The Relationship Between The Big Five Personality Psychology Essay

The Relationship Between The Big Five Personality Psychology Essay Personality traits as the characteristics of a person with consistent patterns of behaviour are undoubtedly playing a significant role in determining a students success in pursuing his or her tertiary education. Therefore, this research aims to investigate and examine the effects of personality traits on the students performance in UTAR Kampar Campus, Perak, Malaysia. As proposed by Costa and McCrae (1992), the Big-Five Personality Traits model has been used in this study whereby the model categorizes humans personality into five factors, namely the Conscientiousness, Agreeableness, Openness to Experience, Extraversion, and lastly Neuroticism. Target population for this research is approximately 408 students and a questionnaire encompassing 3 sections was presented to the respondents. The study subjects were 200 accounting students in UTAR Kampar Campus. For data analysis, the Pearson Correlation Analysis and Multiple Regression Analysis are adopted to determine the relationships bet ween the variables. Overall, completion of this study will provide a guideline as to which traits would be favourable for students to harness so as to achieve better results in tertiary education. Lastly, this study also confirmed the validity and reliability of the Big-Five Personality Traits model as proposed by Costa and McCrae (1992). CHAPTER 1: INTRODUCTION 1.0 Introduction This chapter gives a general idea of this research, where it comprises of seven sections. The research background briefly explains what are personality and students performance. The problem statement is addressed in the second section. Research objectives and research questions are also highlighted in this chapter and lastly, significance of the study, outline of chapter, and conclusion is followed by. 1.1 Research Background When someone talks about students performance, what is it actually refers to? Past studies broadly defined students performance as a pedagogical terminology used to determine learners achievement in formal education while to measure a students performance is only by examinations (Tope, 2011). Apparently, it gives rise to the question of whether what is the definite measurement of it? Is examination the only way to measure a students performance? Does the employers nowadays only concern about students academic achievement? While most employers actually view that way, it would be unfair to only compare a persons past achievement in a sole aspect. Nonetheless, some employers nowadays are different whereby they perceive that a successful student should include academic success, secured position in career field, and ability to apply knowledge and skills in real life (Dean, 1998). Therefore, quantitative measurement such as Grade Point Average (GPA) may not be the only factor to determine a students performance whereby other qualities such as communication skills, leadership, and team performance should also be considered (Sansgiry, Bhosle Sail, 2006). Due to aggressive competitions in business world, employers demand higher requirements in fresh graduates (Maurin, Thesmar Thoenig, 2002; Koda, Yuki Hong, 2011). The criterion includes time management, teamwork and leadership ability (Weligamage Siengthai, 2003). Students possessing such skills are definitely in a better position of securing job opportunities. Therefore, higher attention should be placed on graduate students personality as it affects their employability which in turn influences unemployment rates in Malaysia (Ismail, 2011). On the contrary, when people talks about human personality, what is the first thought that comes into your mind? Most people think that it is the different attitudes or habits that each individual possess. This is known as the individual differences or national characters that differentiate people (Mooradian Swan, 2006). Previous studies clarified that there indeed exist differences in individuals attitude from different countries (Lynn Martin, 1994). A simple example of this is where some people would tend to be more sociable and talkative, and some would be the exact opposite (Wilt Revelle, 2008). Such difference would somehow cause different outcomes in ones education with their future career at stake. While it is difficult to completely define the term personality, Pervins study defined it as the characteristics of a person with consistent patterns of behavior (Saleem, Beaudry Croteau, 2011). Apart from that, recent studies presented that personalities can be branched out to other perspectives such as the biological model of the Big-Five personality traits (DeYoung, Hirsh, Shane, Papademetris, Rajeevan Gray, 2010), and the Dark Triad personality traits (Jonason, Webster, Schmitt, Li Crysel, 2012). Personality is becoming an important factor in various situations (Caspi, Roberts Shiner, 2005) where at working place, a right personality allow workers to interact well with colleagues and clients thus expanding their network span; at university, students are more sociable thus studies in a comfortable environment (Bester, 2007). Furthermore, many human-made issues and criminal cases can be related to the decline in ones personality, in other words, lacks of Personality Development (PoliÃ…Â ¡enskà ½, 2006). Then, Jinnie (2011) stated that a person with good personality will enhance his or her communication skills and anger management. Meanwhile, in managements perspective, a positive personality will aid in clearing workers negative conditioning, anxiety, and depressions in solving problems (Morton, 2011; Brunello Schlotter, 2011). Therefore, personality is an important determinant of career choice (Holland, 1976). In relation to students performance at school or university, prior studies have identified the five personalities that affect students behavior where this in turn affects their performances. In this case, the Big-Five personality model is an effective way to predict an individuals behavior as it has been widely used and proved to be convincing (Noftle Shaver, 2006; Robbins, 2007). 1.2 Problem Statement Students performance has been a questionable factor on the employability of fresh graduates and how well are they satisfying the qualities that the employers looking for (Marshall, 2010). According to Department of Statistic in Malaysia, unemployment rate among fresh graduates has been rising from 2.6% in 1996 to 3.1% in 2011. The Prime Minister of Malaysia also indicated that the highly skilled workforce in 2010 is only 23% where this percentage is still far from the minimum requirement, compared with some of the developing countries (Ramakrishnan Yasin, 2011). In the past decade, there are various studies being carried out by the researchers to examine the effect of students performances using the Big-Five personality traits. Gray and Watson (2002) investigated the connections between personalities and sleep that have the combined effects on students academic outcomes in United States. According to Komarraju, Karau and Schmeck (2009), personality traits are important to improve students self-motivation in attaining higher academic honors. Besides, a study in Iran investigated that students distinct characteristic and personality is one of the variables that affect their academic achievement (Hakimi, Hejazi Lavasani, 2011). On the other hand, Taher, Chen and Yao (2011) studied the relationship between MBA students performance and their personality traits whereas Kalshoven, Hartog and Hoogh (2010) carried out a study on individual leadership skill and used only three out of five of the big-five personality traits (conscientiousness, agreeab leness, and emotional stability). However, there are still some deficiencies in the past empirical researches. The study in Gray and Watson (2002) only focuses on the universitys students in their country, therefore no firm explanations that the results of the past research are valid in Malaysia. Besides, Komarraju et al. (2009) pointed out that the personality of the students is being influenced by the environment as the research was conducted in various universities. In addition, Hakimi et al. (2011)s study is very limited due to the area of research were not conducted in Asia. This indicates that little study has been done on the students in Malaysia. Moreover, the study of Taher et al. (2011) also ignored the other aspects of students performance other than their scores and grades. Lastly, Kalshoven et al. (2010) did not include all of the Big-Five factors of personality traits in their research and this implies that the researchs results and measurements of personality traits may not be accurate. Therefore, this research is carried out to fill the gaps of past researches by investigating the personality traits as the one of the important factors that affects the several aspects of university students performance in Malaysia. 1.3 Research Objectives and Research Questions Table 1.1: Research Objectives and Research Questions Research Objectives Research Questions General Objective In general, this research aims to investigate and examine the relationship of personality traits on the students performance in UTAR. General Question Do personality traits relate to the students performance in UTAR? Specific Objectives To examine the relationship between conscientiousness and students performance in UTAR. To examine the relationship between agreeableness and students performance in UTAR. To examine the relationship between openness to experience and students performance in UTAR. To examine the relationship between extraversion and students performance in UTAR. To examine the relationship between neuroticism and students performance in UTAR. Specific Questions Is there any relationship between conscientiousness and students performance in UTAR? Is there any relationship between agreeableness and students performance in UTAR? Is there any relationship between openness to experience and students performance in UTAR? Is there any relationship between extraversion and students performance in UTAR? Is there any relationship between neuroticism and students performance in UTAR? Source: Developed for the research 1.4 Significance of the Study 1.4.1 Theoretical Perspective From an educational perspective, this research can serve as a basic guideline for future researchers as it is a modified research model in terms of measuring students performance qualitatively. This research also confirmed the previous theory of Five Factor Model of personality traits by Costa and McCrae (1992), thus adding credibility towards the theory. 1.4.2 Practical Perspective From country-wide perspective, students, as the citizens of Malaysia, developing their personality and improving their performance would boost overall capability and reduces unemployment rates in Malaysia as more students will be employed. From the industry perspective, findings from this research may contribute to the employer by providing the basic information on which type of employees personality is preferable. Although it may not be of huge importance, employers should not overlook this aspect in recruitment as employees with great personality will definitely enhance the organizations intellectual use of available human resources. 1.5 Chapter Layout Chapter One covers the introduction of this research which includes research background, problem statement, research objectives and questions, and lastly the significance of this study. Chapter Two explores the core theories by reviewing literatures of past empirical studies and developing theoretical framework and hypotheses. Chapter Three explains the research methodology adopted whereby it includes the research design, population and sampling procedures, data collection and analysis techniques, and variables and measurements. Chapter Four presents the analyzed data and results from the target respondents detailed in descriptive and inferential analysis, and scale measurements. Chapter Five briefly concludes this research as it summarizes the findings from this research and also providing implications, limitations, and recommendations for this research. 1.6 Conclusion This chapter has acknowledged the problem statement, research questions and objectives, significance of the study and the outline of the research project. In Chapter Two, it would then provide the relevant literature review. CHAPTER 2: LITERATURE REVIEW 2.0 Introduction The previous chapter has highlighted the introduction of this research project. This chapter will touch on the literature review of the research. Literature review provides a comprehensive review on the secondary sources of data done by previous authors or researchers such as books, journal articles, thesis papers, research projects, and reports. This chapter embodies five sections. Firstly, Section 2.1 is the review of literature whilst Section 2.2 reviews the prior empirical studies. Then, Section 2.3 shows the proposed theoretical conceptual framework. After that, Section 2.4 is the development of hypotheses. Lastly, Section 2.5 summarizes this chapter to provide a general understanding to the readers. 2.1 Review of the Literature Based on the prior researches, it has been widely accepted that the Big Five Personality Traits by McCrae and Costa (1992), and Digman (1990) can determine ones individual characteristics (Moghaddam, Peyvandi Wang, 2009). In this part, this research will define and explain thoroughly each of these traits to provide for the development of hypotheses for this research and lastly, relating each of them with the students performance. 2.1.1 Conscientiousness Conscientiousness is defined by John and Srivastava (1999) as individual differences in the propensity to be goal directed (Savelyev, 2012). According to Barrick and Mount (1991), traits of conscientiousness includes being dependable, responsible, and organized (Trinh, 2002). More specifically, individual who is measured as high in conscientiousness is determined and strong-willed (Bruck Allen, 2002). 2.1.2 Agreeableness According to Nettle and Liddle (2008), Digmans and Grazianos study suggested that agreeableness is associated to a persons warmth, friendliness and conformance with others. It is also supported by Janss and Rabinowitzs study where traits of agreeableness include unselfishness, friendliness and modesty (Bozionelos, 2003). Thus, people who is high in agreeableness is likely to get along well with others (Judge, Livingston, Hurst, 2011). 2.1.3 Openness to Experience Yamagatas study defined openness to experience as people who are intellectually curious (McCrae Sutin 2009) and individuals who are measured high in openness are curious for inner and outer world (Bruck Allen, 2002). Conversely, low in openness to experience usually have a narrow and common interest and likes to enjoy routine activities (Flynn, 2005). 2.1.4 Extraversion Traits of extraversion can be represented by sociability, assertiveness, and social dominance (Bozionelos, 2003). Judges and Wastsons study also supported that viewpoint as it refers extraversion to sociability (Chan, 2007). In other words, it is a tendency to search for stimulation and to enjoy mingling with other people. 2.1.5 Neuroticism Defined as a tendency to experience unpleasant emotions easily, neuroticism continuum ranges from calm and composed to nervous and anxious (Greenberg Baron, 2008). Eysenck (1967) defines that neuroticism accounts for a low tolerance for stress (Norris, Larsen Cacioppo, 2007). In other words, neurotic people respond poorly to environmental stress, and often interpret ordinary and minor situations as threatening and difficult (Hettema, Neale, Myers, Prescott Kendler, 2006). 2.1.6 The Relationship between the Big-Five Personality Traits and Students Performance Chamorro-Premuzic and Furnham (2003) indicated that conscientiousness has a strong direct positive relationship with students academic performance and this is also supported by many existing literatures (Conrad, 2006; Zyphur, Bradley, Landia Thoresen, 2008). However, some showed otherwise as a mediating factor exist (Conrad Patry, 2012). The trait is also able to influence a persons behavior which in turn affects their academic behaviors such as self-efficacy and learning styles (Bong, 2008). Additionally, Laidra, Pullmann and Allik (2006) studied the relationship of personality traits and general intelligence with the students academic performances. The study showed that Conscientiousness has a positive association with academic performance. H1: There is a positive relationship between conscientiousness and students performance. Farsides and Woodfield (2003) indicated that agreeableness is negatively correlated with absence for classes. Furthermore, high attendance in classes and seminars has a positive contribution on students performance (Arulampalam, Naylor Smith, 2008). Nevertheless, Nyugen, Allen Fraccastoro (2005) proposed that there was indirect relationship between agreeableness and students performance as the learning style is the mediating factor (Chamillard Sward, 2005). Students with this trait are able to interact and learn well with others especially in groups; thus, agreeableness also enhanced team cohesion which in turn affected their performance positively (Oneill Kline, 2008). Thus, agreeableness is positively correlated with students performance (Taher Jin, 2011). H2: There is a positive relationship between agreeableness and students performance. Duff, Boyle, Dunleavy and Ferguson (2003) revealed that openness has positive effects on learning approach (deep approach) and such approach is positively related to students performance. Learning approach plays an important role in linking the Big-Five traits with students performance (Cano Berben, 2009; Chamorro-Premuzic et al., 2006). This is further supported by Chamorro-Premuzic, Furnham and Lewis (2006). Furthermore, Furnham, Monsen and Ahmetoglu (2009) proposed that openness had significant relationship with students performance provided the mediator is deep approach. H3: There is a positive relationship between openness to experience and students performance. According to Furnham, Zhang and Chamorro-Premuzic (2006), extraversion can be recognized as a persons interpersonal and intrapersonal skills. Furthermore, extraversion is made up of two central components; affiliation which was having warm personal relationship and agency which was being socially dominant (Bono, 2004). In addition, the most common definitions of extraversion are ascendance and sociability (Mooradian Swan, 2006). Therefore, extraverted individual are more likely to have a desire to work with others and more confident in their ability to work effectively within a team structure. It is essential when an individual is joining a group study and will enhance student performance (Morgeson, Reider, Campion, 2005). In spite of this, students with high extravert personality prefer to be sociable and active in extra-curricular activities rather than focusing on their studies. Thus, students performance would be adversely affected. Chamorro-Premuzic and Furnham (2003) research ed on the relationship of personality traits and students academic performance at University College London and as a result, extraversion was negatively related with students academic performance. H4: There is a negative relationship between extraversion and students performance. Neuroticism may affect a persons ability resulting in poorer academic performance (Chamorro-Premuzic Furnham, 2006; Lievens, Ones Dilchert, 2009). As cited under Ahmad and Rana (2012), many neurotic students suffered higher percentage of failures in examinations because this trait shifts the students concentration away from study due to negative emotions. On the other hand, students who obtained high grades were less associated with anxious emotions (Al-Qaisy Khuffash, 2012; Al-Qaisy, 2011), this suggested students with high grades are good in managing their stress. Nevertheless, Poropat (2011) conducted a research about the use of personality in predicting academic performance and proved that there is significant negative correlation between neuroticism and academic performance. H5: There is a negative relationship between neuroticism and students performance. 2.2 Review of Relevant Theoretical Models 2.2.1 The Big-Five Personality The earliest founders of The Big-Five Theory are Tupes and Christal (1961) as they established the five factors of personality traits that we know today (Busato, Prins, Elshout Hamaker, 1999). Unfortunately, their study was published in an obscure Air-Force publication that was not read by many people, therefore the theory was not widely-known at that time (Locklair, 2011). According to Goldberg (1993), other early explorers of The Big-Five include Borgatta (1964) and Smith (1967) who continued the founders work. The first version of this theory is called  The Big-Five, introduced by  Warren Norman in 1963 (Boeree, 2006). The Big-Five Personality Traits is a comprehensive research which analyzes human personality together with their traits (Digman, 1990). Particularly, a five-dimensional personality traits model is proposed by McCrae and Costa (1992) after studying on the Five-Factor Model (FFM) and its applications. To further understanding humans personality, this study categorized humans personality into five main factors, namely the Conscientiousness, Agreeableness, Openness to Experience, Extraversion, and Neuroticism. FFM model dominated the personality field over the past two decades due to its famous recognition as a comprehensive description of personality traits and provided a major degree of convergence in the trait-factor analytic psychology (Nikolaou Robertson, 2001). This study has come across many researches about the Big-Five personality model. Thus, it shows that this model can be used in many areas as it gives us the fasters and accurate way to identify a persons attitudes and behaviors (Pickens, 2005). However, the Big-Five personality model has also been discovered to have effects on social or friendship networking behavior (Wehrli, 2008); in addition that it is also a good predictor for employees job performance (Hurtz Donovan, 2000; Fietze, Holst Tobsch, 2010). Nevertheless, this model can also be applied to almost everyone in this world every individual possess all five personalities of the model to a greater or lesser extent (Soto, Gosling, John, Potter, 2011). Apart from that, the Big-Five model is also applied to the research done by Distel, Trull, Willemsen, Vink, Derom, Iynskey, Martin and Boomsma (2009); studying the five personality traits and nature of personality disorders. Furthermore, in the aspect of employment, studies on the five personalities are also conducted relating to executive mangers job recruitment and fresh graduates (Dykeman Dykeman, 1996). The Big-Five includes Conscientiousness, Agreeableness, Openness to Experience, Extraversion, and Neuroticism. As there are many personality-related-researches also utilized this Big-Five model, this study exploit this advantage and uses this model to give us the faster and accurate way to identify a persons attitudes and behaviors (Kumar, Bakhshi Rani, 2009). Hence, this theory will be applied in this research as it is a widely-used theory in evaluating peoples personality (Brown Taylor, 2011; Wood, Linley, Maltby, Baliousis Joseph, 2008). 2.3 Proposed Theoretical/ Conceptual Framework Figure 2.1: Relationship between the Big Five Personality Traits to Students Performance Big 5 Personality Traits Independent Variables Dependent Variable Conscientiousness H1 H2 Agreeableness H3 Students Performance Openness to Experience H4 H5 Extraversion Neuroticism Sources: adapted from Taher et al., 2011; Anwar, Shahzed Ijaz-ul-Rehman, 2011; Chen, Tsai Chen, 2009 Based on the literature review, a conceptual framework has been developed and shown in Figure 2.1. This research is conducted to test the relationship between the independent variables and dependent variable. Whereby, independent variables comprises of conscientiousness, agreeableness, openness to experience, extraversion and neuroticism, whilst dependent variable is students performance. Previous researches (Nguyen, Allen Fraccastoro, 2005; Chowdhury, 2006) showed that the five factors have produced distinct results. From the proposed conceptual framework, hypotheses will be developed and it is to be proven after completion of a thorough empirical study investigating whether personality traits are related to students performance. 2.4 Hypotheses Development Based on the review of the prior empirical studies discussed at 2.1.6, a summary of the hypotheses development is presented as below. Table 2.1: Development of Hypotheses Personality Traits Hypotheses Conscientiousness H1: There is a positive relationship between conscientiousness and students performance. Agreeableness H2: There is a positive relationship between agreeableness and students performance. Openness to experience H3: There is a positive relationship between openness to experience and students performance. Extraversion H4: There is a negative relationship between extraversion and students performance. Neuroticism H5: There is a negative relationship between neuroticism and students performance. Source: Developed for the research 2.5 Conclusion A review of literature has been carried out in this chapter and it has been discovered that there are different opinions from researchers regarding the relationship between the Big-Five Personality traits with students performance. Besides, an understanding on the Big-Five Personality traits has been done for a clear explanation and how can it be associated with students performance. Then, a conceptual framework has been proposed to show the relationship between each trait with students performance. Finally, hypotheses have been developed based on the literatures reviewed and the discussion for relevant methods to be used in this study will be conducted in the following chapter. CHAPTER 3: METHODOLOGY 3.0 Introduction This chapter will address an overview of the research methodology. At the beginning of this chapter, the research design in term of quantity methodology and deductive research approach will be described. Next, the population, sample and sampling procedures would be explained. After that, data collection methods that have been applied which are primary and secondary data collection are discussed. In addition, variable and measurement were also being presented in this chapter. Lastly, data processing and its analysis would be presented to summarize the findings. 3.1 Research Design The main purpose of this research is to examine the relationship between Big-Five Personality Traits and students performance in UTAR. Primary data collection and survey method were used in this research in which questionnaires will be self-administered because it is affordable and time saving. Based on the purpose of this study, a deductive research approach was adopted. Besides that, a quantitative methodology was employed because it clearly and precisely specifies both variables of the study (Alaxei, 2002). Moreover, this type of research is a descriptive study because it describes and documents on a phenomenon (Johnson, 2001). The research is based on a cross-sectional study due to the time constraint by academic purposes. Hence, investigation was limited to a subset of population only. 3.2 Data Collection Methods 3.2.1 Primary Data Collection For this research, a self-administrated questionnaire is preferred because it provides convenience to both the researchers and respondents. As an effort to establish the validity and reliability of the survey questionnaire, a total of 30 questionnaires were distributed for a pilot test to check the questionnaires understandability (Black, 2008). After that, questionnaires were distributed to 270 respondents whereby they are expected to complete it under researchers supervisory within twenty minutes and returned to ensure no missing questionnaires. 3.2.2 Secondary Data Collection Secondary data collection involves the literatures review on related past studies (Daas Toth, 2012). This method is vital because relying on primary data collection is not adequate to complete this research (Sandall, Schwartz Lacroix, 2004). Besides, review on literatures also allows the researchers a better understanding on the topic and able to prove the hypotheses developed earlier (Bailey, 2006). 3.3 Sampling Design 3.3.1 Target Population Target population is a complete collection group of objects or people that are specifically identified for an investigation (Wang, 2007). Final year accounting undergraduates in UTAR, Kampar Campus were the target respondents for this research as there is no personality-related study addressing the wide aspects of students performance carried out in this university, hence this university is targeted to examine the relationships between the five factor model of personality traits and students performance. Previous personality-related researches only studied the relationships between personality and perceived benefits on e-ticketing behaviour, and also personality and social networking behavior. Undergraduate students tend to have a higher proficiency in English language, thus they would understand this researchs survey better. Moreover, another reason is that labor market is new to fresh accounting graduate as they will be joining the labor force soon and thus it is emerging trend for the employers to seek high performances, vital interpersonal skills and personality development among the undergraduates (Lim, 2011; Sirat, Chan, Shuib, Rahman, Kamil, Singh, 2012). Besides, Lim (2007) found out that the accounting students in Universiti Utara Malaysia (UUM) would have higher unemployment probability. This highlights that there might be a chance of UTAR accounting students facing the same problem since the competition for best and talented accounting graduates is getting more intense especially in large accounting firm (Brundy Norris, 2011). Therefore, it is interested to investigate the connection between personality traits and students performance in which will affects their employability in future. 3.3.2 Sampling Frame and Sampling Location According to Thompson (1999), sampling is necessary as it is too expensive and impractical to study on every single element in the population. However, sampling frame for this research could not be obtained as the students full details cannot be disclosed due to the universitys privacy policy. Final year accounting undergraduates in UTAR, Kampar Campus were the target respondents for this research because it is convenient and easier to be contacted for researchers (Loh, 2011). The popu

Beauty Products

Shilo Kumpf English 101, 12:40-1:40 Final Beauty Products Dry skin is no fun, try this lotion out and your skin will never be dry again. A lot of ads for beauty products will have girls in the Pictures that have flawless faces and their eyes are perfect there skin looks like it has never seen a pimple before. What I see a lot of is â€Å"clinically proven†. â€Å" Smoother firmer skin as well†. These are just a couple of sayings that I see a lot of in these ads. You see it for lotions and foundations as well.Looking at Ads can be deceiving I think. As I flip through my People, Elle, and Lucky magazines I,am noticing certain things that catch my attention. The flashy pictures showing the product on Taylor Swift, Pink, and other celebrities. They use a lot of celebrities in these ads, making people think that it will work cause they see their favorite celebrity is using the product. I see a Origins ad and it says â€Å"clinically proven to heal dry skin†, along wit h â€Å"Keeping your skin hydrated for a full 48hrs†. In this picture it shows a lant of some sort and some water for the hydrating part. Then is goes into a short summary of what the product can do for your skin telling you that your skin could be dry because it’s lacking a molecule that their product carries. Do you think the product really works? Or are they just trying to get you to buy their product? Just because you see the flashy picture and the celebrity you think to yourself, yes it will work.As I look in the magazines I come across more beauty products that have more celebrities telling you that one bottle help it all, moother face, no more lines covers evenly. Again you see that flawless face the perfect eyes and you think that their product works cause if Ellen or Taylor Swift uses it then it works. Covergirl, how many people actually use it? A lot of people probably use it cause again they see the nice flawless face it gives you the perfect eyes you will h ave if you use their eyeliner, foundation and mascara together all together. On their foundation ad it it shows Rihanna looking so good with her face glowing and the tag ine under her says, â€Å"Take off that mask and let your skin breathe with clean makeup! † So of course people see that and think I would love to look like Rihanna’s perfect face.Why do ads make you think that you will look like a celebrity if you wear there makeup? Another Cover girl ad is a Taylor Swift one her light skin looks perfect they have the rite lighting on it the tag line says, â€Å"introducing a breath of fresh air flawless coverage with a light as air feel† They use the word â€Å"NEW† as well to atch the attention of many girls out there. Seeing the word new catches my attention I want to see the new product and use it of course. Also they use the word natural to make people think its good for you. I think in my opinion is they use photoshop to make these celebrities look good and make the people buy it. I could get on my Photoshop and make myself look flawless. Cause we all know that nobody is perfect in this world, just because you use cover girl or have a lot of money to make you look good your still like everybody else. (597ct)

Describe and Evaluate Psychological Research Into Obedience

Obedience results from pressure to comply with authority. Children are taught to obey from an early age by their care givers, in order for them to conform in society. The authoritarian rule continues through their education and working life, and is then passed on to the next generation. This essay will focus on the work of the American psychologist Stanley Milgram. It will also look at other studies into obedience that evolved from Milgram’s experiments from the early 1960s. Stanley Milgram is one of the leading researchers into the psychology of obedience.Rice et al (2008) and was interested why thousands of German soldiers blindly obeyed orders that resulted in the death of millions of Jewish people during World War II. However if a soldier is obeying orders from their superiors, then should responsibility for the consequences be held to those superiors? But evidence suggests that there was a mass willingness of tens of thousands of people to cooperate with the Nazi regime, even to the extent of shopping neighbours to the Gestapo. Rice et al (2008). The Allies saw the Germans as an authoritarian, militaristic and obedient nation.Suggesting an explanation for this extreme behaviour. Adorno et al (1950) claimed that it was the authoritarian personality that was responsible for the persecution of the Jews in Nazi Germany. Milgram was sceptical of this, believing that obedience was owed more to the situation than to the national character of a particular nation. So in the early 1960s Milgram conducted a series of experiments to support his theory. The aim of Milgram’s Study of Obedience (1963) was to investigate how far people would go in obeying an authority figure. He advertised in local newspapers.The ad was for participation in a study of learning at Yale University. Participants would be paid $4. 50 just for turning up. Through the ads, Milgram had signed up 40 males between the ages of 20 to 50 with various occupations, and all came from a ran ge of educational backgrounds. Believing they were participating in the effects of punishment on learning, the participants were brought to a laboratory setting at Yale, where they would be individually tested. Here they met with the experimenter, dressed in a grey laboratory coat, who appeared stern and impassive throughout the experiment (Class Handout 1).The other participant present would be a confederate to the experiment, and through a fixed lottery, would always be given the role of learner. The participant would then see his apparent peer be strapped to a chair and then the experimenter would attach electrodes to him. The participant was given an initial trail shock of 45 volts, then moved behind a partition. The experiment required the participant to ask the confederate questions on word pairs. For each mistake that was made, the participant was to administer an electric shock to the learner, gradually increasing the voltage from 15 volts up to a lethal 450 volts.The only c ontact with the learner was through an intercom. Throughout the test, the participant would be observed by the experimenter. During the experiment the learner would constantly make mistakes. As the voltage would increase with each incorrect answer, at specific levels, the learner would protest about the shocks. Beginning with moans and groans, begging to be released, kicking the wall and at 315 volts there would be no further responses (Class Handout 1. As the shocks, and responses, increased many of the participants became upset.Three of the participants had uncontrollable seizures, one being so severe that the experiment had to be halted Rice et al (2008). Any questions the participants asked the experimenter during the test, whether it be a request to stop the experiment or asking about the welfare of the learner, would result in the experimenter responding with four verbal prods to continue. Only after the fourth prod would the experiment would finish or when the maximum amount of shocks had been delivered. The results showed that 65% of the participants continued to the maximum level.The results of the first experiment are difficult to generalise to the whole population as Milgram only used American males as participants. Therefore, in a series of follow up experiments, Milgram (1974) investigated factors which may vary the level of obedience. Rice et al (2008). Depending on the variations to the original experiments, the results changed considerably – with 92% complete obedience with the two teacher condition. This would be were the participant would be paired with a second confederate also playing the role of teacher.It would be the confederate delivering the shocks while the participant would only read the questions (Class Handout 1). The allocation of responsibility had now shifted to the confederate who was administering the shocks. The other notable change would be the social support condition which showed a significant drop, with only 10% co mplete obedience. Two more confederates would join the participant as teachers, but soon refused to obey. Most subjects stopped very soon after the others (Class Handout 1).This would imply that disobedience, or obedience, is more likely to happen when there is social pressure present. To test the ecological validity of Milgram’s work Bickman (1974) used 3 male experimenters, dressed in one of three ways: a sports coat and tie, a milkman’s uniform or a security guard's uniform. The experimenters randomly gave 153 pedestrians one of three orders. (Class Handout 2). Bickman found that most people obeyed the experimenter dressed as the guard. This might explain how obedience can be related to perceived authority – thus supporting Milgram’s findings.On the other hand the orders, unlike Milgram’s were not so unreasonable – and so in a public setting, it would be down to attitudes and individual differences as to whether people would comply with a ny mundane requests, regardless of what they are wearing. Support is also shown by the results of Hofling et al (1966). In this experiment at a hospital, twenty-two nurses were called by an unknown doctor (a confederate), requesting they administer drugs to a patient. The order from the doctor, if they went through with it, would have the nurses disobey three hospital rules.First of all, they didn’t know the doctor that was calling them. Second, they didn’t have written authorization. And finally, the dose that was instructed to be given was twice as high as the maximum dosage allowed, this was also stated on the medicine bottle. Despite this twenty-one out of twenty-two nurses obeyed the telephoned instructions, before they were stopped and the situation explained to them. Rice et al (2008) Since being in a natural setting, the study was ecologically valid with the results supporting Milgram's theory.However on the other hand there are clear ethical issues with this s tudy in that the nurses were deceived, there was no consent given prior to the experiment and they had no right to withdraw. With Milgram’s original experiment being carried out in the 1960s, it may suggest that his results can no longer be justifiable in today’s modern society. With the ethical guidelines of today, a replication of the study would now seem impossible. Nevertheless, after making variations to some of Milgram’s procedures, Burger (2007) managed to replicate Milgram’s experiment.Going as far as using the same words in the memory test and the experimenter's lab coat. The most critical changes were made to the ethical treatment of the participants. The experiment was stopped at the 150 volt mark, this was also the point of the first vocal feedback from the learner. From looking at Milgram’s data, participants who continued past 150 volts, 79 percent went all the way to 450 volts. Burger (2007). This allowed them to estimate what the pa rticipants would do if they where allowed to continue. Deception was a criticism of the original experiment.To avoid this, participants were told at least three times that they had the right to withdraw and still receive the full payment. The results were similar to that of more than four decades ago. With 70% willing to continue after the 150 volts. With no significant differences between genders and even with the ethical restrictions, this Study supports Milgram’s original results of well over forty years ago. Another criticism of Milgram’s research is that it was only conducted with Americans and so lacks cross-cultural validity.The experiment has now been replicated across the globe, with the majority of studies showing high levels of obedience, with participants continuing to the maximum shock level. Ranging from 90% in Spain, 80% in Italy, Germany and Austria and 50% in the UK. Rice et al (2008). One exception to this would be in Australia, Kilham & Mann (1974) i n one variation of their experiments, their results showed a minor 16% obedience rate of the subjects, in comparison to Milgram’s original 65%.On the other hand, when looking at the methodology on this particular variation, there are a few notable changes. First of all the general population (male and female variations) that Milgram used had now been replaced by all female students. However the biggest difference is the confederate that was used in the Australian sample – they used a fellow female student. This may of impacted on the participants' willingness to cause pain to someone they saw as equal to themselves, thus resulting in the lower percentage of obedience.In general the results from the cultural and geographical variations continue to support Milgram’s findings. Throughout all the criticisms of Milgram’s early work, the general reliability and validity of these experiments from the early 1960s (as already discussed) have been continued through to modern times, across cultural variations and in and out of the laboratory setting. The results, although varying in some degrees (dependent upon the methodology used in the later studies) still show that people will obey authority even when it violates their core values and lead them to harm others.A criticism that persistently follows the Milgram experiment has been the ethical treatment of the participants in the experiment. Milgram's main defence centres on the debrief that all participants received afterwards. They all received a full report of the procedure and findings. They were also sent a questionnaire to complete which showed that a high percentage of participants stated they were happy they took part in the experiment. So although the experiment did breach today’s ethical guidelines, on the other hand Milgram did not breach these guidelines, since they did not exist at the time.

Essay about An Investigation of Postpartum Depression

An Investigation of Postpartum Depression Missing Works Cited The recent Andrea Yates murder trial brought a firestorm of controversy as the issue of postpartum depression (PPD) became a debated topic throughout the country. Did Andrea truly suffer from psychosis as she drowned her five children in the bathtub or was such defense a scheme to avoid the death sentence? Prosecutors suggested the spousal-revenge theory as a motive for the killings. Could she have committed murder to get back at a possessive and domineering husband? (1). The outcome of the trial was by no means exceptional as it was a murder case, which resulted in a life sentence conviction. It did however, create awareness within the medical field and mainstream†¦show more content†¦Depression scores were actually higher at 8 months of pregnancy with 13.5% of the participants assessed as depressed. Such percentage lowered to 9.1% at 8 weeks and 8.1% at 8 months postpartum (4). Postpartum depression is categorized into three forms according to symptoms experienced: 1. Postpartum blues is a common and usually short-lived condition which is characterized by weeping, emotional instability, low-self esteem, anxiety and vulnerability immediately after giving birth (5). 2. Postpartum depression (PPD) is more intense and incapacitating as it can often interrupt with the womans everyday activities. It can be accompanied by feelings of despair, anxiety, fatigue and irritability which linger and reoccur for months if no medical attention is given (5). 3.Women with postpartum psychosis suffer from insomnia, hyperactivity and hallucinations and delusions about death and possibly hurting the child. Psychosis is further accompanied with schizophrenia and has an onset of three months but can appear 18-24 months postpartum(6). Although the three categorizations may be useful for the identification and possible treatment of the illness, there are hormonal, psychological, social and environmental aspects which can also contribute to psychiatric illness. Fluctuations in estrogen and progesterone hormone levels during pregnancy are considered a possible source of depression. Upon 24-48 hours after giving birth and delivering,Show MoreRelatedDifferences Between IPD And Meta-Examination1605 Words   |  7 Pageslarge sample size the model use as well as the capability to directly authenticate the model also it can disclose their analytic advantage. Both IPD and APD meta-investigations are viewed as valuable for outlining the aftereffects of various individual examinations that are each too little to give substantial outcomes.Combined investigations of APD is adroitly the same as meta-examinations of independent analysis form on IPD including assessing study- calculating treatment impacts, surveying heterogeneityRead MoreDepression And Postpartum Depression1720 Words   |  7 Pagesare all symptoms of postpartum depression. Postpartum depression is a severe mental disorder that some time will occur after giving birth or after being pregnant. According to research postpartum depression usually will occur within a year after giving birth. According to the Centers for Disease Control, 11 to 20% of women who give birth each year have postpartum depression symptoms. ). Although researchers have not been able to determine one main cause of postpartum depression, they have been ableRead MoreA Study On Postpartum Depression1196 Words   |  5 PagesRead over and organize write an intro paperrater grammark Introduction Postpartum depression has been a medical diagnosis in recent history. Though, postpartum depression has been a problem since the 18th century. Medicine has come long way in discovering treatment for postpartum depression, but the risks are still under investigation. Screening women for postpartum depression after delivery has been a trend in many hospitals, but what puts them at risk is important. There are many factors, butRead MoreThe Effects Of Postpartum Depression On Women871 Words   |  4 Pagesâ€Å"some† and â€Å"people,† instead of women, can be seen as suggesting that both sexes are susceptible. The assertion that both men and women can experience postpartum depression is corroborated by a study done by Escribà  -Agà ¼ir and Artazcoz (2011). Despite the position of these two sources, Thurtle (1995) explicitly notes that diagnosis of postpartum depression should be â€Å"restricted to mothers with a depressive illness,† asserting that this patholog y exclusively affects women. Being that Thurtle’s study wasRead MoreEffects Of Depression On High Income Countries1555 Words   |  7 PagesDepression, in general, affects more than 340 million people around the world and is reported to be the highest cause of disability in high-income countries (Demissie). 15% to 85% of mothers can experience postpartum â€Å"blues† with postpartum depression rates between 11.7% and 20.4% in the United States alone (Ersek). This depression can occur at anytime from post-delivery up to one year (Ersek). Giving birth comes with a wide variety of changes including physical, emotion and social. There are veryRead MoreDuring Clinical, I Had The Opportunity Of Working With1734 Words   |  7 Pagesmyself with my nurse in charge she was a little receptive to care. She was showing emotion of sadness, loneliness and little bonding connection with the baby i.e. less skin to skin contact which is essential right after birth of baby. Normally, on postpartum unit, you’d observe a lot of mother holding, bonding and observing and asking questions and addressing concerns. Once the baby arrives, the mother begins learning to respond to the baby s cues to fulfill his many needs. As the mother provides careRead MoreThe Effects Of Health Information Levels On Postpartum Depression1545 Words   |  7 PagesTitle Evaluation The title of the journal article to be critically evaluated is Influence of health information levels on postpartum depression. This title is not sufficiently specific because the variables are not easily understood. What is meant by health information levels? The reader must examine the article further to understand if this health information is provided, or does the article refer to the level of health-related knowledge each participant already possessed from another source, suchRead MorePostpartum Depression : Symptoms And Symptoms Essay4061 Words   |  17 Pages1 Running head: POSTPARTUM DEPRESSION 7 POSTPARTUM DEPRESSION Possibility of Predicting Postpartum Depression Stephanie Vasiljevs Charter Oak State College Abstract Pregnant women will be investigated to see if postpartum depression can be predicted and possibly prevented. The investigation will examine postpartum case histories, and academic journal articles, and secondary sources such as, text books and websites. Through this investigation, woman can find out triggers toRead MorePsychoanalytical Theory and Cognitive Behavior Theory1567 Words   |  7 Pagesrelation to the particular disorder, postpartum depression. The results indicated that psychotherapeutic techniques were indeed effective and that the core areas of postpartum depression identified in a previous study by Lawrence Blum were accurate. The three core areas of emotional conflicts are: dependency, aggression, and motherhood. The authors of this study use a literature review to discover the ways in which psychoanalytical theory applies to postpartum depression. They show that research upholdsRead MoreThe Social Work Team At Asymca1531 Words   |  7 Pagespopulation’s uni que culture. In supervision we review archived cases with presenting problems such as marital conflict, parenting, bereavement and grief, adjustment into civilian life, overall military lifestyle stress that has lead to anxiety or depression, and special needs family members, to name a few. The social work team at ASYMCA has helped me to gain insight that many of our clients will be dealing with a stressful lifestyle in addition to deficient or traumatic pasts. Extensive research

The September 11, 2001 Attack On The United States

The September 11, 2001 attack on the United States will forever be remembered as one of the darkest days we faced as a nation. Almost 3000 lives were taken that day by a terrorist group using four commercial planes as weapons. Two of those planes were crashed into the World Trade Center, the third into the Pentagon and the fourth falling short of the White House landing in a field in Pennsylvania. The imagery of that heinous act still lingers among many including myself. I can recall exactly where I was and what I was doing. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This horrific misfortune on our country has forever changed our lives and the way we travel. In the days following the 9-11 tragedy, the level of fear and uncertainty crippled our nation and its†¦show more content†¦People were terrified of flying and thus, the number of passengers flown started to decline. Rather than taking vacations, the vast majority of people were taking â€Å"staycation†. It took the airline industry about â€Å"three years to start recovering from this terrible disaster† (IATA). The government always had resources and efforts focused at counterterrorism but it was never a top priority until the 9-11 attack. Government. The public did not feel safe and blamed the government for letting this catastrophe come to our home front. Our government was under a lot of pressure and felt something need to be done quickly. On November 19, 2002 President George W. Bush passed the Homeland Security Act (HSA). †¦Ã¢â‚¬ ¦. This act was created to â€Å"prevent terrorist attacks within the United States, reduce the vulnerability of the United states to terrorism, and minimize damage and assist in recovery for terrorist attacks that occur in the United States†(†¦Ã¢â‚¬ ¦). This HSA drastically restructured our government agencies in an effort to heighten national security and laid the foundation establishing the Department of Homeland Security (DHS). This was the most drastic change of government agencies since the National Security Act of 1947. There were some shifting around of agencies and their roles after the reorganization. For example, the Coast guard use to fall under the Department of Transportation and after the HSA was passed,

Skin Cancer Essay - 1178 Words

The Causes and Symptoms of Skin Cancer The Causes and symptoms of Skin Cancer While tanning beds and extreme use/exposure to UV rays are ways to get skin cancer, there are also various other ways to get it. Many don’t know that genetics and traits can actually play a huge role in developing this dangerous disease. They also don’t know that skin cancer is the most common type of cancer in the U.S. today. According to the Skin Cancer Foundation more people over the last 300 years have had skin cancer than all of the other cancers combined. They say that one in five people develop skin cancer throughout their lifetime; some surviving, some moribund. Skin cancer starts in the outermost layer of skin called the epidermis. The epidermis†¦show more content†¦Basal cell carcinoma treatment is very important because it can eventually grow deeper into your skin and destroy the tissue and/ or bone (Carucci JA, 2013). It usually looks like a raised, smooth, pearly bump on sun-exposed skin of the head, neck shou lders or back of hands. BCC is often mistaken for a sore that does not heal. (Staff, Skin Cancer Causes, 2012). Squamous Cell Cancer (SCC) is the next most common type of skin cancer. It accounts for about fifteen to twenty percent of skin cancers in individuals. SCC is two times as frequent in men as women and usually catches up with the victim at an older age. If the amount of sun/UV ray/lamp exposure is extremely great, it is possible to get it while at a young age also. Almost all of squamous cell carcinomas result from extreme exposure to UV rays, the sun, and/or lamps (Staff, Skin Cancer Causes, 2012). It is possible to get squamous cell carcinoma on any part of your body. A common place for women to get SCC is on their legs. Some types of SCC look like a common, well-defined, thick, red, scaly patch/ bump on one’s skin. If it is left untreated, it can form into a big mass and possibly spread to other parts of the body (Michael S Lehrer, 2013). The least common, yet mos t harmful, type of skin cancer is called malignant melanoma. It accounts for less than ten percent of skin cancers in individuals. This type of cancer can and most likely will kill a victim if not found earlier in a cancerShow MoreRelatedSkin Cancer1352 Words   |  6 Pagesare not taking skin cancer seriously after knowing its significance. Skin cancer has been a growing problem in the United States and millions of people have suffered from it every year. The three most common skin cancers are Melanoma, Basal cell, and Squamous cell, which can cause bumps, sores, growths, etc. Skin cancer is a deadly disease with many causes, but the advantage is that it can be prevented. Problem/Definition Skin cancer is a disease where cancer (malignant) cellsRead MoreEssay On Skin Cancer1814 Words   |  8 PagesSkin cancer is a very real and common health problem for Australians, with 2 in 3 developing this deadly disease by the age of 70 (Lynch, 2006). â€Å"Due to the Australian climate and lifestyle, as well as a predominantly fair skinned population, skin cancer is the most prevalent form of cancer in Australia,† (Australian Institute of Health and Welfare, 2000). For the most effective prevention against skin cancer, it is recommended that a combination of sun safety measures are met; slip, slop, slap,Read MoreSkin Cancer Essays629 Words   |  3 PagesSkin Cancer What is it and how to prevent it Skin cancer is the most prevalent of all cancers. There are three types of skin cancer: basal cell carcinoma, squamous cell carcinoma, and malignant melanoma. 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This example shows how expert knowledge in the form of medical advice tells us to keep our skin covered so as to prevent exposure from the sun that could cause skin cancer, and how this is interpreted by society using the cultural practice of booking holidays and how they balance the material risk of skin cancer with the symbolic risk of getting a tan inRead MoreSkin Cancer : A Significant And An Increasing Health Problem Worldwide1638 Words   |  7 Pages Arjun Ramakrishnan Morgan State University Skin Cancer April 28, 2016 Health Education 103.001 Abstract Skin cancer is becoming a significant and an increasing health problem worldwide. The main cause of this type of cancer is due to the damage done by the Ultraviolet (UV) radiation from sun. There are many other causes and behaviors which contribute towards skin cancer. Protecting the skin from sun by wearing appropriate clothing, a sunscreen with appropriate sun protectionRead MoreSkin Cancer Essay553 Words   |  3 Pagesâ€Å"Cancer†, its a disease that has claim the lives of millions, its a disease that so far has no known cure, and its a disease that has many different forms. Cancer is defined as â€Å"a malignant form of tumors, which are tissue masses that arise through mutations in the genes that govern cell growth and division† (Starr, 1999, p. 213). Skin cancer is just one of the many forms of cancer that effects us and is the most common cancer in the U.S. Like so many others, I would assume that the major cause of

Student with Challenging Behavior Learning Disability

Question: Discuss about theStudent with Challenging Behavior forLearning Disability. Answer: Introduction: The challenging behavior of students with disabilities leads to learning disability becoming a significant barrier to their academic and social inclusion. A learning definition can be defined by three main requisites, those are, impairment of adaptive and social functioning and beginning in childhood. The disabilities that are associated with learning are variant from specific learning difficulties such as dyslexia, which, do not influence the intellectual capability. The term learning disability is the most accepted term all over the world. The amount of support that a person with learning disability needs depends on the seriousness of the disability. It is therefore important that each student be treated as a separate individual having certain strengths and weaknesses and needs (Chandler Dahlquist, 2014). This report discusses the development and maintenance of challenging behavior along with the strategies that is to be used by teachers and schools to prevent challenging behavior s. Additionally, the report shall also consist of a comparison between school wide positive behavior and positive behavior supports that are planned for individual students. The Development and Maintenance of Challenging Behavior: Emerson et al. developed the definition of challenging behavior, and the definition has become widely used in the perspective of learning disabilities. According to him, behavior of such intensity, frequency and duration that the physical safety of the person or others is likely to be placed in serious jeopardy or behavior which is likely to seriously limit or delay access to, and use of ordinary facilities. According to the National Institute for Health and Care Excellence (NICE), children with learning disabilities display behavior that are challenging. Children possessing behavior that are challenging is an indication that such kind of behavior is a challenge to their family, services and take carers. Some of the typical behavior that students with challenging behavior have are attracting attention of other people, avoiding demands of peer group and lack of communication (Friend, 2013). This kind of behavior is an outcome of personal and environmental interaction including aggression, stereotypic behavior and self-injury, destructive behavior and withdrawal. Sometimes, it also includes sexual abuse, arson and violence and children may encounter the criminal justice system. Thus, it is easy for children with learning disabilities to encounter behavior that are challenging. The behavior becomes more challenging if students have severe disabilities (McLeskey et al., 2012). However, according to Janes et al., (2013) the prevalence rate of challenging behavior is between 5 to 15 percent in social care, health and educational services. The rates go higher in teenagers, especially children in their early twenties. For example, 30 to 45 percent in health care setting. People who have disabilities in learning also have specific communication problems, sensory impairments, physical or mental problems, dementia, autism, and other behavioral challenges. The behavior is visible only in certain kind of environment and the same behavior may be deemed as challenging in some other social or cultural setting. The behavior is an outcome of sensory impairment or avoiding demands. Typically care environments that in which there is lack of social interaction and significant occupation, lack of sensory input and lack of choice and sometimes too much noise. Moreover, it also included care environments that are unresponsive, unpredictable and crowded characterized by abuse and avoidance. To be able to identify the behavior that are challenging in nature proper risk assessments should be conducted, keeping in mind their biological and environmental need along with assessment of their functions. The interventions differ from child to child depending on the triggers that may be set at multiple levels of treatment. The aim should always be to protect the quality of life of the children. Effective Strategies that can be used by Schools and Teachers to Prevent or Reduce Challenging Behaviors: It was held by Cortiella Horowitz, 2014, that one of the most effective ways of managing challenging behavior that is developed by teachers is to attempt to prevent it from happening in the first place. Many schools have come up with many strategies that develop and promote positive behavior. This idea is an evolution that is based on the assumption that all kind of behavior whether negative or positive is learned and hence, acceptable behavior can be learned. Behavior is circumstantial so students can be taught to behave in a certain way in the context of school. Acceptable behavior of children should be reinforced by the school that should be supported with positive behavior. According to Bryant et al., 2016, many mainstream schools have become inclusive in their approach for managing children with disabilities. Mainstream schools, almost every day, encounter situations in which they have to manage children with challenging behaviors. Schools should have Code of Behavior that regulates the behavior of children with learning disabilities. Children are born with an inherent need for safe and secure environment. The classrooms of children can be one of the safest and stable environments for children. Children learn many behavioral aspects from their classrooms. Teachers have the obligation of modeling positive behavior with students by having a more positive approach towards them. According Matson et al., 2014, children are responsive to attention and react positively to behaviors that are reinforced. Teachers often catch children that are being good and reward them positively, and praise them for such actions. When children are reinforced with a positive attitude towards them, it enables them to cope up with behavioral issues easily. Many teachers have developed a formalized manner of praise and approach where children can earn points, stickers and rewards for positive behavior. Chung et al., 2012, provides advice to teachers and schools for the use of rewards for positive behavior: Reward properly for positive behavior as soon as possible The pay offs should be made small and easily achievable The rewards should be made cumulative The pay offs should be made cooperative A reward should not be taken back The element of surprise should always be made a part of rewards However, many disruptive behaviors are also a part of classroom activities at times especially when moving from one activity to the other activity. Thus, it is advisable for teachers and schools to plan their daily routines accordingly. It is also advisable for teachers and schools to give clear instructions to students and clarify their doubts with love and affection. Teachers give many set of instructions to students hence, it is important for teachers to ensure that children understand their instructions carefully. A Comparison Between School Wide Positive Behavior Supports and Positive Behavior Supports that are Planned and Implemented for Individual Students: Many strategies have been developed by schools as part of whole school approach for the promotion of positive behavior. Schools have reported that such a kind of approach has been more effective for children with challenging behavior. Many advantages are related with wide school approach. According to Bethune Wood, 2013, a common belief that schools that focus on care, respect and responsibility can be both a commencing point as well as an outcome of positive behavior. Some of the examples of ethos include assemblies where success of students is celebrated, positive attitude of parents and helping children with special educational needs. The keystone of such a belief is that is shared by the whole school community including children, parents, teacher and board of management. Whereas, the positive behavior approach (PBS) is variant from the wide school approach having less number of inclusions for controlling challenging behavior. According to Gebbie et al., 2012, challenging behaviors are learned and acquired and therefore they can be easily changed. According to the believers of the PBS approach, there is no wrong in wanting attention or escaping from a difficult situation. The PBS approach helps the children in attaining the life they need and this they do by increasing the ways of achieving the things children look for or rather hunt. The PBS approach helps people in acquiring new skills. The reason why they focus on children in acquiring new skills is that it shall help them in overcome difficult situations (Snell Brown, 2014). The PBS plan focuses on the development of two major strategies those are: Proactive Strategies: The proactive strategies allows children to get what they want on a daily basis and also teach them the appropriate skills for communication Reactive Strategies: The reactive strategies help the children to be safe and protected in an environment where they have no sense of fear. The PBS notes the reaction of children when they are placed in such a kind of environment and note their behavior accordingly. Therefore, it may be said that the wide school approach focuses more on reinforcement and having a positive attitude towards children whereas the PBS focuses more on the development of the adaptive skills of children. Conclusion: Teachers in isolation cannot meet the needs of children; there is a need of support of the whole community to address the issues related with challenging behavior. The support of wide school community in promotion of positive behavior is essential. This report has focused on the wide school approach as against the PBS approach for managing children with challenging behavior. Additionally, the report has also discussed appropriate strategies for managing children with challenging behavior. References: Bethune, K. S., Wood, C. L. (2013). Effects of coaching on teachers use of function-based interventions for students with severe disabilities.Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,36(2), 97-114. Bryant, D. P., Bryant, B. R., Smith, D. D. (2016).Teaching students with special needs in inclusive classrooms. SAGE Publications. Bulgren, J. A., Sampson Graner, P., Deshler, D. D. (2013). Literacy challenges and opportunities for students with learning disabilities in social studies and history.Learning Disabilities Research Practice,28(1), 17-27. Chandler, L. K., Dahlquist, C. M. (2014).Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. Pearson Higher Ed. Chung, Y. C., Carter, E. W., Sisco, L. G. (2012). Social interactions of students with disabilities who use augmentative and alternative communication in inclusive classrooms.American Journal on Intellectual and Developmental Disabilities,117(5), 349-367. Cortiella, C., Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues.New York: National Center for Learning Disabilities. Friend, M. (2013).Special education: Contemporary perspectives for school professionals. Pearson Higher Ed. Gebbie, D. H., Ceglowski, D., Taylor, L. K., Miels, J. (2012). The role of teacher efficacy in strengthening classroom support for preschool children with disabilities who exhibit challenging behaviors.Early Childhood Education Journal,40(1), 35-46. Matson, J. L., Hess, J. A., Mahan, S. (2013). Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder.Research in Autism Spectrum Disorders,7(1), 23-28. McLeskey, J. M., Rosenberg, M. S., Westling, D. L. (2012).Inclusion: Effective practices for all students. Pearson Higher Ed. Rispoli, M., Ninci, J., Neely, L., Zaini, S. (2014). A systematic review of trial-based functional analysis of challenging behavior.Journal of Developmental and Physical Disabilities,26(3), 271-283. Snell, M. E., Brown, F. E. (2014).Instruction of students with severe disabilities. Pearson Higher Ed.