Body Shop PLC Dissertation Essays

Body Shop PLC Dissertation Essays Body Shop PLC Dissertation Paper Body Shop PLC Dissertation Paper Essay Topic: The Outsiders One of the major problems in business is the notion of whether companies should be concerned with other issues than profitability. Adam Smith in 1863 claimed that the process of achieving the overall good for the society is something that will happen inevitably happen because of his idea of the invisible hand of the market. However, more contemporary ideas assert otherwise as they believed that there are a number of conditions that would hinder the invisible hand to work effectively (Mohr and Webb, 2002). The Body Shop International, PLC is one of the leaders in terms of cosmetic stores focusing in skin and hair care products that are made from natural ingredients. The company is a subsidiary of LOreal and has branches to over 50 countries worldwide. On the fiscal year of 2006, Body Shop has total revenue of ? 485. 8 million which marks a total of 15. 9% increase compared to 2005 (Datamonitor, 2007, p. 4). Body Shops niche market sector has been famous due to the advent on the use of naturally inspired skin and hair care products. Body Shops product lines range from the use of Vitamin E Moisture Cream, Tea Tree Oil, Banana Shampoo and the likes. The company also advocates the use of aloe vera, jojoba oil, rhassoul mud, cocoa butter etc. Hence it could be said that the company has fully revolutionized the ethical disposition of the cosmetic industry with regard to the use of natural ingredients, and most importantly, the advent against using animals in terms of testing their products (p. 5). It could also be significantly noted that the Body Shop has been highly commended through the use of its own fair trade program which primarily includes transacting with disadvantaged communities all over the world. For instance, the company is known through its purchases of ingredients such as the blue corn from the Pueblo Indians in New Mexico; it has also been purchasing Brazil nut oil from the Kapayo Indians of the Amazon River Basin (p. 6). 1. 2 Significance of the Study The study is significant in order to know if customers now a days are informed in terms of the Corporate Social Responsibility (CSR) of multinational companies. In the cosmetics industry, wherein information about how products are produced and are tested is made unknown to the public, it is imperative to know whether consumers at present perceive these factors as relevant at all. More importantly, the implications of emerging ethical issues in the market could be focused upon to significantly contribute on the amount of literature and researches establishing the link between CSR and consumer buying behaviors. As such, this study is relevant in order to know whether The Body Shop consumers in London did take into consideration the CSR of The Body Shop in terms of their purchasing attitude. 1. 3 Objectives of the Study The objectives of the research are the following: 1. To know from a consumers perspective if The Body Shop International PLC have a responsibility to the society. 2. To know how much support does consumers have about the Corporate Social Responsibility (CSR) of The Body Shop International PLC. 3. To know how much do consumers care about The Body Shop International PLCs level of CSR. 3. 1 To know if customer purchases are affected by the said factor. 4. To know what motives do consumers attribute to the CSR of The Body Shop International PLC. 4. 1 To know if the said motives make a difference to the consumers. 1. 4 Conclusion The implications of the workings of corporations overtime to the society, environment and other living things is something that is of utmost importance at present. In the age where science is triumphed over life and ethics, it is imperative to know whether cosmetic and skin and hair care international companies such as The Body Shop International are doing in terms of their CSR. More importantly, the study also seeks to establish the link between these CSR programs and know whether this affects consumer buying behaviors. Chapter II Review of Related Literature 2. 1 Introduction The review of related literature deals on: The Cosmetics Industry, Corporate Social Responsibility (CSR), Consumer Buying Behaviors, CSR and Purchasing Decisions, Customer Satisfaction and Customer Loyalty, and The Body Shop International, PLC Values: Against Animal Testing, Support Community Trade, Activate Self Esteem, and Protecting our Planet. 2. 2 The Cosmetic Industry The European Cosmetic Industry has a total value output of more than 35 billion â‚ ¬. The industry is highly innovative as it has been a custom to replace or reformulate more or less 25% of its products per annum. In addition with this, 150,000 Europeans work within the industry while there are more than additional 350,000 jobs that stem out due to retail, distribution and transport of the said products (European Commission A, 2006). Cosmetic products are generally divided into five categories which are: toiletries, skincare, fragrance and perfumes, hair care and decorative cosmetics (European Commission B, 2006). Toiletries are composed of products use for bath and shower such as salts, foams, oils, gels and the likes. In addition with this, shaving products, products for the teeth and mouth, soaps, powders etc are included within this category. Toiletries make up 25% of the market share of the Cosmetics Industry (European Commission B, 2006). Consequently, skin care products like creams, emulsions, lotions, gels and oils for the skin and face masks like peeling products belong to the skin care category. Powders, sunbathing products, whitening products and anti-wrinkle cream also belong to this category. The skin care section comprised 23% of the total market share of the industry (European Commission B, 2006). . The hair care section also gives up the 25% of the total market share for the industry and normally comprised of products for the hair such as tints, bleaches, waving, straightening, fixing, setting, cleansing, conditioning, hairdressing, etc (European Commission B, 2006). . Fragrances and perfumes made 15% and finally, decorative cosmetics made 12%. Make-ups for the eyes, lips, face, and even nail care also belong to this category (European Commission B, 2006). 2. 3 Corporate Social Responsibility (CSR) An organization which closely considers the ethical aspects of doing business seeks to cater to the interests of various stake holders. Such includes not only stockholders and employees but also other groups of individuals that are often composed of customers, suppliers, governments, unions, competitors, local communities, and the general public (Sims, 2003, p. 40). It is often the case that the demands of the stockholders, stakeholders and the outsiders within the organization are in conflict with one another. For instance, stakeholders expect that the company would be able to do their business in a responsible manner; on the other hand, stakeholders expect that their investments would be returned. Corollary with this, customers are looking forward a return on what they paid for, while suppliers look for dependable buyers. The government wanted companies to follow legislations, while unions seek benefits for their members. The competitors, expected companies to do their business in a fair manner and local communities wanted the aforementioned to be responsible citizens. Finally, the general public expects organizations to improve the over all quality of human life (p. 40). Table 1: Stakeholder View of Corporate Responsibility Stakeholder Nature of the Stakeholder Claim Shareholders Participation in distribution of profits, additional stock offerings, assets on liquidation; vote of stock; inspection of company books; transfer of stock; election of board of directors; and such additional rights as have been established in the contract with the corporation. Employees Economic, social, and psychological satisfaction in the place of employment. Freedom from arbitrary and capricious behavior on the part of company officials. Share in fringe benefits, freedom to join union and participate in collective bargaining, individual freedom in offering up their services through an employment contract. Adequate working conditions. Customers Service provided with the product; technical data to use the product; suitable warranties; spare parts to support the product during use; RD leading to product improvement; facilitation of credit. Creditors Legal proportion of interest payments due and return of principal from the investment. Security of pledged assets; relative priority in event of liquidation. Management and owner prerogatives if certain conditions exist with the company (such as default of interest payments). Suppliers Continuing source of business; timely consummation of trade credit obligations; professional relationship in contracting for, purchasing, and receiving goods and services. Unions Recognition as the negotiating agent for employees. Opportunity to perpetuate the union as a participant in the business organization. Competitors Observation of the norms of competitive conduct established by society and the industry. Business statesmanship on the part of peers. Governments Taxes (income, property, and so on); adherence to the letter and intent of public policy dealing with the requirements of fair and free competition; discharge of legal obligations of businesspeople (and business organizations); adherence to antitrust laws. Local communities Place of productive and healthful environment in the community. Participation of company officials in community affairs, provision of regular employment, fair play, reasonable portion of purchases made in the local community, interest in and support of local government, support of cultural and charitable projects. The general public Participation in and contribution to society as a whole; creative communications between governmental and business units designed for reciprocal understanding; assumption of fair proportion of the burden of government and society. Fair price for products and advancement of the state-of-the-art technology that the product line involves. Source: Sims, 2003, p. 41 These expectations from the aforementioned stakeholders are often in conflict with one another. For instance, the government and the general public often times have problems in contrast with the companys creditors and stake holders most especially in terms of the companys profitability. In effect of this, it is recommended that organizational objectives and strategies will be internally consisted and focused. In relation with this, it has been argued that leaders must be able to create a single-mind and multidimensional approach to the organizations’ aims (p. 42). The concept of Corporate Social Responsibility (CSR) is deeply rooted on the commitment of organizations to continue their business in an ethical manner. Also, it is relevant as well that the organization will be contributing to economic development of ones country while at the same time improving the quality of life of not only its employees and its families but also the society where it belonged (Watts and Holme, 1999). One of the central concerns with regard to the necessity of the implementation of CSR by a particular organization is the impact of their decisions and actions within the society. Closely related to this is an organizations responsibility to the entire society. As such this means that when aligning certain organizational goals or projects, it would be better if organizations will evaluate first their actions and make sure that they are in accordance to the welfare of the greater good (Parsons, 1954). As such, the impact of an organizations decision within the society is very vital in CSR. It should be emphasized as well that an organizations duty should span more than the economic and legal aspects but also assume the good of the majority. Archie Carroll said that an organizations social responsibility is something that includes the interplay of four important factors. These are economic performance, adherence with the law, ethical responsibility, good corporate citizenship, and improving the societys quality of life (Carrol and Buchholtz, 2003). The Body Shop International PLC considers the following as their stakeholders: Customers, Non-Governmental Organizations (NGO), Partners, Franchisees and other business partners (The Body Shop International PLC I, 2007). The Body Shop International PLC gives immense value on their customers and considers them as their primary stake holder. Eighty percent of Body Shop customers are buying in the company because of the aforementioneds values. A huge number of the requested information came from the details regarding the take over of LOreal, animal testing and chemical use (The Body Shop International PLC I, 2007). Employees and consultants are also important to the company as it directly employs 10,034 people. The company assures that its values and objectives are in accordance with the needs of their consultants and employees, hence providing them trainings, direct communications with the administration, market level dialogues, company intranet and also numerous company magazines that would educate the aforementioned (The Body Shop International PLC I, 2007). Body Shops franchisees are also relevant because majority of them took part in the campaigns of the organizations. The specialty of the said franchisees most specially in terms of the latters perception of their own markets is something that helps the company not only to further increase their revenues and also preserving company values. Body Shop suppliers are also assured to follow strict compliance procedures against animal testing. In relation with this, the packaging processes of the products of the company are also assured to be non toxic and for that matter recyclable. The use of natural ingredients or alternatives to certain harmful chemicals is also taken in utmost consideration. In return with this, the company does its duty to the former by helping their suppliers most especially in marginalized countries to improve their quality of life. Other companies and multi-stakeholder networks of Body Shop are also working in accordance with responsible business practices (The Body Shop International PLC I, 2007). 2. 4 Consumer Buying Behaviors A persons terminal values are perceived as one of the major determining factors of consumer buying behaviors. According to Ratneshwar, Mick and Huffman (2000) the most important factors that determine buying behaviors of customers are means-end chain models that seek o connect product-feature preferences to a consumer’s values (p. 10). The social identity theory claims that consumer behavior is primarily dependent on these two factors: people take actions to buy products, and it is often the case that they buy products that are consistent with their ideal self images. Second of which, it is also important to note that the social identity theory claims that every person enacts multiple identities that functions in every social context such as for instance, mother, professor, volunteer, that could be drivers of buying actions (p. 11). The behavioral decision theory that is under the umbrella of the social identity theory claims that choices of consumers are often made in accordance with their attribute values. Closely related to this is the attitude theory which emphasizes consumer expectancies and evaluations on a particular product belief (p. 11-12). The figure below presents consumer goals in terms of their buying preferences. It could be seen that the core reason that determines why such and such consumers buy certain products is primarily due to their life theme and values. In effect of these, their life themes and values deeply influenced how they are going to deal with their life projects, current concerns and consumption intentions. Finally, the benefits sought and the feature preferences are also considered as the end goal of the being and doing hierarchy.

Timeline of American History from 1871 to 1875

Timeline of American History from 1871 to 1875 1871 President Ulysses S. Grant creates the Civil Service Commission.The Indian Appropriation Act of 1871 is passed. Tribes will no longer be seen as independent but as wards of the State.The Ku Klux Klan Act of 1871 is passed. This act allows the president to send in troops to enforce the 14th amendment.The Treaty of Washington between the United States and Great Britain is ratified. This treaty allows for a commission to settle fishing and boundary disputes between the two countries.  The New York Times writes investigated articles about William Boss Tweed that reveal the level of corruption in New York City. He is eventually brought to trial.Brigham Young is arrested for polygamy.The Chicago fire leads to the destruction of most of the city. 1872 Yellowstone Park is created as a public preserve.The Freedmans Bureau set up during Reconstruction is effectively ended.The Credit Mobilier Scandal takes occurs. In the scandal, key government officials created a company called of the same name that awarded itself construction contracts to build the railways.  Ulysses S. Grant wins a second term by a landslide.William Boss Tweed is convicted of all counts and sentenced to twelve years in prison. He dies while in prison. 1873 The Coinage Act of 1873 is passed. This act removes silver from the coinage in order to more forcefully advocate for the gold standard.Oakes Ames, the man responsible for the Credit Mobilier Scandal is found guilty of bribery. However, he ends up only get censured.The Salary Grab Act is passed. This act provides for increases in salaries for the congress, the supreme court, and the president by 50% and also is retroactive for the previous two years. The uproar is so great that Congress eventually rescinds the raises for themselves but keeps them in place for the supreme court and president.The Panic of 1873 starts a five-year depression, during this time over 10,000 businesses will fail. The stock exchange closes for ten days. 1874 Morrison R. Waite is named the Chief Justice of the Supreme Court.Former President Millard Fillmore dies at the age of 74.The Chautauqua movement begins when Lewis Miller and John H. Vincent start a summer training of Sunday school teachers. It will eventually broaden to include many subjects.For the first time since the beginning of the Civil War, the Democratic Party regains control of the House of Representatives.The Womens Christian Temperance Union is formed when individuals from seventeen states meet in Cleveland, Ohio. 1875 The Specie Resumption Act passes Congress. It allows for legal tender to be exchanged for gold. The act also reduces the number of greenbacks in circulation.The US makes a treaty with Hawaii allowing the import of goods to be duty-free. It also asserts that no other power can take over Hawaii.The Civil Rights Act is passed, which states that no one can be denied equal access to public facilities.The Whiskey Ring Scandal occurs. In this scandal, it is shown that officials have been skimming millions from the distilleries. The leader, John McDonald, is a friend of President Grants. In addition, Grants personal secretary, Orville Babcock is involved.  Former President Andrew Johnson dies at the age of 66.The Molly Maguires, an Irish miners group, is broken up after their leadership is convicted of murder for its harsh tactics in Pennsylvania. However, their efforts did bring to light the terrible conditions of the miners and eventually led to improvements.The Second Sioux War begins a nd lasts through the fall and winter. By the following summer, they will have been defeated through the efforts of the US military.

History questions Assignment Example | Topics and Well Written Essays - 750 words

History questions - Assignment Example In response to aggressiveness, British soldiers opened fire upon civilians in order to maintain order. This slaughtering of civilians enraged the colonists. Lastly, the Quartering Act was an order in which the colonists were required to take in soldiers and provide for them. This angered the colonists as this served as a drain on already scarce and expensive resources. The English thought that it was necessary due to the fact that it was a reimbursement for having soldiers to protect the colonists from Indians, other countries. Etc. The Boston Massacre is considered by many to be one of the primary starting points to the start of the Revolutionary War. Evidence and speculation from the time leads many questions to be asked as to far who was the sole instigator in the act. Boston was already in turmoil as tensions were rising between the British and the colonists. Often, the colonists would taunt the soldiers. On this particular incident, it was reported that the taunting had reached an elevated level. In order to disperse the crowd, shots were fired into the air. This translated into turmoil in which the soldiers opened fired on the civilians until both parties retreated. Regardless of the facts, it is the colonists who instigated the attacks. The soldiers were just doing their duty and enforcing the laws. If this were to happen today with a riot facing the police, even if the policies were unfair, the blame would fall on the crowd. The purpose of the preamble of the Declaration of Independence was written in response as to the way the crown was treating the colonists. In essence, it was a dictatorship. As a result, the preamble states that the power, which is wielded by the government, is derived directly from the power, which is given by the people. The understanding that â€Å"all men are created equal† meant only white males in the colonies. At this time, women’s rights were unheard of and blacks were regarded as slaves meaning they were in es sence treated as property. The Declaration of Independence was a justification for why the colonies needed to break away from the corrupt form of government in England. The Virginia and New Jersey plans were created in order to help set up the new form of government, which would govern over the new independent colonies. The Virginia plan was based on the power in the government being based on population. Thus larger states would have more representative power in the government. The smaller states felt that this was not fair; therefore they constructed a system based on equality, one vote per state. The Connecticut Compromise set up a bicameral legislature, using the New Jersey Plan as a template. The Senate would have equal representation given by each state and population would base the House of Representatives. Samuel Slater is known as the father of the American Industrial Revolution. His idea of interchangeable parts allowed industry and the creation of machines to be accelerate d due to the fact that these parts could now be easily replaced and changed in mechanical components. One of the main areas in which Slater had an impact was on the textile industry, in particular the Lowell mills. It combined the textile and weaving process all in the same building, which maximized production and efficiency. Calhoun’s theory of nullification stated that in some instances, a state has the right to refuse to recognize a federal law within its

International students could not work in the US Essay

International students could not work in the US - Essay Example Lack of money as a result of inability to work might limit the credit hours of a student which may also lead to extension of the duration of getting degree. Moreover, this work restriction law may make some international students to work in illegal stores or indulge in illegal activities that might result to other problems (â€Å"International Students and Social Security Numbers. Social Security Administration† 1). It is as a result of this problem that institutions that started offering job opportunities to international students in areas such as bookstore, the library, and the physical plant within the campus. Some institutions also allowed international students to work in the cafeteria, media services, and in other departments in the campus. However, working in such areas also required one to have a Social Security number. Social Security number aid significantly in addressing international students’ unemployment problem. â€Å"Social Security numbers enable the U.S. government to monitor a person’s wages along determining eligibility for Social Security benefits† (Lewis & Clark 1). Therefore, it is advisable for international students willing to work in the U.S. to apply for a Social Security number. However, they should first contact designated school officials for international students in order to determine if they are eligible to work on campus before applying for the Social Security

Classroom Management and Discipline

Classroom Management and Discipline Nowadays, lot of teachers in our country are facing problem in managing their classrooms in schools. Â  Perhaps the single most important aspect of teaching is classroom management. The students are described to be different and some of them tend to act superior to the school management system, even to the teachers. They show less respect to the teachers, refuse to get involve in the learning sessions and even misbehaving in the schools. In order to make sure the learning environment go well, the teachers have to come up with certain guidelines in managing their classrooms. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies for the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers, indeed for some who experiencing these kind of problems already leave the teaching profession altogether. This problem is not only faced by our local teaches but it is believed to be happening world wide. In the year of 1981, the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was negative student attitudes and discipline.(Wolfgang and Glickman). According to Moskowitz Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control. Also, a research from Berliner (1988) and Brophy Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. From the students perspective, effective classroom management involves clear communication of behavioral and academic expectations, as well as a cooperative learning environment (Allen 1986). Classroom management is related to issues of motivation, discipline and respect. Many teachers establish rules and procedures at the beginning of the school year in order to control the students. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality. They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. Sometimes, this application is working in order to manage the classroom effectively but at the same time, failure also happens. Classroom Management and Discipline Classroom management is the reflection of the learning environment of a group of individuals within a classroom setting. A teachers classroom-management system communicates information about the teachers beliefs on content and the learning process. It also represents the kinds of instruction that will take place in a particular classroom. A classroom in which the teacher is completely responsible to guide the students actions by encouraging ands teaching them to be responsible for their own behaviors. The nature of classroom management and classroom instruction is especially easy to be seen and understood from a student perspective. Students have at least two cognitive demands on them at all times: academic task demands which is understanding and working with conten and also social task demands by interacting with others concerning that content. This means that students must try to understand the content and find appropriate and effective ways to participate in order to demonstrate t hat understanding to the teacher and the whole class. The teacher must facilitate the learning of these academic and social tasks. Therefore, the students perspective on the need to be successful, management and instruction cannot be separated. A teacher needs to cater all actions in order to create, implement, and maintain a learning environment within the classroom. Everything a teacher does has implications for classroom management, including creating the setting, decorating the room, arranging the chairs, speaking to children and handling their responses, putting routines in place, developing rules, and communicating those rules to the students. These are all aspects of classroom management: Creating a Learning Environment Creating and implementing a learning environment means careful planning for the start of the school year. The learning environment must be supervised in both physical space and cognitive space. The physical space of the classroom is managed as the teacher prepares the classroom for the students. These questions should be entertained by the teachers Is the space warm and inviting? Does the room arrangement match the teachers philosophy of learning? Do the students have access to necessary materials? Are the distracting features of a room eliminated?. It helps a lot.Teachers must also consider the cognitive space necessary for a learning environment. Effective teachers create and implement classroom management practices that cultivate effective classroom environment for their students. Setting Expectations The establishment of the teachers expectations should be expressed through rules and procedures. Rules indicate the expectations for behavior in the classroom, and procedures have to do with how things get done. Rules can be developed with the students helps in the classroom. The teacher must have the knowledge on which rules and procedures should be used for different environment. It is proven by certain researchers that students who demonstrates high task engagement and academic achievement implement a systematic approach toward classroom management at the beginning of the school year by the teachers. Therefore, one of the critical aspects of managing classrooms effectively, or managing classrooms in ways to enhance student learning, is setting expectations. Motivational Climate An essential part of organizing the classroom is to encourage students to do their best and to be excited about what they are learning. There are two factors that are critical in creating such a motivational climate which are value and effort. To be motivated, students must see the outcomes of the work that they are doing and the work others do. Effort ties the time, energy, and creativity a student uses to develop the the works hold. Teachers also can encourage the students by praising them verbally. It can motivates them to learn more. Maintaining a Learning Environment Classroom management also involves maintaining the learning environment through decision-making concerning students and the classroom. Maintaining a learning environment requires teachers to actively monitor their students. Active monitoring includes watching student behavior closely, correcting inappropriate behavior before its getting worse, dealing consistently with misbehavior, and attending to student learning. In terms of monitoring both student behavior and learning, effective teachers regularly survey their class or group and watch for signs of student confusion or inattention. Maintaining effective management involves keeping an eye out for when students appear to have problems in any field while learning. When Problems Occur Though effective teachers anticipate and monitor students behavior and learning, misbehavior and misunderstanding do occur. When inappropriate behavior occurs, they have to handle it promptly to keep it from continuing and spreading. Depending on the seriousness of the missbehaviors, teachers have to use different techniques to cater them. When students have problem academically, the teachers have to make sure the objectives are clearly given, precise instructions for assignments, and appropriate responds to students questions. In order to create and support a learning-centered environment, students must be very comfortable and feel that their contributions are valued. In addition, students must know how to value the contributions of others, value the diversity within the classroom, and give their best effort because they see it as the right thing to do or something that they want to do. In each classroom there will be a variety of skills, backgrounds, languages, and levels of cooperation. Teachers need to have experiences and skills to teach diverse classes, along with the administrative support in schools. There are many philosophies and styles of discipline applied by different teachers in the whole wide world. It can be hard to decide what works best for a particular teacher. What works for one teacher may not work for another. The best thing a teacher can do is to pick one that he/she think will be successful and make adjustments later if they face problems. Following are some of the most common discipline methods can be used by teachers in classroom: Assertive Discipline. It was created by Lee Canter. Canter believes that if you catch a student being good by recognizing them when they behave, they will work harder at behaving. He also believes that there should be consistent consequences of breaking the rules that are very clear. During early of the class sessions to begin, the teacher comes up with no more than five rules for the classroom. Each time a rule is broken, a consequence is given. If the misbehavior continues, the consequences get more severe every time. At the same time, students are rewarded for behaving properly. This can range from giving them verbal praises or even things such as sweets or foods. A Primer on Classroom Discipline- An article on this manual has been published by Thomas R. McDaniel. There are eleven techniques that are explained that help you achieve control. The methods are Focusing, Direct Instruction, Monitoring, Modeling, Non-Verbal Cuing, Environmental Control, Low-Profile Intervention, Assertive Discipline, Assertive I-Messages, Humanistic I-Messages, and Positive Discipline. Discipline With Dignity This controversial discipline program, created by Richard L. Curwin and Allen N. Mendler, is based on the premise that students are treated with dignity at all times. It is created to build self-esteem and encourage responsible behavior. Typically a contract is created by both the student and the teacher. The contract includes prevention, action dimension, and resolution. The teachers rules must make sense and be fair. At the same time, prevention is also done by the teachers with preplanning to eliminate possible areas of problems. Most important thing is to make sure students are aware of what is expected from them. The action consists of record keeping and classroom management. Finally the resolution component for the teachers is dealing with the continual rule breaker in the classrooms. But, teachers have to remember that discipline should not interfere with motivation and therefore, the students should be taught responsibility rather than being obedience for their own actions in the classrooms. There are some dicline with this method. It is believed that teacher is ought to protect student dignity and the fact there is no punishment. Students frequently select their own consequences rather than the teachers who decide. Teacher responses to severe discipline problems is unusual. Many believe that this should be the last resort for teachers to be used in classrooms when others have failed. Reality Therapy (RT)- This program was created by William Glasser. The emphasis of this program is to help students connect behavior with consequence. This is done with class meetings, clear rules, and contracts. This also includes Positive Approach to Discipline (PAD), which is based on Reality Therapy. Conclusion In conclusion, sometimes even teachers can actually make the problems occur in classrooms become worse, not the students. Therefore, it is important to consider some of the basic mistakes commonly made when implementing classroom behavior management strategies. For example, a common mistake made by teachers is to define the problem behavior by how it looks without considering its function. Interventions are more likely to be effective when they individually commit one of the problem behavior. Two students with similar looking misbehavior may require entirely different intervention strategies if the behaviors are serving different functions. Another common mistake is for the teacher to become deeply frustrated and feeling negative when an approach is not working towards the students. The teacher may raise his or her voice or increase the level of punishment in an effort to make the approach work. This type of interaction may impair the teacher-student relationship. Instead of allowing this to happen, it is often better to simply try a new approach. To avoid this, teachers should have an effective communication with the students. Communication is the key point here and with good approach and mentality, the students problem behaviors can be catered. By times, the classroom environment can be improved all together, for both teachers and students.

The Vampire Diaries: The Fury Chapter Thirteen

â€Å"You think we're supposed to-look inside?† Matt said. â€Å"I don't know,† Elena said miserably. She didn't want to see what was inside that tomb now any more than she had when Tyler had suggested opening it to vandalize it. â€Å"Maybe we won't be able to get it open,† she added. â€Å"Tyler and Dick couldn't. It started to slide only when I leaned on it.† â€Å"Lean on it now; maybe there's some sort of hidden spring mechanism,† Alaric suggested, and when Elena did, with no results, he said, â€Å"All right, let's all get a grip, and brace ourselves-like this. Come on, now-â€Å" From his crouch, he looked up at Damon, who was standing motionless next to the tomb, looking faintly amused. â€Å"Excuse me,† Damon said, and Alaric stepped back, frowning. Damon and Stefan each gripped an end of the stone lid and lifted. The lid came away, making a grinding sound as Damon and Stefan slid it to the ground on one side of the tomb. Elena couldn't bring herself to move closer. Instead, fighting nausea, she concentrated on Stefan's expression. It would tell her what was to be found in there. Pictures crashed through her mind, of parchment-colored mummified bodies, of rotting corpses, of grinning skulls. If Stefan looked horrified or sickened, disgusted†¦ But as Stefan looked into the open tomb, his face registered only disconcerted surprise. Elena couldn't stand it any longer. â€Å"What is it?† He gave her a crooked smile and said with a glance at Bonnie, â€Å"Come and see.† Elena inched up to the tomb and looked down. Then her head flew up, and she regarded Stefan in astonishment. â€Å"What is it?† â€Å"I don't know,† he replied. He turned to Meredith and Alaric. â€Å"Does either of you have a flashlight? Or some rope?† After a look inside the stone box, they both headed for their cars. Elena remained where she was, staring down, straining her night vision. She still couldn't believe it. The tomb was not a tomb, but a doorway. Now she understood why she had felt a cold wind blow from it when it had shifted beneath her hand that night. She was looking down into a kind of vault or cellar in the ground. She could see only one wall, the one that dropped straight down below her, and that one had iron rungs driven into the stone, like a ladder. â€Å"Here you go,† Meredith said to Stefan, returning. â€Å"Alaric's got a flashlight, and here's mine. And here's the rope Elena put in my car when we went looking for you.† The narrow beam of Meredith's flashlight swept the dark room below. â€Å"I can't see very far inside, but it looks empty,† Stefan said. â€Å"I'll go down first.† Bonnie hadn't moved. She was still standing there with that utterly abstracted expression on her face, as if she saw nothing around her. Without a word, she swung a leg over the edge of the tomb, twisted, and began to descend. â€Å"Whoa,† said Stefan. He tucked the flashlight in his jacket pocket, put a hand on the tomb's foot, and jumped. Elena had no time to enjoy Alaric's expression; she leaned down and shouted, â€Å"Are you okay?† â€Å"Fine.† The flashlight winked at her from below. â€Å"Bonnie will be all right, too. The rungs go all the way down. Better bring the rope anyway.† Elena looked at Matt, who was closest. His blue eyes met hers with helplessness and a certain resignation, and he nodded. She took a deep breath and put a hand on the foot of the tomb as Stefan had. Another hand suddenly clamped on her wrist. â€Å"I've just thought of something,† Meredith said grimly. â€Å"What if Bonnie's entity is the Other Power?† â€Å"I thought of that a long time ago,† Elena said. She patted Meredith's hand, pried it off, and jumped. She stood up into Stefan's supporting arm and looked around. â€Å"My God†¦Ã¢â‚¬  It was a strange place. The walls were faced with stone. They were smooth and almost polished-looking. Driven into them at intervals were iron candelabra, some of which had the remains of wax candles in them. Elena could not see the other end of the room, but the flashlight showed a wrought-iron gate quite close, like the gate in some churches used to screen off an altar. Bonnie was just reaching the bottom of the rung ladder. She waited silently while the others descended, first Matt, then Meredith, then Alaric with the other flashlight. Elena looked up. â€Å"Damon?† She could see his silhouette against the lighter black rectangle that was the tomb's opening to the sky. â€Å"Well?† â€Å"Are you with us?† she asked. Not â€Å"Are you coming with us?† She knew he would understand the difference. She waited five heartbeats in the silence that followed. Six, seven, eight†¦ There was a rush of air, and Damon landed neatly. But he didn't look at Elena. His eyes were oddly distant, and she could read nothing in his face. â€Å"It's a crypt,† Alaric was saying in wonder, as his flashlight scythed through the darkness. â€Å"An underground chamber beneath a church, used as a burial place. They're usually built under larger churches.† Bonnie walked straight up to the scrolled gate and placed one small white hand on it, opening it. It swung away from her. Bonnie walked straight up to the scrolled gate and placed one small white hand on it, opening it. It swung away from her. Bonnie stopped. This is it, thought Elena, her breath catching in her throat. Oh, my God, this is it; this is really it. She had the sudden intense sensation of being in the middle of a lucid dream, one where she knew she was dreaming but couldn't change anything or wake up. Her muscles deadlocked. She could smell fear from the others, and she could feel the sharp edge of it from Stefan beside her. His flashlight skimmed over objects beyond Bonnie, but at first Elena's eyes could make no sense of them. She saw angles, planes, contours, and then something leaped into focus. A dead-white face, hanging grotesquely sideways †¦ The scream never got out of her throat. It was only a statue, and the features were familiar. They were the same as on the lid of the tomb above. This tomb was the twin of the one they had come through. Except that this one had been ravaged, the stone lid broken in two and flung against the wall of the crypt. Something was scattered about the floor like fragile ivory sticks. Bits of marble, Elena told her brain desperately; it's only marble, bits of marble. They were human bones, splintered and crushed. Bonnie turned around. Her heart-shaped face swung as if those fixed blank eyes were surveying the group. She ended directly facing Elena. Then, with a shudder, she stumbled and pitched violently forward like a marionette whose strings have been cut. Elena barely caught her, half falling herself. â€Å"Bonnie? Bonnie?† The brown eyes that looked up at her, dilated and disoriented, were Bonnie's own frightened eyes. â€Å"But what happened?† Elena demanded. â€Å"Where did it go?† â€Å"I am here.† Above the plundered tomb, a hazy light was showing. No, not a light, Elena thought. She was sensing it with her eyes, but it was not light in the normal spectrum. This was something stranger than infrared or ultraviolet, something human senses had not been built to see. It was being revealed to her, forced on her brain, by some outside Power. â€Å"The Other Power,† she whispered, her blood freezing. â€Å"No, Elena.† The voice was not sound, in the same way that the vision was not light. It was quiet as star shine, and sad. It reminded her of something. â€Å"I've been waiting for you,† Honoria Fell's voice said softly. â€Å"Here I can speak to you at last in my own form, and not through Bonnie's lips. Listen to me. Your time is short, and the danger is very great.† Elena found her tongue. â€Å"But what is this room? Why did you bring us here?† â€Å"You asked me to. I couldn't show you until you asked. This is your battleground.† â€Å"I don't understand.† â€Å"This crypt was built for me by the people of Fell's Church. A resting place for my body. A secret place for one who had secret powers in life. Like Bonnie, I knew things no one else could know. I saw things no one else could see.† â€Å"You were psychic,† Bonnie whispered huskily. â€Å"In those days, they called it witchery. But I never used my powers for harm, and when I died they built me this monument so that my husband and I could lie in peace. But then, after many years, our peace was disturbed.† The eldritch light ebbed and flowed, Honoria's form wavering. â€Å"Another Power came to Fell's Church, full of hatred and destruction. It defiled my resting place and scattered my bones. It made its home here. It went out to work evil against my town. I woke. â€Å"I have tried to warn you against it from the beginning, Elena. It lives here below the graveyard. It has been waiting for you, watching you. Sometimes in the form of an owl-â€Å" An owl. Elena's mind raced ahead. An owl, like the owl she had seen nesting in the belfry of the church. Like the owl that had been in the barn, like the owl in the black locust tree by her house. White owl†¦ hunting bird†¦ flesh eater†¦ she thought. And then she remembered great white wings that seemed to stretch to the horizon on either side. A great bird made of mist or snow, coming after her, focused on her, full of bloodlust and animal hate†¦ â€Å"No!† she cried, memory engulfing her. She felt Stefan's hands on her shoulders, his fingers digging in almost painfully. It brought her back to reality. Honoria Fell was still speaking. â€Å"And you, Stefan, it has been watching you. It hated you before it hated Elena. It has been tormenting you and playing with you like a cat with a mouse. It hates those you love. It is full of poisoned love itself.† Elena looked involuntarily behind her. She saw Meredith, Alaric, and Matt standing frozen. Bonnie and Stefan were next to her. But Damon†¦ where was Damon? â€Å"The Snow Dance!† Meredith said sharply. â€Å"Yes. And this time they will kill until the last of them is killed.† â€Å"We have to warn those people,† Matt said. â€Å"Everyone at that dance-â€Å" â€Å"You will never be safe until the mind that controls them is destroyed. The killing will go on. You must destroy the Power that hates; that is why I have brought you here.† There was another flux in the light; it seemed to be receding. â€Å"You have the courage, if you can find it. Be strong. This is the only help I can give you.† â€Å"Wait-please-† Elena began. The voice continued relentlessly, taking no heed of her. â€Å"Bonnie, you have a choice. Your secret powers are a responsibility. They are also a gift, and one that can be taken away. Do you choose to relinquish them?† â€Å"I-† Bonnie shook her head, frightened. â€Å"I don't know. I need time†¦Ã¢â‚¬  â€Å"There is no time. Choose.† The light was dwindling, caving in on itself. Bonnie's eyes were bewildered and uncertain as she searched Elena's face for help. â€Å"It's your choice,† Elena whispered. â€Å"You have to decide for yourself.† Slowly, the uncertainty left Bonnie's face, and she nodded. She stood away from Elena, without support, turning back to the light. â€Å"I'll keep them,† she said huskily. â€Å"I'll deal with them somehow. My grandmother did.† There was a flicker of something like amusement from the light. â€Å"You've chosen wisely. May you use them as well. This is the last time I will speak to you.† â€Å"But-â€Å" â€Å"I have earned my rest. The fight is yours.† And the glow faded, like the last embers of a dying fire. With it gone, Elena could feel the pressure all around her. Something was going to happen. Some crushing force was coming toward them, or hanging over them. â€Å"Stefan-â€Å" Stefan felt it too; she could tell. â€Å"Come on,† Bonnie said, her voice panicked. â€Å"We have to get out of here.† â€Å"We have to get to the dance,† Matt gasped. His face was white. â€Å"We have to help them-â€Å" â€Å"Fire,† cried Bonnie, looking startled, as if the thought had just come to her. â€Å"Fire won't kill them, but it will hold them off-â€Å" â€Å"Alaric.† Stefan spoke with the ring of command. â€Å"You go back. Take the others; do what you can. I'll stay-â€Å" â€Å"I think we all should leave!† Alaric shouted. He had to shout to be heard over the deafening noise surrounding them. His weaving flashlight showed Elena something she hadn't noticed before. In the wall next to her was a gaping hole, as if the stone facing had been ripped away. And beyond was a tunnel into the raw earth, black and endless. Where does it go? Elena wondered, but the thought was lost among the tumult of her fear. White owl†¦ hunting bird†¦ flesh eater†¦ crow, she thought, and suddenly she knew with blinding clarity what she was afraid of. â€Å"Where's Damon?† she screamed, dragging Stefan around as she turned, looking. â€Å"Where's Damon?† â€Å"Get out!† cried Bonnie, her voice shrill with terror. She threw herself toward the gate just as the sound split the darkness. It was a snarl, but not a dog's snarl. It could never be mistaken for that. It was so much deeper, heavier, more resonant. It was a huge sound, and it reeked of the jungle, of the hunting bloodlust. It reverberated in Elena's chest, jarred her bones. It paralyzed her. The sound came again, hungry and savage, but somehow almost lazy. That confident. And with it came heavy footfalls from the tunnel. Bonnie was trying to scream, making only a thin whistling sound. In the blackness of the tunnel, something was coming. A shape that moved with a rangy feline swing. Elena recognized the snarl now. It was the sound of the largest of the hunting cats, larger than a lion. The tiger's eyes showed yellow as it reached the end of the tunnel. And then everything happened at once. Elena felt Stefan try to pull her backward to get her out of the way. But her own petrified muscles were a hindrance to him, and she knew that it was too late. The tiger's leap was grace itself, powerful muscles launching it into the air. In that instant, she saw it as if caught in the light of a flashbulb, and her mind noted the lean shining flanks and the supple backbone. But her voice screamed out on its own. â€Å"Damon, no!† It was only as the black wolf sprang out of the darkness to meet it that she realized the tiger was white. The great cat's rush was thrown off by the wolf, and Elena felt Stefan wrench her out of the way, pulling her sideways to safety. Her muscles had melted like snowflakes, and she yielded numbly as he put her against the wall. The lid of the tomb was between her and the snarling white shape now, but the gate was on the other side of the fight. It was an impossible match. The black wolf, vicious and aggressive though it might be, didn't stand a chance. One swipe of the tiger's huge claws laid the wolf's shoulder open to the bone. Its jaws snarled open as it tried to get a bone-cracking grip on the wolf's neck. But then Stefan was there, training the blaze of the flashlight into the cat's eyes, thrusting the wounded wolf out of the way. Elena wished she could scream, wished she could do something to release this rushing ache inside her. She didn't understand; she didn't understand anything. Stefan was in danger. But she couldn't move. â€Å"Get out!† Stefan was shouting to the others. â€Å"Do it now; get out!† Faster than any human, he darted out of the way of a white paw, keeping the light in the tiger's eyes. Meredith was on the other side of the gate now. Matt was half carrying and half dragging Bonnie. Alaric was through. The tiger lunged and the gate crashed shut. Stefan fell to the side, slipping as he tried to scramble up again. â€Å"We won't leave you-† Alaric cried. â€Å"Go!† shouted Stefan. â€Å"Get to the dance; do what you can! Go!† The wolf was attacking again, despite the bleeding wounds in its head, and its shoulder where muscle and tendon lay exposed and shining. The tiger fought back. The animal sounds rose to a volume that Elena couldn't stand. Meredith and the others were gone; Alaric's flashlight had disappeared. â€Å"Stefan!† she screamed, seeing him poised to jump into the fight again. If he died, she would die, too. And if she had to die, she wanted it to be with him. The paralysis left her, and she stumbled toward him, sobbing, reaching out to clutch him tightly. She felt his arm around her as he held her with his body between her and the noise and violence. But she was stubborn, as stubborn as he was. She twisted, and then they faced it together. The wolf was down. It was lying on its back, and although its fur was too dark to show the blood, a red pool gathered beneath it. The white cat stood above it, jaws gaping inches from the vulnerable black throat. But the death-dealing bite to the neck didn't come. Instead the tiger raised its head to look at Stefan and Elena. But the death-dealing bite to the neck didn't come. Instead the tiger raised its head to look at Stefan and Elena. The whiskers were straight and slender, like silver wires. Its fur was pure white, striped with faint marks like unburnished gold. White and gold, she thought, remembering the owl in the barn. And that stirred another memory†¦ of something she'd seen†¦ or something she'd heard about†¦ With a heavy swipe, the cat sent the flashlight flying out of Stefan's hand. Elena heard him hiss in pain, but she could no longer see anything in the blackness. Where there was no light at all, even a hunter was blind. Clinging to him, she waited for the pain of the killing blow. But suddenly her head was reeling; it was full of gray and spinning fog and she couldn't hold on to Stefan. She couldn't think; she couldn't speak. The floor seemed to be dropping away from her. Dimly, she realized that Power was being used against her, that it was overwhelming her mind. She felt Stefan's body giving, slumping, falling away from her, and she could no longer resist the fog. She fell forever and never knew when she hit the ground.

Go Ask Alice - 2576 Words

Psychological Issues of Addiction amp; Compulsive Behaviors Memoir Report and Review Psychology Introduction Go Ask Alice is a 1971 book about the life of a troubled teenage girl. The book continues its claim to be the actual diary of an anonymous teenage girl who became addicted to drugs. Beatrice Sparks is listed as the author of the book by the U.S. Copyright Office. The novel, whose title was taken from a line in the Grace Slick, penned Jefferson Airplane song White Rabbit, go ask Alice/when shes ten feet tall, is presented as an anti-drug testimonial. The memoirists name is never given in the book. Revelations about the books origin have been a cause of doubt as to its authenticity and factual accounts, and the†¦show more content†¦She is then introduced to marijuana and is now using as well as selling it. She then finds herself in what will turn out to be a heart breaking betrayal; when she finds out the truth about Richie’s secret affair with Ted. As time pass, Chris and Alice decides to flee San Francisco and vows to turn Richie in and stays sober with Chris. She gets to San Francisco where she and Chris both find jobs to support themselves. She also matures within this time frame, learning about her sexuality. However, she has not have sex sober yet. Beneath Alice’s psychedelic adventures is her continuing desire to find someone with home she can have the same open, loving relationship she once had with her family. Her shifting emotions concerning her family were the major cause for her departure, yet she longs for them in San Francisco. November 23rd- End of Diary One Alice has now passed through her by trail by fire, and she feels like an adult from the way others treat her as an individual. She declares â€Å"I am somebody: but her real maturation is not from how others respond to her, but from wise reflections on what it means to survivors the troubled times of adolescence. She is not completely ready to accept her past, she wants to repent for her sins, but she also wishes she could push her nightmares in the back of her mind. Alice finally gains enough absolute experience and converse more honestly with other runaways in this section to understandShow MoreRelated Go Ask Alice Essay2419 Words   |  10 Pages Go Ask Alice nbsp;nbsp;nbsp;nbsp;nbsp;Have you ever had a problem? Im sure you have because everybody sometime in there life does. The book I read Go Ask Alice by an anonymous author is all about problems, conflicts, and how to deal with them. nbsp;nbsp;nbsp;nbsp;nbsp;I would give a lot of information on the author if that was possible, but the author is anonymous so I can not do so. nbsp;nbsp;nbsp;nbsp;nbsp;From the very first page I had a hunch that this book was about a drugRead MoreGo Ask Alice By An Anonymous Teenage Girl942 Words   |  4 Pages The novel Go Ask Alice, written by an anonymous teenage girl, consists of her thoughts, musings, and feelings throughout her ever worsening battle with drugs. Before the life-altering party that introduced her to this life of addiction, Alice was a typical teenage girl who faced the fears and unknown of moving to a new town and school, feelings of nonacceptance from her friends and peers, body issues, and pressure from her parents. The argument can be made that one of the many roots of Alice’sRead MoreEssay about Go Ask Alice By Anonymous837 Words   |  4 Pages Teenagers of every race, religion, and clique relate deeply to the words of the anonymous teenager within the book Go Ask Alice, by an anonymous girl whose life enters a place where, as most teenagers, she has no idea who to turn to, or where to go. quot;Oh dear god, help me adjust, help me be accepted, help me belong, dont let me be an outcast and a drag on my family,quot; (Anonymous, 13). With these words, we are accepted into the girls life, and into her heart and mind. I chose this quoteRead MoreA True Battle Against Drugs in Go Ask Alice Essay580 Words   |  3 PagesIn â€Å"Go Ask Alice†, Alice is a normal teenager. She just wants to be accepted by her friends and her family. However, she gets influenced and tries drugs in the process. Whenever she’s stressed, drugs are her only constant friend. Throughout the book, she battles with her addiction, and she eventually dies because of it. When she first tries drugs, it was accidentally. She doesn’t really go out looking for it, she gets surprised by it. On page 35 it says, â€Å"I sort of asked Jill what happened andRead More Go Ask Alice Essay example1005 Words   |  5 Pages Go Ask Alice! Alice is fifteen, white, middle, class. She diets, she dates. She loves Roger but the most time he doesnamp;#8217;t notice her. If she would ever sleep with a boy she would sleep with him. Alice hates her look. She wants to be pretty and slim. Lately she loses fascination about all things. School is boring and she doesnamp;#8217;t even go to parties. Her parents want to move. Her Dad is invited to become the Dean of the Political Science at - . Alice is happy and is not hard forRead MoreEssay about Go Ask Alice818 Words   |  4 Pages Go Ask Alice, written by an anonymous author, is a diary kept by a fifteen-year-old drug user. The author, through this book, doesn’t wants his readers to look for advise in it, but to learn about the real world in which some teenagers have to live through. Alice, the main character, made the worst mistake ever and radically changed her life around to fit in with the crowd . She is soon exposed to drugs, sex and violence. It is a battle that Alice can win, but sometimes as much as youRead MoreGo Ask Alice Is Written By An Anonymous Author Essay1234 Words   |  5 PagesThe novel Go ask Alice is written by an anonymous author and is based on a diary kept by a conventional teenager who then turns into a suicidal drug addict. What happens to Alice at one unsavoury party changed her life forever. She is invited to Jill’s party, someone she doesn t know well, where her drink is unknowingly spiked with LSD. Not long after that Alice amassed a dependence on drugs, for example she was unable to last even a few days sober. The author of the diary, Alice, has a raw styleRead MoreBooks Like The Harry Potter Series, Go Ask Alice, Or The Hunger Games1417 Words   |  6 Pagesa banned book consist of, is it drugs, sex, racial issues, or witchcraft? The answer is it could be all of the above. Chances are, you have once read and maybe even declared a banned book your favorite book. Books like the Harry Potter series, Go Ask Alice, or The Hunger Games series are all on the banned book list. These books are often removed from schools or public library shelves. â€Å"For many years, American schools have been pressured to restrict or deny students access to books or periodicalsRead MoreAlice In Wonderland Identity Crisis Essay1204 Words   |  5 PagesCarroll Alice Adventures in Wonderland is a story that every child wanted to read in the Victorian Era. The education system of the Victorian Era limited the thoughts, speech and actions of individuals. People were the product of the Victorian society in which they were raised. Victorian novelists highlighted this in the books that they wrote. It contributed to the identity crisis of the Victorian Era in which children were affected. Victorian society discourages the use of imagination. Alice AdventuresRead MoreThe White Rabbit Character Analysis971 Words   |  4 PagesCharacters Alice is a curious young girl, and when she gets herself in trouble, she has the intelligence to get herself out. Her curiosity takes her to countless places in wonderland and allows her to meet many interesting characters. The story opens with Alice’s sister reading Alice a book under a tree. Alice’s sister has no discernible personality or character traits, but is very fitting as she is not a whimsical character from wonderland, and therefore sets reality as boring, so wonderland contrasts