their interaction with people outside their respective culture. Obviously, this insinuates that identity crisis is coupled with feeling of loneliness.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, isolation as a result of cultural identity disparities is clearly accentuated in â€Å"It’s Hard Enough Being Me.† The above title indicates that cultural identity is a complex phenomenon that is often challenging to most people. However, it becomes even harder when one is forced to coexist with individuals who portray little or no element of cultural empathy. Raya feels isolated because her peers associate her with a culture she knows little about. Interestingly though, after a long struggle with cultural identity confus ion, Raya and Tan successfully reconciles with their rich heritage. Eventually, Raya realizes that trying to conform to the American culture only brought pain, loneliness and unhappiness to her life. Therefore in order to eliminate feelings of inadequacy and unhappiness, she decides to pass herself off as a woman with a rich heritage rather than trying to imitate American culture (Raya1011). Contrastingly, the protagonists in these two stories portray some element of diversity. Although Ray is caught up between cultural identity dilemmas, she is not embarrassed with her past. As a matter of fact, she is angered because her peers do not seem to understand the difference between her Mexican/ Puerto Rican and Latina background. Her only concern is that she is associated with a culture she knows little about. Contrastingly, Tan perceives her Chinese background as embarrassing. She is embarrassed about the way her family celebrates Christmas. Most importantly, when her parents invite a w hite family for Christmas dinner, she is angered because she assumes that they would definitely find their Chinese meals and mannerism disgusting (Tan 103). She confesses that she wished to ‘disappear’ rather than undergo those ‘embarrassing’ moments, when minister’s family would interact with their â€Å"shabby† culture (Tan 103). The above analysis depicts that unlike Raya, Tan wished to be regarded as an American instead of being associated with Chinese roots, which she perceived as embarrassing and primitive. In a nutshell, Raya’s and Tan’s essays depict numerous similarities than differences. Inspired by the concept of cultural identity, the two authors explored themes of isolation and loneliness from a young person’s perspective. Raya’s cultural confusion arises when peer pressure compels her to behave like a Latin native while in real sense she is of Mexican/ Puerto Rican origin. However, while Tan is seeming ly embarrassed by her Chinese background, Raya is proud of her roots. Raya, Anna Lisa. â€Å"It’s Hard enough Being Me.† Literature and Composition. Ed. Sylvan Barnett et al. 6th ed. New York: Longman, 2003. 1010-1011. Print.Advertising We will write a custom essay sample on â€Å"Fish Cheeks† vs. â€Å"It’s Hard Enough Being Me† specifically for you for only $16.05 $11/page Learn More Tan, Amy. â€Å"Fish Cheeks.†. Amy Tan: a literary companion. Ed. Mary Ellen Snodgrass. London: McFarland, 2004. 102-103. Print.

The Dark Side of Application.ProcessMessages

The Dark Side of Application.ProcessMessages Article submitted by Marcus Junglas When programming an event handler in Delphi (like the OnClick event of a TButton), there comes the time when your application needs to be busy for a while, e.g. the code needs to write a big file or compress some data. If you do that youll notice that your application seems to be locked. Your form cannot be moved anymore and the buttons are showing no sign of life. It seems to be crashed. The reason is that a Delpi application is single threaded. The code you are writing represents just a bunch of procedures which are called by Delphis main thread whenever an event occured. The rest of the time the main thread is handling system messages and other things like form and component handling functions. So, if you dont finish your event handling by doing some lengthy work, you will prevent the application to handle those messages. A common solution for such type of problems is to call Application.ProcessMessages. Application is a global object of the TApplication class. The Application.Processmessages handles all waiting messages like window movements, button clicks and so on. It is commonly used as a simple solution to keep your application working. Unfortunately the mechanism behind ProcessMessages has its own characteristics, which might cause big confusion! What does ProcessMessages? PprocessMessages handles all waiting system messages in the applications message queue. Windows uses messages to talk to all running applications. User interaction is brought to the form via messages and ProcessMessages handles them. If the mouse is going down on a TButton, for example, ProgressMessages does all what should happen on this event like the repaint of the button to a pressed state and, of course, a call to the OnClick() handling procedure if you assigned one. Thats the problem: any call to ProcessMessages might contain a recursive call to any event handler again. Heres an example: Use the following code for a buttons OnClick even handler (work). The for-statement simulates a long processing job with some calls to ProcessMessages every now and then. This is simplified for better readability: {in MyForm:}   Ã‚  WorkLevel : integer; {OnCreate:}   Ã‚  WorkLevel : 0; procedure TForm1.WorkBtnClick(Sender: TObject) ; var   Ã‚  cycle : integer; begin   Ã‚  inc(WorkLevel) ;   Ã‚  for cycle : 1 to 5 do   Ã‚  begin   Ã‚  Ã‚  Ã‚  Memo1.Lines.Add(- Work IntToStr(WorkLevel) , Cycle IntToStr(cycle) ;   Ã‚  Ã‚  Ã‚  Application.ProcessMessages;   Ã‚  Ã‚  Ã‚  sleep(1000) ; // or some other work   Ã‚  end;   Ã‚  Memo1.Lines.Add(Work IntToStr(WorkLevel) ended.) ;   Ã‚  dec(WorkLevel) ; end; WITHOUT ProcessMessages the following lines are written to the memo, if the Button was pressed TWICE in a short time: - Work 1, Cycle 1 - Work 1, Cycle 2 - Work 1, Cycle 3 - Work 1, Cycle 4 - Work 1, Cycle 5 Work 1 ended. - Work 1, Cycle 1 - Work 1, Cycle 2 - Work 1, Cycle 3 - Work 1, Cycle 4 - Work 1, Cycle 5 Work 1 ended. While the procedure is busy, the the form does not show any reaction, but the second click was put into the message queue by Windows. Right after the OnClick has finished it will be called again. INCLUDING ProcessMessages, the output might be very different: - Work 1, Cycle 1 - Work 1, Cycle 2 - Work 1, Cycle 3 - Work 2, Cycle 1 - Work 2, Cycle 2 - Work 2, Cycle 3 - Work 2, Cycle 4 - Work 2, Cycle 5 Work 2 ended. - Work 1, Cycle 4 - Work 1, Cycle 5 Work 1 ended. This time the form seems to be working again and accepts any user interaction. So the button is pressed half way during your first worker function AGAIN, which will be handled instantly. All incoming events are handled like any other function call. In theory, during every call to ProgressMessages ANY amount of clicks and user messages might happen in place. So be careful with your code! Different example (in simple pseudo-code!): procedure OnClickFileWrite() ; var myfile : TFileStream; begin   Ã‚  myfile : TFileStream.create(myOutput.txt) ;   Ã‚  try   Ã‚  Ã‚  Ã‚  while BytesReady 0 do   Ã‚  Ã‚  Ã‚  begin   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  myfile.Write(DataBlock) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  dec(BytesReady,sizeof(DataBlock)) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  DataBlock[2] : #13; {test line 1}   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Application.ProcessMessages;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  DataBlock[2] : #13; {test line 2}   Ã‚  Ã‚  Ã‚  end;   Ã‚  finally   Ã‚  Ã‚  Ã‚  myfile.free;   Ã‚  end; end; This function writes a large amount of data and tries to unlock the application by using ProcessMessages each time a block of data is written. If the user clicks on the button again, the same code will be executed while the file is still being written to. So the file cannot be opened a 2nd time and the procedure fails. Maybe your application will do some error recovery like freeing the buffers. As a possible result Datablock will be freed and the first code will suddenly raise an Access Violation when it accesses it. In this case: test line 1 will work, test line 2 will crash. The better way: To make it easy you could set the whole Form enabled : false, which blocks all user input, but does NOT show this to the user (all Buttons are not grayed). A better way would be to set all buttons to disabled, but this might be complex if you want to keep one Cancel button for example. Also you need to go through all the components to disable them and when they are enabled again, you need to check if there should be some remaining in the disabled state. You could disable a container child controls when the Enabled property changes. As the class name TNotifyEvent suggests, it should only be used for short term reactions to the event. For time consuming code the best way is IMHO to put all the slow code into an own Thread. Regarding the problems with PrecessMessages and/or the enabling and disabling of components, the usage of a second thread seems to be not too complicated at all. Remember that even simple and fast lines of code might hang for seconds, e.g. opening a file on a disc drive might have to wait until the drive spin up has finished. It doesnt look very good if your application seem to crash because the drive is too slow. Thats it. The next time you add Application.ProcessMessages, think twice ;)

Case Study 2 HRD 425 Example | Topics and Well Written Essays - 750 words - 1

2 HRD 425 - Case Study Example or in New England but foresees future competition from Super Valu and Fleming, which are two largest players with revenue turnover of over several billion dollars. The company has also recently opened a massive distribution cum warehousing facility at Brattleboro to reduce the impact of union as well as to expand its business interests. The company now needs to overhaul its operational strategies and strengthen its teamwork productivity to meet the challenges of highly competitive market. Currently C&S faces problems from myriad fronts vis-Ã  -vis lack of effective work coordination and productivity, lack of accountability and responsibility, problems with quality control, decreasing margin, low retention and increased absenteeism. After acquiring its biggest client, the company had started facing problems of employees’ turnover resulting in increased operational cost. There was also lack of accountability and work coordination which adversely impacted customer relationship. After opening its massive 300,000 square feet warehousing and distribution center in Brattleboro, it has expanded its services to include refrigerated and frozen items. The company now needs to redefine its market strategy and organizational capabilities to overcome increased operational cost. Most importantly, although C&S has bagged A&P’s orders, it has increasingly become difficult to coordinate its activities and efficiently meet the demands of its new client. At the same time, the needs of its existing clients are neither met competently nor are they getting the expected high quality of customer service. The firm significantly lacks cohesive and motivated teamwork that encourages collective goals and shared learning. The firm has around 800 employees with 30 supervises but distinctly lacks coordinated work environment. Workers lack motivation and have become frustrated with overwork resulting in employee’s turnover. The company needs to make radical changes in its operational

Project of Activity for Bathing a Patient Coursework

Project of Activity for Bathing a Patient - Coursework Example The type of bath recommended for a patient also puts into perspective aspects such as the age of the patient and the knowledge of the patient on how to use the bathroom. The paper outlines a planning activity for bathing a patient who is an old woman and who is independent and does not need a hoist to move around or for support. The primary objective for the bathing activity is to ensure that the patient remains clean, fresh, cool and that there is improved blood circulation. Since the patient is independent and can move around, bed bath will not be necessary. In consideration of the patient’s age, a seated shower bath under supervision will be preferable. The objective of the activity will also be aimed at ensuring that the patient is not exposed to any form of risk, the patient’s privacy is observed and that confidentiality is maintained (Jamieson, 2002, p.27). The supervision will be conducted for a period of 2 weeks until there is enough certainty that the patient can proceed to bathe on their own without any further supervision. According to Leino-Kilpi (2005, p.62), bathing for the patient improves their self-esteem and contributes to the well-being of the patient during care. However, care should be taken when during such an activity because there might be some social and cultural barriers that might hinder success. For instance, female patients should always be supervised by female nurses. Studies have shown that in the instance where male nurses supervise female patients of female nurses supervise male patients, there might be a risk of arousal that might cause discomfort and embarrassment either to the nurse or to the patient (Wolgin, 2005, p.82).  

Theories and Approaches to Learning

Theories and Approaches to Learning Write about helpful and unhelpful approaches to learning during your own education. What was positive about those approaches? Did they reflect or express any particular theories of learning? Life is a learning experience. When I was a young girl I was so confident and positive about what I wanted. Maths and Science were my favourite subjects but I was not given freedom to learn as I wanted to learn these subjects. I realized this after I gained a very good experience in teaching primary school children. Student motivation is rooted in students subjective experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so. (Brophy, 2004, p. 4) According to Brophy, I must say learning is, interesting fun and exciting when the curriculum is well matched to students interests and abilities and the teacher emphasizes hands-on activities in order to keep the students busy and engaged. When the teacher teaches the right things the right way, motivation takes place by itself. If students are not enjoying learning, something is wrong with the curriculum and teachers instruction. At times I felt my school life was boring and frustrating because I hated all subjects except Maths and Science. I had to sit and listen to longtime instructions and copy the notes from the chalk board. I managed myself for learning because I had to show the Progress Report with good grades to my dad. Ê »Science is like everything, I guess and I think everything has a science to it. [When] baking cookies you have to add the right amount of eggs and milk and stuff like that (Kaufman, Moss, Osborn, 2003, p. 48) As I agree with Kaufman, Moss Osborns point of view, these two subjects add lot of fun to learning as they contain lot of practical activities which are conducted in the school laboratory. I loved to learn through doing and touching, it is because I had trouble sitting still and learning. My worst day during Science period was when my teacher said no when I offered him my help to fix the Bunsen burner to the gas cylinder. He said ‘you are still young so must stay away. Now I understand that I was a kinaesthetic learner that time, my teacher could have engaged me in his work because I could be better able to understand information by doing hands-on activities. I am not going to blame my teacher for this because at the time of my learning teacher centred education was given importance by educators. If teachers are able to understand childrens learning needs, it will reduce lot of frustration like homework incompletion, failures in assessments and sports and speaking in public. A s long as I know sometimes kids are just doing what works for them but, the curriculum in practice when I was in school did not cater the childs individual needs and the educators did not consider the childs learning style. I know that cognitive focuses on the inner mental activities such as thinking, memory, knowing, and problem-solving so, I think at cognitive stage the children should be catered carefully according to their learning needs. I gained lot of experience in teaching, today I am an experienced teacher, I wish I was my teacher when I was in school because when I was a child I did not get what I give to the pupils in my classroom now. As a teacher, I work in my classroom according to my childrens expectations. I believe in group work, differentiated planning, reading a lot for fun, guided reading, shared reading, classroom policies, and ongoing assessments which help me know the level of progress frequently. The few hyperactive boys in my classroom are always my helpers; they are always engaged in classroom jobs. In a typical classroom, some children process information best by hearing the teacher explain it, some learn by seeing whats on the chalkboard, and others learn through hands-on exercises. Nowadays colleges have increasingly begun teaching new students about learning styles so they can develop effective study habits. Three basic learning styles are auditory, kinaesthetic, and visual. Auditory learners prefer listening to explanations over reading them and like to study by reciting information aloud. These types of learners may want to have background music while studying, or they may be distracted by noises and need a quiet space to study. Kinaesthetic learners learn by doing and touching. They may have trouble sitting still while studying, and they are better able to understand information by writing it down or doing hands on activities. Visual learners process new information by reading, looking at pictures, or watching a demonstration but, they may grow impatient listening to an explanation. I still remember the learning style and classroom setting when I was small which is mostly similar to what shown on the video clip of ‘The four UK teachers experience in a Kenyan school. At least for ten years my classroom strength was 35-40 children, our tables and chairs were laid in rows, teachers table and the chalk board was at the front of the class. The classroom layout was so congested, though we learnt how to move around without any incidents, our teachers never approached each table in order to assist the individual needs. Teacher instruction was mostly lecture based and activities contained more board work. We were never treated according to our learning styles which are auditory, kinaesthetic, and visual instead the whole class was given the same type of activities only the able children understood them and completed on time and the rest were neglected. Regret to say that our teachers failed to realise that all of us are designed to absorb information differently; each learning style results in people with various interests, desires and talents and learning is more fun and effective when the teachers look into multiple learning styles. Children learn more efficiently on their own way and can reach their potential by working smarter. Once a teacher identifies the childs learning style, she can give that child the freedom to learn which will support his work at home, at school, and in life. Once my English language teacher asked us to write a simple paragraph on ‘Good Schools, since I like role play activities, I wrote the paragraph and drew pictures of girls and wrote two dialogues in the speech bubbles as they speak the positive things in the school. My teacher saw my work and crossed out the picture and said ‘this is not required here. That time I took this as my teachers valid point of view but later when I became a te acher I thought my teacher should have appreciated my speech bubbles and corrected the sentences or showed me what rules I should follow when I write statements in the speech bubbles. In this way the teacher put a full stop to my desire in learning or trying new concepts. The educators should be able to understand the learning styles of the learners and should provide opportunities accordingly. A kinaesthetic learner should be given more activity based work, for an example- in maths lesson for addition; this type of a learner can be given counters rather than asking him to work out the sums mentally. Kinaesthetic learners should be able to experience and explore the learning aids/ models which are available in the classroom or lab. Learners with strength for visual learning tend to process information by visualizing and seeing it. During a PD training which I attended recently I learnt that about 65% of the population prefers to learn visually. Visual learners in schools can be given opportunities to use colors to organize, receive written instructions and lists, look at graphics like film, flow charts, or diagrams, use visualization when memorizing information, take detailed notes and draw graphics as they learn by looking. People with strength for a uditory learning tend to remember information they hear and discuss. According to what I learnt, about 30% of the population prefers learning with an auditory style. Auditory learners in the classroom can be given recordings of materials like video clips of rhymes or documentaries to be learned; can participate in discussions or discussion groups, have questions read out loud, receive verbal instructions and read written information out loud. It is very sad to say at the time of my learning in the schools I did not see teachers had any knowledge of the types of learners and teach them according to their needs but learning was on going in the classroom. If this is the case how did I learn? This is a very difficult question for me to answer. The learning theories of the school where I studied were forced me to learn in the way I did not want to, the classroom instruction in my school life was mostly suitable for visual learners as there were activities like reading text with pictures, key points of the lesson given on the chalk board and copying texts from the chalk board to the note books. There were hardly any resources around the classrooms; the teaching aids were the text books, chalk board and the chalks. I liked to spend more time in the Science lab its because of the laboratory equipment which our Science/Maths teacher used during practical lessons. I enjoyed these subjects though there were limited resources available in the school lab; the teachers conducted the lessons as for the whole class without realizing the individual needs of the children. I did not study the English language as the way I studied Maths/Science. English was taught through visualizing things, long instructions and reading paragraphs in tex ts. If teachers use a lecture style for instruction, the English language learner will not receive as much comprehensible input. (Haynes, 2007, p. 6) Haynes argument is right. I became impatient listening for long periods during English. Once my English teacher caught me reading my favourite story book in the class and said ‘you must spend time with your text books, you should never read story books it is a waste of time. I followed her instructions and never read story books ever since she told me. Why did not this teacher realize that reading open doors for many worlds? Had I read a lot or be encouraged to read that time I would have had a rich vocabulary when I entered the High school. Another day a story teller visited our school to read stories to each year group and involved the students in making story props and acting out the stories. This was the most enjoyable moment during my English lesson; I had an opportunity to learn new vocabularies too. Everyone had fun during this lesson because the story teller involved each and every student in a kind of activity. Another issue was no school policies were read to us on the first day of school as there were no many policies constructed for the school at that time. We knew how to go in a line to the library, hitting and verbally abusing the peers not allowed, wore neat uniform every day, respect the teachers and so on but we were never taught any of these. I think the hidden curriculum in my school was stronger than the curriculum which was in use that time. Then I moved to a college for my higher education. I can say from my college experience that many higher education instructors still do not realize that students vary in the way that they process and understand information or attempt to respond to those differences in their pedagogical efforts. Effective teaching cannot be limited to the delivery of information; instead it needs to be based on a model of minds at work. Effective instructors are those who understand the importance of involving all of their students in learning how to learn. Effective learners are created when instructors affirm the presence and validity of diverse learning. At the college level the cognitive development occurs at the same pace but the learners experience different kind of problems or issues due to many changes. One of them is ‘culture shock. Newcomers have usually left behind family members, friends, teachers, and pets. They are no longer surrounded by a familiar language and culture. Children often do not have the full support of their parents because the parents are experiencing culture shock, too. (Haynes, 2007, p. 2) I agree with Hayens because the greater the difference between the students new culture and the students primary culture, the greater the shock. During this stage, I as a newcomer was excited about the new lives. Everything was wonderful and we were having great time learning about the environment. For me the differences between the new culture and the old one become more apparent. I rejected my new surroundings because there was so much that I did not understand. At times I felt sleepy, irritable, uninterested, or depressed; there were few more students who felt the same as I did. In my college the English language learners were frustrated because they could not communicate and are bombarded with unfamiliar surroundings, unreadable social signals, and an unrelenting barrage of new sounds. I was homesick and missed my family, friends, and familiar sights and sounds but, our instructors failed to realise this and started their duty stuffing our brain with Physics, Chemistry and Biolo gy. I was compelled to listen and follow what they instructed but, I did not know how much I learnt at that stage. In fact, I was surprised and overwhelmed by the lectures though we were forced to learn what we were supposed to, because the instructors knew so much about the subject taught. At times I asked myself, how did the instructors prepare themselves so well in order to answer all types of questions asked by the students? I saw them as good role models from the way they socialized with others, and delivered the content of the subjects during lectures. Listening to a lecture involves active attempts to construct new knowledge but, most of the time I felt that the instructors could have included videos to their instructions, involved us in presentations or group discussions as I loved these types of activities. ACTIVITY 2: Why are theories of learning important? Write down some initial thoughts about your own priorities at this stage of your development as a (head) teacher. To what extent do your own current priorities coincide with the priorities mentioned above? There are many different theories of how people learn. What important and useful is to consider their application to how our students learn and we teach our educational programs. It is interesting to think about our own particular way of learning and to recognize that everyone does not learn the way we do. In my opinion one of the main points is a teacher should know that each student does not learn in the same way others do. This means if the teacher chooses just one style of teaching such as direct instruction or collaborative learning or inquiry learning the students will not be maximizing their learning potential. For sure a teacher cannot reach every student on the same level during one lesson, but implementing a variety of learning styles throughout the course allows all the students to experience the chance to learn in at least a way that matches their learning style. Most of the materials used to educate students beyond primary school are largely text and lecture based, which have significant limitations. Those students are not involved in group work or discussion activities. Reading is a very important learning mode but, not all students learn effectively from reading. There are students who do not like reading a lot but, respond better to visual and audio stimuli of lecture but often get lost in the material or lose interest in the presentation. In this type of a learning environment, students have limited opportunity to ask questions or may be uncomfortable asking a question in front of the class. So the learning theories we have should cater the individual needs of the children. I believe student learn best by trying to make sense of something on their own with the help of the teacher along the way. Therefore the learners should be involved in activity based learning and given the freedom to use the classroom resources around them. Another im portant point is that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. For an example, for giving them the concept of Addition they should be given counters or an abacus to find the sum of two numbers rather than explaining this on the chalk board. For the language development they should be given activities for listening and writing which will be an interesting activity too. Science and Geography can be taught through pictures, video clips, lab work with a lot of experiments and the use of internet. At times I did not get the clear concepts of the subject taught when I attended the lecture type classes but I had an opportunity to understand better when I was asked to teach the same concept to someone else on my own. An experienced teacher should always use cognitive terminology such as classify, analyze, predict, and create when assigning tasks to the students, this helps the students to explore and research to find lot of information about the subject. We should encourage student critical thinking and inquiry by asking them thoughtful, open-ended questions, and encourage them to ask questions to each other. Further, we should provide enough time for students to construct their own meaning when learning something new. We should acknowledge that, students understanding and prior experiences about a concept before teaching them, which is as vital as breathing. Group discussions that we organize should encourage communication between the teacher and the students and also between the students. All learning and some elements of non-learning begin with situations where there is a disjuncture between a learners biography (past experiences) and their construction of present experience. (Jarvis, Holford Griffin, 2003, p. 70) As Jarvis, Holford Griffin explain educators should pay importance to the childs prior learning experience in order to give them the proper foundation on learning. In the school where I work the children speak English as a second language therefore I had to construct my learning theories according to their past experience with the language of English. One of the word level objectives of English for first graders is ‘to represent in writing the three phonemes in CVC words, spelling them first in rhyming sets, then in non-rhyming sets. This is a very simple objective but difficult for a first grader in my school as their prior knowledge in English is zero due to use of no English at home. In that case if I as a teacher insist them to learn this objective then I will be committing a crime for not having any knowledge on their biography. So it is vital for me to spend correcting prior knowledge before new learning can occur, in fact we in our school where I work now spend at least 2-3 weeks at the beginning of the first term to learn the biography of the children. Teachers must be fair in distributing their praise and all students should receive praise. They should look for positive things to say about a students work even when pointing out problems or mistakes during lesson. Some might receive praise for bigger achievements than others but, even the lower performer needs a regular pat on the back. Teacher should also give praise or verbal rewards to the class as a whole to encourage the class and build team unity. True, the learning theories help support planning and teaching, help to critically evaluate classroom practice and help in the diagnosis of classroom problems but in my opinion the important person who constructs the learning theories in the classroom is the teacher who is not given enough opportunities to implement these in her classroom to experience the consequences. I hear teachers of other schools say that excess amount of paper work and work load do not provide enough time to engage the children on learning. In the school where I work our teachers are not given extra duties such as after school duty, snack duty etc in order to make sure that they spend more time in the classroom and prepare for students learning. We have special subject teachers for ICT, Physical Education and second languages so the class teachers can concentrate only on the core subjects like Literacy, Numeracy, Science and Geography. One may ask, why do our teachers are kept away from teaching ICT? In my opi nion ICT should be integrated in learning however, in some cases, teachers feel ICT increases their workload, with some tasks taking longer time to complete. This can often be traced to one or more of: a lack confidence or lack of ICT skills, ineffective networks or a lack of appropriate training or technical support. To reduce teacher workloads in our schools in future, ICT strategies will be included specific workload aims although this should not be at the impression of continuing to find ways in which ICT can raise quality and pupil performance. (We are planning to improve ICT strategic planning through strategic aims, hardware, software, connectivity, technical support and staff training and development in future and involve the teachers in integrating ICT to learning). Staff meeting or Curriculum meeting is conducted only once a week, which helps the teachers to spend more time with their work in the classroom and during their non contact periods they are supposed to prepare additional activities for the lesson they have planned. Progress Report for the pupils are being sent only thrice a year rather than every month, the teachers in our school have to spend less time dealing with behavioural issues because we have well constructed standardized policies for discipline, behaviour, uniform, food and bus and the Social worker is highly involved in implementing the policies. In our school calendar there are few days allocated as ‘Staff in Students out for professional development which is very important for the educators to upgrade their skills. I have seen few schools in this country utilize the student time I mean have shortened day in order to organise PD for the staff. In some schools teachers spend most of their time on disciplining the children and dealing with behavioural issues because of the weak hidden curriculum in place and no proper plan or policies to manage these types of issues there. Some educators want to expose themselves as good teachers or professional and show that they can manage the children very well, so they spend more time on putting up class displays, classroom management and less time on teaching the children. I have seen educators who work only for survival, their aim is to spend the days in the school and get monthly wage on time. The overall goal of the teachers should be to help and support students develop into self motivating learners. Students who are encouraged to become motivated lifelong learners will be more successful in and out of the classroom. When I worked as a teacher in other schools I had to teach all the subjects including IT and Physical Education, send monthly progress report home, prepare student portfolio for each child in my class, do after school duties and attend meetings with the Principal for four days in a week. I must say at that time I was frustrated for not having enough time to concentrate on the learning of my students and I was able to realise that they were not gaining anything according to their learning style. So, when I became as a head of a school I made sure that the teachers are given more time to spend for the children not with paper work and so on. The Social Worker and I are directly involved in solving behavioural issues in the school so the teachers will not have to spend time on this issue. The school policies and curriculum should be child centred and focus only on their learning. Educators should spend more time on pupils learning for which the strong hidden curriculum of the school should be helpful so that the teachers can construct proper planning for their teaching rather than wasting their time on other issues like behaviour and discipline. What I am trying to explain is that the learning theories we construct should focus on the childs academic and intellectual development. ACTIVITY 3: Intrinsic and Extrinsic Motivation List eight ways in which you motivate pupils in your classroom and school. Explain which motivational forms are intrinsic and which extrinsic. We know nothing about motivation. All we can do is write books about it. Peter Drucker I have read a lot about ‘Motivation in books and on websites. I think Drucker is concerned about the nature of understanding the term ‘Motivation. I know what motivation is but, I do not think that I have made a closer inspection to it ever in my career. I have motivated the learners to read a lot, work smarter, behave well and be a good role model through rewards and appreciation as the way the factory workers are encouraged by ‘end of year bonus so that production improves and absenteeism falls. No one can know the future at least in any detail. In preparing the future, students should be able to develop viable occupational skills. Learning a discipline and doing it well provides the foundation for a sense of purpose, security and confidence in adulthood. In addition to this the students should prepare for change. As we see, change is best handled and even welcomed, when individuals possess a well developed mental skills associated with original creative and independent thinking. Further, according to Martin V. Cavington, the greatest legacy of education is to encourage in our students a will to learn and to continue learning as personal circumstances-change in short to promote a capacity for self renewal. Today many students drop out of school without a single achievement for which they can feel uniquely responsible for it. More ever the majority of the students fail achieve their potential due to lack of motivation in schools and home. How to always be motivated? Keeping our motivation high is the key factor to achieve our goals. We all face setbacks in life but, the ability to turn it into a lesson and move through a positive direction should be our aim for which motivation is highly required. If we are not motivated, we will experience difficulties in turning our great ideas into great results, wake up in the morning without any desire, ask people around us for support, give up our tasks before finishing them, postpone important decisions and wish that we will have a set of helping tips to overcome our setbacks. If we as adults will have to face a great deal of inconveniences due to lack of motivation, what will happen to those who just started their life in schools as children? What will be the consequences for being not motivated by important factors? How motivation takes place in classrooms and schools? A primary concern for educators is how to balance the use of extrinsic incentives as needed to promote student task engagement while establishing a climate that also fosters intrinsic motivation. (Alderman, 1999, p. 213) The motivation comes from the pleasure one gets from the task he does or from the sense of satisfaction in completing or even working on it. As Alderman explains, we should equally balance extrinsic and intrinsic motivation in order to promote engaging students on task. According to what I understood intrinsic motivation means motivation which comes from inside an individual rather than from any external or outside rewards, such as money, trophies or grades. Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money, trophies or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Is intrinsic motivation the solution for increasing student engagement? One perspective is that intrinsic motivation to learn is a necessary, but insufficient, component for academic achievement in classrooms; that is, one can enjoy learning or have an interest in a subject, but lack the strategies necessary for continuing motivation (Alderman, 1999, p. 218) According to Aldermans argument, an extrinsically motivated student will work on a task even when he has little interest in it because of the anticipated satisfaction he will get from some rewards. The rewards can be something as minor as a smiley face to something major like a trophy or free computer game. For example, an extrinsically motivated child who dislikes maths may work hard on maths problems because he wants the reward for completing it right. For me it is very difficult to agree with Aldermans point of views on ‘motivating extrinsically will result positively as I have teaching experience with children of some (sorry to say) arrogant parents, rich parents who are proud of their wealth and children who enjoy the most lavish life in this country which is completely different where I come from. I have implemented many strategies for motivating children in my class; I never had an opportunity to discriminate intrinsic and extrinsic motivation until I come across some readings on these topics by Jerome S. Bruner and Alderman. All I knew were about motivating children to be engaged on task. Two years back I had few children in my class, whose parents especially the mothers were not supportive at all; their children most of the time turned in completed homework, they had poor reading skills and had unacceptable behaviour in the classroom. In order to motivate them towards task, I used to tell them if they complete work on time or behave well they will get a smiley sticker or a badge but, I always had reply from these kids ‘I dont need I can buy them when I go out with my driver or ‘who cares of those cheap stickers or ‘I have got plenty of them at home. In such a place where I am in, most of the children are not attracted by those extrinsic motivations rather they would like to get motivated by intrinsic factors. I have spent a lot of time trying to think of ways to motivate my more reluctant students. I have tried fear† If you are late again, I will call home†. I have tried rewards â€Å"If you follow the classroom code of conduct you will earn points that you can redeem for a free homework pass or computer game. As a motivational support fear and rewards do work, for a while but, I did not want to threaten my students, and I did not want to bribe them. I want them to develop a will to come to class and learn. I wanted their motivation to be intrinsic. The question then was how I get my students to become more intrinsically motivated so that the classroom experience is more enjoyable for everyone. When Iencouraged mystudents self motivation by structuringmy class and my teaching I met their needs which are love, respect, emotional support and to move about the classroom freely. I followed many ways to motivate the children but now, I can differentiate them according to intrinsic and extrinsic motivational factors. Intrinsic motivation takes place when there is a positive relationship between the learners and the educators. As Jerome Bruner (1966), explains that extrinsic reinforcement may lead to a desirable kind of activity and cause its repetition but will not ultimately encourage sound learning. His belief was that intrinsic rewards are more important than extrinsic rewards in the long term. Intrinsic motivational factors I implemented in my classroom and school were, 1- When I asked my students to volunteer to be my assistant and assigned jobs for them more learning went on than if I did all the teaching myself. 2- When I had those students who could not sit still for very long and lose focus easily did their maths questions on the board, they were more likely to stay focused and learn which develop the interest of involvement. 3- When I greeted my students at the classroomdoor early morning with a smile and allocate games and puzzles for them to d Theories and Approaches to Learning Theories and Approaches to Learning Write about helpful and unhelpful approaches to learning during your own education. What was positive about those approaches? Did they reflect or express any particular theories of learning? Life is a learning experience. When I was a young girl I was so confident and positive about what I wanted. Maths and Science were my favourite subjects but I was not given freedom to learn as I wanted to learn these subjects. I realized this after I gained a very good experience in teaching primary school children. Student motivation is rooted in students subjective experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so. (Brophy, 2004, p. 4) According to Brophy, I must say learning is, interesting fun and exciting when the curriculum is well matched to students interests and abilities and the teacher emphasizes hands-on activities in order to keep the students busy and engaged. When the teacher teaches the right things the right way, motivation takes place by itself. If students are not enjoying learning, something is wrong with the curriculum and teachers instruction. At times I felt my school life was boring and frustrating because I hated all subjects except Maths and Science. I had to sit and listen to longtime instructions and copy the notes from the chalk board. I managed myself for learning because I had to show the Progress Report with good grades to my dad. Ê »Science is like everything, I guess and I think everything has a science to it. [When] baking cookies you have to add the right amount of eggs and milk and stuff like that (Kaufman, Moss, Osborn, 2003, p. 48) As I agree with Kaufman, Moss Osborns point of view, these two subjects add lot of fun to learning as they contain lot of practical activities which are conducted in the school laboratory. I loved to learn through doing and touching, it is because I had trouble sitting still and learning. My worst day during Science period was when my teacher said no when I offered him my help to fix the Bunsen burner to the gas cylinder. He said ‘you are still young so must stay away. Now I understand that I was a kinaesthetic learner that time, my teacher could have engaged me in his work because I could be better able to understand information by doing hands-on activities. I am not going to blame my teacher for this because at the time of my learning teacher centred education was given importance by educators. If teachers are able to understand childrens learning needs, it will reduce lot of frustration like homework incompletion, failures in assessments and sports and speaking in public. A s long as I know sometimes kids are just doing what works for them but, the curriculum in practice when I was in school did not cater the childs individual needs and the educators did not consider the childs learning style. I know that cognitive focuses on the inner mental activities such as thinking, memory, knowing, and problem-solving so, I think at cognitive stage the children should be catered carefully according to their learning needs. I gained lot of experience in teaching, today I am an experienced teacher, I wish I was my teacher when I was in school because when I was a child I did not get what I give to the pupils in my classroom now. As a teacher, I work in my classroom according to my childrens expectations. I believe in group work, differentiated planning, reading a lot for fun, guided reading, shared reading, classroom policies, and ongoing assessments which help me know the level of progress frequently. The few hyperactive boys in my classroom are always my helpers; they are always engaged in classroom jobs. In a typical classroom, some children process information best by hearing the teacher explain it, some learn by seeing whats on the chalkboard, and others learn through hands-on exercises. Nowadays colleges have increasingly begun teaching new students about learning styles so they can develop effective study habits. Three basic learning styles are auditory, kinaesthetic, and visual. Auditory learners prefer listening to explanations over reading them and like to study by reciting information aloud. These types of learners may want to have background music while studying, or they may be distracted by noises and need a quiet space to study. Kinaesthetic learners learn by doing and touching. They may have trouble sitting still while studying, and they are better able to understand information by writing it down or doing hands on activities. Visual learners process new information by reading, looking at pictures, or watching a demonstration but, they may grow impatient listening to an explanation. I still remember the learning style and classroom setting when I was small which is mostly similar to what shown on the video clip of ‘The four UK teachers experience in a Kenyan school. At least for ten years my classroom strength was 35-40 children, our tables and chairs were laid in rows, teachers table and the chalk board was at the front of the class. The classroom layout was so congested, though we learnt how to move around without any incidents, our teachers never approached each table in order to assist the individual needs. Teacher instruction was mostly lecture based and activities contained more board work. We were never treated according to our learning styles which are auditory, kinaesthetic, and visual instead the whole class was given the same type of activities only the able children understood them and completed on time and the rest were neglected. Regret to say that our teachers failed to realise that all of us are designed to absorb information differently; each learning style results in people with various interests, desires and talents and learning is more fun and effective when the teachers look into multiple learning styles. Children learn more efficiently on their own way and can reach their potential by working smarter. Once a teacher identifies the childs learning style, she can give that child the freedom to learn which will support his work at home, at school, and in life. Once my English language teacher asked us to write a simple paragraph on ‘Good Schools, since I like role play activities, I wrote the paragraph and drew pictures of girls and wrote two dialogues in the speech bubbles as they speak the positive things in the school. My teacher saw my work and crossed out the picture and said ‘this is not required here. That time I took this as my teachers valid point of view but later when I became a te acher I thought my teacher should have appreciated my speech bubbles and corrected the sentences or showed me what rules I should follow when I write statements in the speech bubbles. In this way the teacher put a full stop to my desire in learning or trying new concepts. The educators should be able to understand the learning styles of the learners and should provide opportunities accordingly. A kinaesthetic learner should be given more activity based work, for an example- in maths lesson for addition; this type of a learner can be given counters rather than asking him to work out the sums mentally. Kinaesthetic learners should be able to experience and explore the learning aids/ models which are available in the classroom or lab. Learners with strength for visual learning tend to process information by visualizing and seeing it. During a PD training which I attended recently I learnt that about 65% of the population prefers to learn visually. Visual learners in schools can be given opportunities to use colors to organize, receive written instructions and lists, look at graphics like film, flow charts, or diagrams, use visualization when memorizing information, take detailed notes and draw graphics as they learn by looking. People with strength for a uditory learning tend to remember information they hear and discuss. According to what I learnt, about 30% of the population prefers learning with an auditory style. Auditory learners in the classroom can be given recordings of materials like video clips of rhymes or documentaries to be learned; can participate in discussions or discussion groups, have questions read out loud, receive verbal instructions and read written information out loud. It is very sad to say at the time of my learning in the schools I did not see teachers had any knowledge of the types of learners and teach them according to their needs but learning was on going in the classroom. If this is the case how did I learn? This is a very difficult question for me to answer. The learning theories of the school where I studied were forced me to learn in the way I did not want to, the classroom instruction in my school life was mostly suitable for visual learners as there were activities like reading text with pictures, key points of the lesson given on the chalk board and copying texts from the chalk board to the note books. There were hardly any resources around the classrooms; the teaching aids were the text books, chalk board and the chalks. I liked to spend more time in the Science lab its because of the laboratory equipment which our Science/Maths teacher used during practical lessons. I enjoyed these subjects though there were limited resources available in the school lab; the teachers conducted the lessons as for the whole class without realizing the individual needs of the children. I did not study the English language as the way I studied Maths/Science. English was taught through visualizing things, long instructions and reading paragraphs in tex ts. If teachers use a lecture style for instruction, the English language learner will not receive as much comprehensible input. (Haynes, 2007, p. 6) Haynes argument is right. I became impatient listening for long periods during English. Once my English teacher caught me reading my favourite story book in the class and said ‘you must spend time with your text books, you should never read story books it is a waste of time. I followed her instructions and never read story books ever since she told me. Why did not this teacher realize that reading open doors for many worlds? Had I read a lot or be encouraged to read that time I would have had a rich vocabulary when I entered the High school. Another day a story teller visited our school to read stories to each year group and involved the students in making story props and acting out the stories. This was the most enjoyable moment during my English lesson; I had an opportunity to learn new vocabularies too. Everyone had fun during this lesson because the story teller involved each and every student in a kind of activity. Another issue was no school policies were read to us on the first day of school as there were no many policies constructed for the school at that time. We knew how to go in a line to the library, hitting and verbally abusing the peers not allowed, wore neat uniform every day, respect the teachers and so on but we were never taught any of these. I think the hidden curriculum in my school was stronger than the curriculum which was in use that time. Then I moved to a college for my higher education. I can say from my college experience that many higher education instructors still do not realize that students vary in the way that they process and understand information or attempt to respond to those differences in their pedagogical efforts. Effective teaching cannot be limited to the delivery of information; instead it needs to be based on a model of minds at work. Effective instructors are those who understand the importance of involving all of their students in learning how to learn. Effective learners are created when instructors affirm the presence and validity of diverse learning. At the college level the cognitive development occurs at the same pace but the learners experience different kind of problems or issues due to many changes. One of them is ‘culture shock. Newcomers have usually left behind family members, friends, teachers, and pets. They are no longer surrounded by a familiar language and culture. Children often do not have the full support of their parents because the parents are experiencing culture shock, too. (Haynes, 2007, p. 2) I agree with Hayens because the greater the difference between the students new culture and the students primary culture, the greater the shock. During this stage, I as a newcomer was excited about the new lives. Everything was wonderful and we were having great time learning about the environment. For me the differences between the new culture and the old one become more apparent. I rejected my new surroundings because there was so much that I did not understand. At times I felt sleepy, irritable, uninterested, or depressed; there were few more students who felt the same as I did. In my college the English language learners were frustrated because they could not communicate and are bombarded with unfamiliar surroundings, unreadable social signals, and an unrelenting barrage of new sounds. I was homesick and missed my family, friends, and familiar sights and sounds but, our instructors failed to realise this and started their duty stuffing our brain with Physics, Chemistry and Biolo gy. I was compelled to listen and follow what they instructed but, I did not know how much I learnt at that stage. In fact, I was surprised and overwhelmed by the lectures though we were forced to learn what we were supposed to, because the instructors knew so much about the subject taught. At times I asked myself, how did the instructors prepare themselves so well in order to answer all types of questions asked by the students? I saw them as good role models from the way they socialized with others, and delivered the content of the subjects during lectures. Listening to a lecture involves active attempts to construct new knowledge but, most of the time I felt that the instructors could have included videos to their instructions, involved us in presentations or group discussions as I loved these types of activities. ACTIVITY 2: Why are theories of learning important? Write down some initial thoughts about your own priorities at this stage of your development as a (head) teacher. To what extent do your own current priorities coincide with the priorities mentioned above? There are many different theories of how people learn. What important and useful is to consider their application to how our students learn and we teach our educational programs. It is interesting to think about our own particular way of learning and to recognize that everyone does not learn the way we do. In my opinion one of the main points is a teacher should know that each student does not learn in the same way others do. This means if the teacher chooses just one style of teaching such as direct instruction or collaborative learning or inquiry learning the students will not be maximizing their learning potential. For sure a teacher cannot reach every student on the same level during one lesson, but implementing a variety of learning styles throughout the course allows all the students to experience the chance to learn in at least a way that matches their learning style. Most of the materials used to educate students beyond primary school are largely text and lecture based, which have significant limitations. Those students are not involved in group work or discussion activities. Reading is a very important learning mode but, not all students learn effectively from reading. There are students who do not like reading a lot but, respond better to visual and audio stimuli of lecture but often get lost in the material or lose interest in the presentation. In this type of a learning environment, students have limited opportunity to ask questions or may be uncomfortable asking a question in front of the class. So the learning theories we have should cater the individual needs of the children. I believe student learn best by trying to make sense of something on their own with the help of the teacher along the way. Therefore the learners should be involved in activity based learning and given the freedom to use the classroom resources around them. Another im portant point is that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. For an example, for giving them the concept of Addition they should be given counters or an abacus to find the sum of two numbers rather than explaining this on the chalk board. For the language development they should be given activities for listening and writing which will be an interesting activity too. Science and Geography can be taught through pictures, video clips, lab work with a lot of experiments and the use of internet. At times I did not get the clear concepts of the subject taught when I attended the lecture type classes but I had an opportunity to understand better when I was asked to teach the same concept to someone else on my own. An experienced teacher should always use cognitive terminology such as classify, analyze, predict, and create when assigning tasks to the students, this helps the students to explore and research to find lot of information about the subject. We should encourage student critical thinking and inquiry by asking them thoughtful, open-ended questions, and encourage them to ask questions to each other. Further, we should provide enough time for students to construct their own meaning when learning something new. We should acknowledge that, students understanding and prior experiences about a concept before teaching them, which is as vital as breathing. Group discussions that we organize should encourage communication between the teacher and the students and also between the students. All learning and some elements of non-learning begin with situations where there is a disjuncture between a learners biography (past experiences) and their construction of present experience. (Jarvis, Holford Griffin, 2003, p. 70) As Jarvis, Holford Griffin explain educators should pay importance to the childs prior learning experience in order to give them the proper foundation on learning. In the school where I work the children speak English as a second language therefore I had to construct my learning theories according to their past experience with the language of English. One of the word level objectives of English for first graders is ‘to represent in writing the three phonemes in CVC words, spelling them first in rhyming sets, then in non-rhyming sets. This is a very simple objective but difficult for a first grader in my school as their prior knowledge in English is zero due to use of no English at home. In that case if I as a teacher insist them to learn this objective then I will be committing a crime for not having any knowledge on their biography. So it is vital for me to spend correcting prior knowledge before new learning can occur, in fact we in our school where I work now spend at least 2-3 weeks at the beginning of the first term to learn the biography of the children. Teachers must be fair in distributing their praise and all students should receive praise. They should look for positive things to say about a students work even when pointing out problems or mistakes during lesson. Some might receive praise for bigger achievements than others but, even the lower performer needs a regular pat on the back. Teacher should also give praise or verbal rewards to the class as a whole to encourage the class and build team unity. True, the learning theories help support planning and teaching, help to critically evaluate classroom practice and help in the diagnosis of classroom problems but in my opinion the important person who constructs the learning theories in the classroom is the teacher who is not given enough opportunities to implement these in her classroom to experience the consequences. I hear teachers of other schools say that excess amount of paper work and work load do not provide enough time to engage the children on learning. In the school where I work our teachers are not given extra duties such as after school duty, snack duty etc in order to make sure that they spend more time in the classroom and prepare for students learning. We have special subject teachers for ICT, Physical Education and second languages so the class teachers can concentrate only on the core subjects like Literacy, Numeracy, Science and Geography. One may ask, why do our teachers are kept away from teaching ICT? In my opi nion ICT should be integrated in learning however, in some cases, teachers feel ICT increases their workload, with some tasks taking longer time to complete. This can often be traced to one or more of: a lack confidence or lack of ICT skills, ineffective networks or a lack of appropriate training or technical support. To reduce teacher workloads in our schools in future, ICT strategies will be included specific workload aims although this should not be at the impression of continuing to find ways in which ICT can raise quality and pupil performance. (We are planning to improve ICT strategic planning through strategic aims, hardware, software, connectivity, technical support and staff training and development in future and involve the teachers in integrating ICT to learning). Staff meeting or Curriculum meeting is conducted only once a week, which helps the teachers to spend more time with their work in the classroom and during their non contact periods they are supposed to prepare additional activities for the lesson they have planned. Progress Report for the pupils are being sent only thrice a year rather than every month, the teachers in our school have to spend less time dealing with behavioural issues because we have well constructed standardized policies for discipline, behaviour, uniform, food and bus and the Social worker is highly involved in implementing the policies. In our school calendar there are few days allocated as ‘Staff in Students out for professional development which is very important for the educators to upgrade their skills. I have seen few schools in this country utilize the student time I mean have shortened day in order to organise PD for the staff. In some schools teachers spend most of their time on disciplining the children and dealing with behavioural issues because of the weak hidden curriculum in place and no proper plan or policies to manage these types of issues there. Some educators want to expose themselves as good teachers or professional and show that they can manage the children very well, so they spend more time on putting up class displays, classroom management and less time on teaching the children. I have seen educators who work only for survival, their aim is to spend the days in the school and get monthly wage on time. The overall goal of the teachers should be to help and support students develop into self motivating learners. Students who are encouraged to become motivated lifelong learners will be more successful in and out of the classroom. When I worked as a teacher in other schools I had to teach all the subjects including IT and Physical Education, send monthly progress report home, prepare student portfolio for each child in my class, do after school duties and attend meetings with the Principal for four days in a week. I must say at that time I was frustrated for not having enough time to concentrate on the learning of my students and I was able to realise that they were not gaining anything according to their learning style. So, when I became as a head of a school I made sure that the teachers are given more time to spend for the children not with paper work and so on. The Social Worker and I are directly involved in solving behavioural issues in the school so the teachers will not have to spend time on this issue. The school policies and curriculum should be child centred and focus only on their learning. Educators should spend more time on pupils learning for which the strong hidden curriculum of the school should be helpful so that the teachers can construct proper planning for their teaching rather than wasting their time on other issues like behaviour and discipline. What I am trying to explain is that the learning theories we construct should focus on the childs academic and intellectual development. ACTIVITY 3: Intrinsic and Extrinsic Motivation List eight ways in which you motivate pupils in your classroom and school. Explain which motivational forms are intrinsic and which extrinsic. We know nothing about motivation. All we can do is write books about it. Peter Drucker I have read a lot about ‘Motivation in books and on websites. I think Drucker is concerned about the nature of understanding the term ‘Motivation. I know what motivation is but, I do not think that I have made a closer inspection to it ever in my career. I have motivated the learners to read a lot, work smarter, behave well and be a good role model through rewards and appreciation as the way the factory workers are encouraged by ‘end of year bonus so that production improves and absenteeism falls. No one can know the future at least in any detail. In preparing the future, students should be able to develop viable occupational skills. Learning a discipline and doing it well provides the foundation for a sense of purpose, security and confidence in adulthood. In addition to this the students should prepare for change. As we see, change is best handled and even welcomed, when individuals possess a well developed mental skills associated with original creative and independent thinking. Further, according to Martin V. Cavington, the greatest legacy of education is to encourage in our students a will to learn and to continue learning as personal circumstances-change in short to promote a capacity for self renewal. Today many students drop out of school without a single achievement for which they can feel uniquely responsible for it. More ever the majority of the students fail achieve their potential due to lack of motivation in schools and home. How to always be motivated? Keeping our motivation high is the key factor to achieve our goals. We all face setbacks in life but, the ability to turn it into a lesson and move through a positive direction should be our aim for which motivation is highly required. If we are not motivated, we will experience difficulties in turning our great ideas into great results, wake up in the morning without any desire, ask people around us for support, give up our tasks before finishing them, postpone important decisions and wish that we will have a set of helping tips to overcome our setbacks. If we as adults will have to face a great deal of inconveniences due to lack of motivation, what will happen to those who just started their life in schools as children? What will be the consequences for being not motivated by important factors? How motivation takes place in classrooms and schools? A primary concern for educators is how to balance the use of extrinsic incentives as needed to promote student task engagement while establishing a climate that also fosters intrinsic motivation. (Alderman, 1999, p. 213) The motivation comes from the pleasure one gets from the task he does or from the sense of satisfaction in completing or even working on it. As Alderman explains, we should equally balance extrinsic and intrinsic motivation in order to promote engaging students on task. According to what I understood intrinsic motivation means motivation which comes from inside an individual rather than from any external or outside rewards, such as money, trophies or grades. Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money, trophies or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Is intrinsic motivation the solution for increasing student engagement? One perspective is that intrinsic motivation to learn is a necessary, but insufficient, component for academic achievement in classrooms; that is, one can enjoy learning or have an interest in a subject, but lack the strategies necessary for continuing motivation (Alderman, 1999, p. 218) According to Aldermans argument, an extrinsically motivated student will work on a task even when he has little interest in it because of the anticipated satisfaction he will get from some rewards. The rewards can be something as minor as a smiley face to something major like a trophy or free computer game. For example, an extrinsically motivated child who dislikes maths may work hard on maths problems because he wants the reward for completing it right. For me it is very difficult to agree with Aldermans point of views on ‘motivating extrinsically will result positively as I have teaching experience with children of some (sorry to say) arrogant parents, rich parents who are proud of their wealth and children who enjoy the most lavish life in this country which is completely different where I come from. I have implemented many strategies for motivating children in my class; I never had an opportunity to discriminate intrinsic and extrinsic motivation until I come across some readings on these topics by Jerome S. Bruner and Alderman. All I knew were about motivating children to be engaged on task. Two years back I had few children in my class, whose parents especially the mothers were not supportive at all; their children most of the time turned in completed homework, they had poor reading skills and had unacceptable behaviour in the classroom. In order to motivate them towards task, I used to tell them if they complete work on time or behave well they will get a smiley sticker or a badge but, I always had reply from these kids ‘I dont need I can buy them when I go out with my driver or ‘who cares of those cheap stickers or ‘I have got plenty of them at home. In such a place where I am in, most of the children are not attracted by those extrinsic motivations rather they would like to get motivated by intrinsic factors. I have spent a lot of time trying to think of ways to motivate my more reluctant students. I have tried fear† If you are late again, I will call home†. I have tried rewards â€Å"If you follow the classroom code of conduct you will earn points that you can redeem for a free homework pass or computer game. As a motivational support fear and rewards do work, for a while but, I did not want to threaten my students, and I did not want to bribe them. I want them to develop a will to come to class and learn. I wanted their motivation to be intrinsic. The question then was how I get my students to become more intrinsically motivated so that the classroom experience is more enjoyable for everyone. When Iencouraged mystudents self motivation by structuringmy class and my teaching I met their needs which are love, respect, emotional support and to move about the classroom freely. I followed many ways to motivate the children but now, I can differentiate them according to intrinsic and extrinsic motivational factors. Intrinsic motivation takes place when there is a positive relationship between the learners and the educators. As Jerome Bruner (1966), explains that extrinsic reinforcement may lead to a desirable kind of activity and cause its repetition but will not ultimately encourage sound learning. His belief was that intrinsic rewards are more important than extrinsic rewards in the long term. Intrinsic motivational factors I implemented in my classroom and school were, 1- When I asked my students to volunteer to be my assistant and assigned jobs for them more learning went on than if I did all the teaching myself. 2- When I had those students who could not sit still for very long and lose focus easily did their maths questions on the board, they were more likely to stay focused and learn which develop the interest of involvement. 3- When I greeted my students at the classroomdoor early morning with a smile and allocate games and puzzles for them to d