Business Research Methods Part 3 Term Paper Example | Topics and Well Written Essays - 250 words

Business Research Methods Part 3 - Term Paper Example Another potential challenge lies in data collection and analysis. Sometimes the data might be outdated or the researcher may not be able to collect comprehensive data to carry out research. Another challenge is to prioritize and filter information from the data – both qualitative and quantitative. The researcher needs to abandon redundant information and include only those which are relevant to his or her research (Sittig et al, 2008). There may be several methods which a researcher may employ in order to reduce the challenges and increase the authenticity of data used in research. Here the researcher has conducted both qualitative and quantitative methods to analyze the healthcare dilemma in American households. One of them is to involve iterative methods and the refinement and development of analogies, typologies and other methods to analyze data (Fitzpatrick & Boulton 1996). This is extremely important especially when qualitative methods of data collection are employed. The researcher may be biased or the participants may be biased in providing their observations and answers. Hence, conducting iteration is one way to reduce such bias in data analysis. Another way to authenticate and validate the data collected in research is to properly prioritize and sort out the data.

Marketing Process Model by Robert J Dolan Dissertation

Marketing Process Model by Robert J Dolan - Dissertation Example Customer Acquisition 10 2.10. Customer Relation 10 2.11. Profits 11 3. Conclusion 11 References 13 Appendix 14 1. Introduction 1.1 Objective Current paper focuses on the examination of the various aspects of the Marketing Process Model, as developed by Robert Dolan in 1997. The effectiveness and the practical implications of the particular model are analyzed by referring to the literature that has been published in regard to the specific subject. 1.2 Methodology The literature related to the Marketing Process Model has been reviewed for identifying the elements and the role of the particular model. Effort has been made so that only academic journals are used, so that the credibility of findings is secured. 1.3 Limitations The value of marketing in enhancing business performance cannot be doubted. However, the choice of appropriate marketing strategy can be a challenging task for most marketers worldwide. Two are the key reasons for the above phenomenon: the continuous alteration of t he modern market and the lack of skills of individuals involved in the particular activities. The use of marketing models that have been widely used in the international market can help a firm to avoid failures, at least major ones, in regard to its marketing plans. From this point of view, the use of the Marketing Process Model could secure the growth of organizations operating in different sectors. However, not all aspects of the particular model have been carefully reviewed in the literature. Due to this fact, not all implications of the above model are known. This study could help to understand clearer the value of Marketing Process Model and to identify the model’s aspects that should be further studied. 2. Literature Review 2.1. Marketing Process: Initial Considerations Marketing process is a quite complex one. According to the literature published in this field, there are different approaches for promoting a product/ service in a particular market (Jaakkola et al. 2010 ). The Marketing Process Model, as suggested by Robert Dolan, can offer a series of advantages: a) it can employ a high range of methods/ approaches, increasing the chances for success, b) it is flexible and can be appropriately alternated for meeting the needs of the target market, c) it has been widely used in practice, a fact that increases its credibility (Jaakkola et al. 2010). The particular Model, also known as B2B model, can be effectively used in different sectors and under different market conditions (Jaakkola et al. 2010). 2.2. Strategic Marketing Strategic marketing is a term used in order to describe a series of activities that need to be developed in order for a particular product/ service to reach the target market successfully without failures, either in terms of cost or in terms of time (Kotler et al. 2009). The difference of strategic marketing, compared to the traditional marketing, is that the former is highly based on various theoretical models and different app roaches for achieving the target described above (Kotler et al. 2009). These approaches and theories are analyzed in the sections that follow. 2.3. Customers analysis 2.3.1. Needs In marketing, efforts have been made so that the Maslow Hierarchy of Needs theory is used. The particular model can ensure that consumer will be keep motivated in using a particular prod

Major Favtors Essay Example | Topics and Well Written Essays - 500 words

Major Favtors - Essay Example In that case, the accounting practices in China focus on both the fair presentation of financial position and a conservative presentation. The reason behind a fair presentation is to meet the various needs and requirements of the stakeholders and the capital market. The conservative approach is targeting the banking sector, which has a direct access to financial information (Central Intelligence Agency). (b): Legal system – the legal system in China is coded. Coded laws seek to, exhaustively, envelop the existing laws and preserve their implication to match that of the time it was coded. For this reason, the Chinese accounting practices are highly, rigid, prescriptive, detailed and procedural. This kind of legal system requires that the national law regulate the accounting practices. For that reason, China engages in the preparation of two sets of financial statement. That is, the rigid and the adaptive type, to comply with different types of legal systems (Central Intelligence Agency). (c): Taxation – the system is linked to reflect the legal system. In China, the national laws regulate the taxation practices. In this case, the accounting and the taxation process are the same (International Federation of Accountants). (d): Political and economic ties - the basis of accounting practices is influenced by the external forces due to international relations. China has strong political and economic ties with Japan, whose legal system is codified. The ties have greatly influenced China’s financial reporting regime (International Federation of Accountants). (e): Inflation – the changes in the rate of inflation affect the commodity prices in countries. The financial figures should reflect the level of inflation in a country. However, in countries with a low rate of inflation, like China, the reported accounting figures rarely reflect the rate of inflation (Central Intelligence Agency). (f): Level of economic development – the economic development in

Love vs. Lust Essay Example | Topics and Well Written Essays - 1250 words

Love vs. Lust - Essay Example It takes the relationship to the next level and is provides relief to the soul. When a person is in love with someone he or she wants to share their feelings, thoughts and secrets with the other person; thus bringing them closer to one another. Love is a sort of commitment one has with another person, and it provides assurance that the people in love will support each other at all times and will face all conflicts together, instead of just giving up. (What is Love 2012) Love is something which cannot be bought or sold, and is totally independent. You cannot force a person to love you; neither can you force yourself to love another person. Love is spontaneous. It just happens, and we have no control over it. One cannot just stop loving a person, because once he or she is in love, it becomes almost impossible to let go. A person in love is ready to take risks for his or her loved one, and this is one of the finest qualities of love. A mother would risk everything for her child, because she loves her child. When a child is born, a mother lets go of all her enjoyment and other worldly things, in order to tend to her child and take care of the child. Love cannot be used as a bait to lure someone, nor can it be given as a reward. (Love Without Limits, 2012) When there is love between two people, there is a sense of security between them. They know that the other person will protect them and tend to their every need. They are even ready to make all sorts of sacrifices for each other. It is a complete sense of devotion to a person or persons, no matter what comes in their way. Besides, love cannot be measured neither can you measure the time period for which two people love each other. It can be months, years or you can spend your entire life loving someone. It can start or end in a flick. The decision to love someone doesn’t depend on your desires or hormones. (Love vs Lust 2012) Lust, on the other hand, is a short lived feeling of intense sexual desire for som eone. It is completely different from love. Like, a mother loves her child, while a person, on seeing someone attractive, can develop a feeling of lust towards him or her. It is basically being concerned that what the other person can provide us with and fulfills our desires. It is an intense feeling of pleasure and craving for self-satisfaction, which mostly means sexual intercourse. The concentration is mostly on fulfilling one’s desires. It can either be done by giving money or happens when a person sees someone he or she finds attractive. It is generally a feeling of arousal one senses when he or she spot someone appealing. So lust depends on looks and body of a person. One night stands, are also a sign of lust, in which two people engage in sexual intercourse, and leave in the morning without making plans of seeing each other again or having any sort of deep conversation. No real feelings are discussed and it is purely a physically intimate moment. (Lust vs Love: Do You Know the Difference?, 2012) Lust is also regarded as sort of a dangerous feeling, because it is very intense and a person wants to physically bond with the person he or she is attracted to. Lust can hinder with your thinking capability. It does not let one think straight or logically, because strong emotions one is feeling for another person to bond physically. It activates one’s sexual hormones, and the only thing he or she wants to do is to satisfy their sexual needs. This can be very

The Laramie Essay Example | Topics and Well Written Essays - 1500 words

The Laramie - Essay Example in which religion puts people apart in the play as paradoxically as it is through judgment and the feelings when he questions if his priest and father are right about their arguments against homosexuality. The questioning raises the difference between reality and religion as well as the statement of not giving the organized religion permission of the contents of the said character (Kaufman 21). Evident from the text is the ability to differentiate between religion and spirituality. The idea of well-established religion as well as that of orthodoxy as shown in a way that practices the singular notion of the best. Such traits are depicted by Reverend Phelps when he tries to make the matter of homosexuality be the one who questions whether ones allegiance to his God as it creates a setting that looks to separate individuals from "us or them" situation (Kaufman 32).  Moreover, such also is the same as it discourages the Muslim woman in the play as it awakens the social status of some townspeople simply because of the cultural traditions.   At such point, also, one can get the difference such regards the approach that separates individuals from religion does not represent all the established religions when Matts funeral is held in a Catholic church, the time where establishment of religion does look to bring people collectively. Moreover,  there are also other religions, which cannot really be ready for them to accept fully homosexuality, and as well as its implications on the clergy, given so they cannot respond in the way of Reverend Phelps.   The play makes the greatest statement on religious views of love together with compassion by the individuals as it is seen in the play.   Those who live in the town like Jedidiah work extra hard to reconcile the meaning being loyal to the town, and they also commit themselves to the fraternity by accepting all individuals living there. Romaine Patterson also willingness to remove the perception of "angels" 23 is a good

Hydrogen Gas Lab Essay Example for Free

Hydrogen Gas Lab Essay * For the mass, an uncertainty of0.01g was used, as the uncertainty was stated on the weighing machine. * For the volume, an uncertainty of0.05mL was used, as it was half the smallest increment on the graduated cylinder. * For the temperature, an uncertainty of0.5 was used, as it was half the smallest increment on the thermometer. Sample Calculation Converting mL to L Data Processing: Magnesium+HCl Reaction -Finding the molar volume at STP of hydrogen gas when HCl is reacted with magnesium. Finding Pressure of (Pressure of H2O at 21=0.02763) Finding Volume of at STP 0.002 Sample Calculation Finding Uncertainty for Finding moles of Moles of Finding Molar Volume of at STP. Zinc+HCl Reaction Experimentally calculating molar mass of zinc using the ideal gas laws. Finding Pressure of (Pressure of H2O at 21=0.02763) Finding Moles of Determining Molar Mass of Zn Conclusion: In conclusion it was found that the molar volume of hydrogen gas that was produced when hydrochloric acid reacted with magnesium was 19L/mol3. Ideally it should be 22.4L/mol according to the ideal gas laws. There is a percent difference of 15% between the two values. But if uncertainties are considered the percent difference is reduced to 2%. This is an acceptable value because the actual value of 22.4L/mol is an approximation in ideal conditions according to the ideal gas laws. The ideal gas laws dont take into consideration the attractive forces between atoms, or the volume of the atoms. And most likely if those factors were considered then the percent difference would be 0%. For the second part of the experiment it was experimentally found using the ideal gas laws that the molar mass of zinc is 124 g/mol. When compared with the actual value of 65g/mol, there is a percent difference of 90%. And even if uncertainties are considered, the percent difference is only reduced to 64%. This is too big; therefore the data is rendered unreliable. There were quite a few weaknesses and limitations in this lab. First of all the volume of H2O mixed in with the H2 gas was not considered. Had it been considered, then the volume found at STP would have been lower, and it would give a more accurate measurement to what the experimental value is. Another weakness in this lab was the fact that the molar mass of zinc was twice as big as its accepted value. The most likely reason for this is that when the zinc reacted, it is likely that some of the hydrogen gas was not in the beaker, but the hydrogen gas escaped into the air. That is why when the formula n=PV/RT was used, the volume in the numerator was half as big as it should be, which in turn caused the calculated molar mass to double. So it can be assumed that approximately half the hydrogen gas escaped into the air. Another weakness was the fact that the apparatus was left over night, and so if there was a microscopic hole or crack, then the chances of the hydrogen escaping is very high. This would be true because, and since hydrogen has the lowest molar mass of all the elements, it would have a very high velocity, and so it is possible that the hydrogen gas was able to escape through a microscopic hole at a fast rate because it has such a high velocity. Not only that, but since it was left overnight, it would have had more time to escape the beaker. There are a number of ways that this lab could be improved. First of all, a new graduated cylinder should be used to ensure that there are no cracks or holes through which the hydrogen gas can escape. Along with that the apparatus should not be left out overnight, but instead the reaction should be speeded up by heating up the apparatus, and then taking the measurements of the volume of gas every 1 minute. This in turn would decrease the amount of energy lost to the environment, and it would end up giving more accurate results. Next time, the volume of should also be considered. A percentage value can be used, since we know the pressure that gives, that pressure can be converted into a percent, and multiplies by the total volume, and then inversed. This in turn will in turn give the volume of .This will hold true because V=nRT/P, so pressure and volume are inversely proportional, and since nRT is a constant V and P have to change accordingly.

How Diffierent Strategies Are Used To Support Children Education Essay

How Diffierent Strategies Are Used To Support Children Education Essay The assignment will develop the work started for log B, looking at how diffierent strategies are used to support children with social, emotional behavioural difficulties, focusing on how rewards and sanctions can improve behaviour. Looking at how a school behavioural policy can help within the classroom and school to tackle and improve behaviour as well as using literature to critically analyse these suggestions. Concerns about the behaviours of young people are nothing new. Socrates is quoted as saying Children today are real tyrants, they no longer stand up when their elders come into the room where they are sitting, they contradict their parents, chat together in the presence of adults, eat gluttonously and tyrannise their teachers. What counts as good behaviour can be difficult to identify specifically. Our understanding of the causes and cures of disruptive behaviour over the last few years has grown immensely. Previously, explanations of poor behaviour tend to be based on individual pupils and their families while treatments consisted of drugs, counselling and psychological intervention. Research that is more recent has suggested that school curriculum, teaching approaches, sanction and reward systems and pupil involvement in determining rules, rewards and sanctions contribute to the ethos of high expectations and developing positive teacher pupil relationships where indiscipline is minimised. Sanction and reward systems, which will be the focus of this assignment, have their origins in behaviourist psychology. They are most likely to be effective if shaped by an overall philosophy and linked closely to the ethos of the school and in many schools pupils are involved in drawing up the school rules, and consulted about appropriate sanctions, as this is seen as the best way of ensuring that punishments are seen as fair. Government policy in England states that TES (2005). Rewards and sanction systems are essential for a creative teaching and learning environment. By praising and rewarding positive behaviour, it is believed that others will be encouraged to act similarly. The government believe that school behaviour policy should therefore not only specify what sanctions are available to staff, but also how positive behaviour will be reinforced through praise and rewards.   Surprisingly, theres been little research into the effects of sanctions and rewards on behaviour and achievement. One of the most extensive studies was conducted by researchers at the University of East Anglia in 2000. Their survey of Year 8, 9 and 10 pupils in the Norwich area found that the most effective sanction in the eyes of pupils was a letter or phone call home to parents, while the least effective was a verbal warning. Similarly, the use of gifts was seen as by far the most effective reward, with verbal praise at the bottom of the list (TES, 2005). Recent research (Allen, unpublished) suggests that the school curriculum and the use of teaching approaches through sanctions and reward systems can determine the pupils involvement within the rules, thus contributing to the ethos of high expectations and developing positive teacher and pupil relationships therefore creating the individuality of the pupils. The types of children and their related social, emotional and behavioural problems must be identified before a sanction and rewards scheme can improve behaviour as part of a behavioural management policy within a Pupil Referral Unit. The definition of emotional and behavioural difficulties in Britain (DES, 1989) refers to: Children who set up barriers between themselves and their learning environment through inappropriate, aggressive, bizarre or withdrawn behaviour and who have developed a range of strategies for dealing with day to day experiences that are inappropriate and impede normal personal and social development and make it difficult to learn. This statement suggests that the problem resides with the child and that it is the child who needs to be treated and cured. However this view is far too simplistic. Therefore there is a need to understand the child, looking at the root causes of aggressive or socially inappropriate behaviour, by looking at the different perspectives on behaviour this will help teachers to understand individual childrens behaviour, and give them strategies to use within the classroom. The use of these perspectives is especially useful in a Pru situation where there are a large proportion of challenging children. Many of these children have had negative experiences in their secondary school and view themselves as inadequate, ineffective, and useless troublemakers, consequently their self esteem is low. Using the following perspectives and observing and recording a childs different behaviours can give teachers in Pupil referral units strategies to overcome pupils displayed behaviours which they can use effectively within the classroom. Firstly, the Pschodynamic perspective looks at how early experiences from childhood, attachment issues and other conflicts can have an effect on current behaviour traits, understanding these issues can help a teacher develop a positive relationship with the child. The Cognitive perspective, once testing of the childs abilities has been carried out, means that the work can be presented at the appropriate level (Ayers et al, 1995). This will help the child achieve success and develop their selfconfidence and self-esteem when attempting new topics. The Ecosystemic perspective looks at systems that influence the child, such as home, school and peer environments. Looking at all relationships that can affect the childs behaviour, and developing strategies to use within the classroom. Strategies based on this approach, such as nuture groups are being used increasingly in primary schools. Although these are implemented mainly by teachers, they sometimes involve assistance from other providers such as peers, parents or psychologists. A Behaviourist perspective approach looks at how postive and negative reinforcements us ed consistantly in school and at home can have a postive affect on behaviour, improving self esteem. A Humanistic perspective to managing behaviour tries to maximise a pupils inherent motivation to learn by minimising factors that undermine or inhibit this process. Teachers will need to recognise how the pupils feel about themselves and their capabilities. Maslow (1998) clarifies how needs such as physical and safety needs have to be adequately met before self esteem even becomes an issue. Although brief, the above descriptions of the different perspectives can give teachers an insight into why a child behaves the way it does. Many of the strategies mentioned in Log B support children with SEBD within the classroom. The most important one mentioned is actually listening to the child to try to understand what they feel and developing relationships. Emotional and behaviour difficulties are about people who are so badly hurt and in so much pain that they are angry, it is our belief that they express their anger in a place that is safe: to that expression of anger in school could be seen as positive Mc Namara, Morton (1995). Teachers in a Pupil Referral Unit situation often need to learn to also deal with their own emotions, as many feel frustrated because they want to help children to change their behaviour so that the pupils themselves get better outcomes. The usual strategies of sanctions, reasoning, punishments and exclusions used in secondary school dont always work with children in a Pupil referral unit. Therefore, being able to recognise the different behavioural perspectives teachers are able to develop their own teaching strategies within the classroom for the individual child. Before a child enters the Pupil referral unit they attend an assessment centre which is located within the same building, this gives a chance for the teachers to determine what the individual pupil needs to help them fulfil their potential. A behaviour contract is usually completed between the school, parents or guardian and the child themselves. The main areas that are addressed within this contract are used to develop positive behaviours to support relationships between pupils and teachers, pupils and their school environment, peer relationships and home relationships. By developing a whole school approach to behavioural management issues the Pupil referral unit involves all staff, some agencies, and the pupils. Involving parents would seem to be the best way forward. Capstick (2005) suggests Establishing good relationships with parents seem an important element when attempting to work with a child as well as giving tanible rewards. Teacher and staff need to examine what outcomes they want to achieve with the pupils and adopt or change the reward system to meet their needs. The values, which underpin a school behaviour policy, are that all children and adults have the right to work in a safe, calm, supported and purposeful environment. All children have the right to come to school without fear of being bullied. All adults have a responsibility to support the behaviour policy and for it to be consistently applied by all members of staff for it to work effectively. The Pupil referral units behavioural policy aims are to ensure a fair and consistent approach to dealing with the behaviour of children during the school day. This is by providing a safe, caring and supportive environment which allows children to learn and teachers to teach. The policy hopes to promote positive behaviour as a model for all behaviours. Help independence by making pupils responsible for their own actions and provide a structure which moderates childrens behaviour while allowing them to develop as responsible citizens within society.To achieve these aims it is vital that a partnership between home and school is established. A lack of, or poor discipline tends to be the result of problems within the family unit or lack of social skills. In a Pupil referral unit this is achieved in the following ways. Communication between a childs key teacher and their parent or guardian is good and means that the parent will phone in regularly to keep staff up to date on any problems at home, staff will in return inform parents of good behavour, effort or work that the child has produced. This means that the child is rewarded by the parent or guardian. When surveyed most children rated this highly on encouraging them to behave well at the pupil referral unit. Smith and Laslett (1993) suggest To use rewards and sanctions effectively requires knowledge and judicious application of the principles of behaviour modification the single most important factor in learning behaviour is what happens immediately following that behaviour. Pleasant consequences are most likely to reinforce the behaviour and make it happen again. To develop a whole school policy on sanctions and rewards within the Pupil referral unit, discussions should take place within the school community on how to deal with different types of behaviours observed in different places around the school. Pupils are involved during PSHCE lessons in conducting surveys, and a school council could be established so that the children views on school issues can be heard. For when the pupils understand the simple rules within the classroom the atmosphere is usually pleasant and the teaching enjoyable. The main objective for a school behavioural policy is to ensure that there was is a shared u nderstanding by both pupils and teachers of proportionate and differentiated sanctions that can be used in different situations. The policy needs to be clear on how teachers can acquire assistance in a crisis situation and who to go to for help. It should also be discussed what the protcol would be with the local police and youth offending services, if a serious incident occurred. Sanctions should be discussed with pupils and school rules displayed in every classroom. Sanctions must be fair and must be used to deal with behaviour, as quickly as possible. Pupils must know that when a sanction is applied it will be used. Record keeping is vital in the pupil referral unit, especially recording any behavioural incidents which help teachers deal with repetative behaviour issues. The Pupil referral unit could also use restorative justice to address poor behaviour, where a child is held to account for their actions and encouraged to put right the harm they may have caused. In some schools and Pupil Referral units this method seems to be working and behaviour is seen to be improving. The school behaviour policy should not only specify what sanctions are available to staff but also how positive behaviour will be reinforced through praise and rewards. The Elton Report (1989) noted that a reward and sanction ratio of at least 5:1 is an indication of a school with an effe ctive rewards and sanctions system. It also recommended that all schools should have a wide range of both rewards and sanctions that are applied fairly and consistently. The types of rewards used in a Pupil referral unit to motivate children are, verbal praise, rewarding postive behaviours which encouarge the pupils to behave in lessons, showing examples of examplar work on walls, displaying work showing the different levels of academic achievement. Giving all children the chance to succeed and develop their confidence and using the lessons they enjoy improving their self esteem. Reward strategies also used are certificates, postcards, prizes within lessons for consistent behaviour, effort or quality work. Parents are should be routinely informed of all of the above and termly assemblies given with parents encouraged to attend as recognition of their childs achievement. Teachers and staff within the Pupil referral unit therefore have high expectations of the pupils and encourage standards in collective and self discipline, encouraging purposeful learning opportunities within the classroom in order to support the behavioural management policy. An example of this is where children can be given target cards each day with one behaviour target on, they take this to each lesson and teachers record their behaviour, adding initials in the centre of the bullseye on the card if they have met that target for that lesson, at the end of the day the points (Initials in the centre of the bullseye) are added up and recorded on to a visual record sheet so that the pupils can see their achievements. Dealing with the different types of disruptions that can occur in lessons at the Pupil referral unit can also be challenging for teachers. Disruptions can manifest themselves as low level such as persistently talking to peers, seeking too much attention, or failing to cooperate. Whilst these disruptions can often be put down to stresses or difficulties outside school, it is evident that some situations arise because of the learning environment within the Pupil referral unit itself and this must be tackled in order for a behavioural policy and rewards and sanctions system to work effectively. Children can be bored with the work set especially if the level is incorrect, and will kick off. Some teachers as Ashman and Conway (1993) suggest see the problems as lying with the child rather than the curriculum or the methods used to teach. Lessons in the Pupil referral unit therefore can be timetabled for half hour and hour slots at various times of the year or timetables can be disbanded meaning that children experience a variety of different teaching styles within the day. This can also have a positive effect on behaviour management within the unit for example in practical lessons teachers are used to movement and children often have more freedom to move around depending upon the activity, the teachers tend to be more relaxed in their methods and consequently so are the children. Whereas, in theoretical lessons some teachers tend to regard movement as threatening and can apply sanctions more vigorously, if a child is critised or put down for something they have done wrong in class, this can add to a lowering of their self esteem and increase behavioural problems. Rogers (1998) Suggests that all teachers should develop their own discipline plan so that they know what to do in advance when classroom behaviour is disrup trive, to develop goals of discipline in school such as; helping the child accept responsibility for their own behaviour, exercise self control, respect the rights of others, adopt the principles of fairness and honesty and face logical consequences of their behaviour. The behaviour policy in the Pupil referral unit should also cover strategies such as tactical ignoring of certain behaviours, using simple directons, postive reinforcement of rules, behaviour and work. Strategies such as giving the children simple choices about sanctions, giving time out for five minutes, using isolation for counselling to discuss problems, or using break and lunchtime detentions, or keeping children for ten minutes after school can also be used as a positive way to modify pupil behaviours. Deflecting and defusing situations are one of the units strengths, as mentioned in Log B. The most common deflecting strategy used to distract the child from their behaviour, is usually humour but not with added sarcasm; this usually works and seems to calm the children down very quickly, without letting them lose face. The child is then reminded about giving an apology to the appropriate teacher. A room could also be used to mentor children who have caused disruption within a les son so that they can discuss their actions with a member of staff. These are all positive steps in helping children to understand how their actions can affect themselves and others and to consider the feelings of others and attempt to perceive their point of view. By enabling a child to empathise with others behaviours can often be modified in a more positive way. In conclusion the most important aspect of improving behaviour in any school is to develop a postive relationship with the children you teach, this is especially important in a Pupil referral unit as the pupils find it more difficult to make positive relationships. However, when they find a teacher that is friendly, caring, consistently predicatable and reliable many pupils will react postively and consequently their behaviour improves. For children who the above approach doesnt work, time and effort including observations are needed to determine which behavioural perspectives to use to help that child progress. In the Pupil referral unit therefore, the most effective way to help a child who has experienced traumatic events would be to use counselling by other services, or having a teacher they like discussing aspects of their behaviour with them, but being consistent with all the strategies included within the whole school behavioural policy and the use of sanctions and rewards helps improve behaviour. Unfortunately, in recent years the incidents of emotional and behavioural issues among children in all schools (not just pupil referral units) has increased and the different sanctions and strategies mentioned previously have yet to be embedded and used effectively everywhere. This is due to government pressure and league tables. Teachers have had to move away from listening to pupils in class time in order to get children through examinations, and to reach targets. As many of the solutions to helping improve behavioural issues for children with SEBD are based on a within child view and the team around the child, these thing involve a commitment from the government of time and money to enable these areas to be accessed by both pupils and teachers in order to improve behaviour effectively. An acknowledgement therefore that time spent on developing relationships within schools is in fact key to effecting education, requires a shift in government attitude in terms of expectations and ta rgets. Only then will pupil behaviour ultimately improve across educational establishments.