Business ethics Essay Example | Topics and Well Written Essays - 1750 words - 1

Business ethics - Essay Example Based on ethical theories and literature, this paper will attempt to show that it is important for companies to embrace the concept of sustainable development in order to grow their bottom line and ensure future growth. Companies are required to embrace sustainable development because by doing so, they will be fulfilling their ethical obligations to sustainability. In order to understand these ethical obligations, this paper analyses the ethical theories related to sustainability and how they apply. In an article by Mohamed Eid (2012) on sustainable development, the author relates the four major ethical theories to sustainability. These theories help understand how sustainable development is critical to any company. The first ethical theory supporting sustainable development is utilitarian ethics, a theory that focuses on the need to maximize good and the promotion of happiness. Based on this theory, sustainable development is approached by looking at the balance between economic, social and environmental welfare. Companies are thus required to engage in actions that will promote the overall good by striking a balance between these aspects. Companies have to focus not only on themselves and the maj ority in society but include the minorities as well. This requires that future generations are considered when making critical decisions. This also demands a focus on the economic gains of the company that meet the needs of all stakeholders (Najam, 1999 p. 70). The utilitarian theory requires companies to use approaches and methods that promote happiness from the individual level to the wider society. Companies thus need to create an environment that guarantees a better future for everyone. Secondly, sustainability is also tied to the deontological theory in which it is argued that actions are either right or wrong irrespective of their consequences. In this case, actions need to be justified by accepted universal principles. Currently,

The Benefits of Interventions for Work-Related Stress Essay Example for Free

The Benefits of Interventions for Work-Related Stress Essay Objectives. This quantitative metaanalysis sought to determine the effectiveness of occupational stress–reducing interventions and the populations for which such interventions are most beneficial. Methods. Forty-eight experimental studies (n = 3736) were included in the analysis. Four intervention types were distinguished: cognitive–behavioral interventions, relaxation techniques, multimodal programs, and organizationfocused interventions. Results. A small but significant overall effect was found. A moderate effect was found for cognitive–behavioral interventions and multimodal interventions, and a small effect was found for relaxation techniques. The effect size for organization-focused interventions was nonsignificant. Effects were most pronounced on the following outcome categories: complaints, psychologic resources and responses, and perceived quality of work life. Conclusions. Stress management interventions are effective. Cognitive– behavioral interventions are more effective than the other intervention types. (Am J Public Health. 2001;91:270–276) Jac J. L. van der Klink, MD, MSc, Roland W. B. Blonk, PhD, Aart H. Schene, PhD, MD, and Frank J. H. van Dijk, PhD, MD The efficacy and cost-effectiveness of interventions designed for patients with emotional difficulties is a relevant topic in general practice.1 Such considerations also apply in occupational health care. With the increases in workloads of the past decades, the number of employees experiencing psychologic problems related to occupational stress has increased rapidly in Western countries.2 At the societal level, costs are considerable in terms of absenteeism, loss of productivity, and health care consumption. In Britain, it is estimated that 40 million workdays are lost to the nation’s economy owing to mental and emotional problems.3 At the individual level, there are costs in terms of high rates of tension, anger, anxiety, depressed mood, mental fatigue, and sleep disturbances. These problems, usually referred to in aggregate as distress, are often classified as neurasthenia, adjustment disorders, or burnout. Incidence rates in the Netherlands vary from 14 to 50 cases per year per 1000 patients.4 Interventions designed to reduce occupational stress can be categorized according to focus, content, method, and duration. In regard to focus, interventions can be categorized as (1) aiming to increase individual psychologic resources and responses (e.g., coping) or (2) aiming to change the occupational context. The first category of intervention is usually referred to as stress management training. However, stress management is the common denominator of an assortment of interventions ranging from relaxation methods5 to cognitive– behavioral interventions6,7 and client-centered therapy.8 The second category refers to interventions such as organizational development9,10 and job redesign.11 We distinguished 4 intervention types according to categorizations used in previous reviews12–14: cognitive–behavioral approaches, relaxation techniques, multimodal interventions, and organization-focused interventions. Cognitive–behavioral approaches aim at changing cognitions and subsequently reinforcing active coping skills.6,7 Relaxation techniques focus on physical or mental relaxation as a method to cope with the consequences of stress. Multimodal interventions emphasize the acquisition of both passive and active coping skills. The fourth intervention type involves a focus on the organization as a whole. Several reviews have been conducted of interventions designed to reduce occupational stress.2,5,12,14–16 The general finding of these reviews is that such interventions are effective. However, the reviews have been qualitative in nature and thus provide limited information on which type of intervention is most effective and for whom. Recently, Bamberg and Busch conducted the first meta-analysis on occupational stress–reducing interventions.17 However, they included only cognitive–behavioral interventions in their quantitative analyses. In the present quantitative review, the following research questions were posed: (1) Are stress interventions effective, as suggested by qualitative reviews of the literature? (2) If so, which type of stress intervention is most effective, and on which outcome measures? In addition to these research questions, exploratory analyses were conducted to determine what moderator variables (e.g., job characteristics, preventive/remedial nature of interventions, length of treatment) were related to the effectiveness of the interventions. Methods Search and Inclusion Criteria Two strategies were used to locate appropriate studies. First, 4 databases—Medline (1966–1996), ClinPsych (1980–1996), Current Contents (1997), and Nioshtic (1970– 1996)—were used to conduct a computerized search. Three groups of terms were composed for this search: (1) terms linked to stress-related psychologic problems (psychologic stress, work stress, job stress, neurasthenia, burnout, minor psychiatric problems, mental fatigue, minor depression, neurosis, distress, nervous breakdown, and adjustment disorder), (2) terms related to the intervention (therapy, treatment, protocol, program, intervention, primary care, prevention, and employee assistance program), and (3) terms related to the population (employee, occupational, vocational, rehabilitation, work, job, absenteeism, and sickness leave). Within each group of terms, searches were added. Subsequently, these searches were combined. Second, a manual search of relevant reviews, book chapters, and articles was conducted, with the objective of finding relevant references missed in the computerized search. To be included in our database, a study had to meet several criteria. First, the intervention was required to be specifically designed to prevent or reduce psychologic complaints related to occupational stress. Second, in terms of the target population, participants had to be recruited from the working population because of imminent or already-manifested stressrelated psychologic problems not diagnosed as involving a major psychiatric disorder (e.g., depression or posttraumatic stress disorder) or a stress-related somatic disorder (e.g., hypertension, coronary heart disease). Third, an experimental or quasi-experimental design involving a no-treatment control group had to be used. Within the quasi-experimental studies, we required that the experimental group and the control group be recruited from identical populations and have identical baseline values on dependent variables. In this high-quality group of primary studies, we applied no ranking for methodological quality aspects because the consequent choice of a weighting factor in the quantitative analyses would introduce an element of subjectivity. Fourth, outcome variables had to be well defined and of sufficient reliability. Finally, we required that the study be published as a journal article in English. Definitions The variables used in the meta-analysis included intervention-related variables, outcome variables, and population characteristics. February 2001, Vol. 91, No. 2 Intervention-related variables were (1) type of intervention, (2) total number of hours, (3) number of weeks, and (4) number of sessions. The latter 3 variables could be considered indexes of the intensity and extent of the intervention. Because they were relevant in assessing the cost-effectiveness and practical applicability of a program, we used these variables as moderators in the exploratory analyses. As described earlier, 4 intervention types were included; 3 involved a focus on individuals and 1 involved a focus on the organization. In several reviews, a third focus has been discerned: the interaction between the individual and the organization.14,18 Thus far, however, intervention studies conducted with this focus have been uncontrolled.19 The outcome variables included were placed into 5 categories: (1) quality of work life, including such aspects as job demands, work pressure, job control, working conditions, and social support from management and colleagues; (2) psychologic resources and responses, including measures of self-esteem, mastery, beliefs, and coping skills20; (3) physiology, including measures such as tension, electromyographic activity, (nor)adrenaline, and cholesterol level; (4) complaints, including stress or burnout rates or symptoms, somatic symptoms, and mental health status and symptoms (because of their significance in general health practice, depressive symptoms and anxiety symptoms were considered as separate subcategories); and (5) absenteeism. A number of population characteristics, such as sex, age, years of employment, occupational status, and baseline stress level, may be important moderators of treatment effects and thus may provide information on which types of interventions are effective and for whom. However, for most of these characteristics, the specific information required was not available in the studies; the exceptions were baseline stress level and occupational status. The predictive influence of these characteristics on treatment effects was investigated in a number of exploratory analyses. In line with Newman and Beehr12 and with Murphy,2 2 baseline stress level categories were distinguished, preventive and remedial. In the present meta-analysis, a study was considered preventive if no participant selection had taken place in regard to stress levels. A study was considered remedial if participants were selected by means of a criterion. As noted by Karasek and Theorell, occupational status may be indicative of level of job control.20 On the basis of Karasek and Theorell’s ratings, we categorized study samples as â€Å"high control† or â€Å"low control.† Two studies involving samples with mixed occupations were classified as low control because most of the participants in these studies had low-control jobs.21,22 Two studies were excluded from these exploratory analyses because of a lack of sufficient information.23,24 Statistical Analysis The Advanced BASIC Meta-Analysis program25 was used in conducting statistical analyses. In this program, several statistics (e.g., F, t, r, and P) can be entered, and a product–moment correlation is obtained. These effect size correlations are transformed to Fisher z scores. Subsequently, mean Fisher z scores are calculated and transformed back to effect size (r) values. If F or t values were reported, we used these values; if such values were not reported, they were computed if the required information was available. If this computation was not possible, P values were used; effects reported as nonsignificant were rated as P=0.5.26 A problem in meta-analyses is that studies with a relatively large number of outcome measures disproportionately affect the metaanalytic results. To counteract this problem, Rosenthal and Rubin27 proposed a method of computing a mean effect size in which the intercorrelation of outcome measures is taken into account.25(pp45–47) For all analyses, outcome variables were combined according to this method. We used all outcome measures reported in a study in calculating effect sizes. We report effect sizes in Cohen’s d, which can be derived directly from r values. Cohen’s d represents the standardized mean difference between the intervention group mean and the control group mean. Thus, a d value of 1 indicates that the intervention group performed 1 standard deviation above the control group on a particular outcome variable. Results Description of Studies Forty-eight studies10,21–24,28–67 conducted between 1977 and 1996 met the inclusion criteria; findings from these studies were published in 45 different articles. None of the 48 studies had a curative orientation in the usual sense (i.e., target population consisting of people seeking help). Four studies were considered remedial, because there was selection in regard to baseline stress level. Forty-one studies involved employees with jobs categorized as high in job control. Five studies evaluated an organizationfocused intervention, 18 evaluated a cognitive– behavioral intervention, 17 evaluated a relaxation technique, and 8 evaluated a multimodal approach. In all studies, several outcome analyses were conducted. The result was 99 intervention–outcome combinations. American Journal of Public Health 271 Twenty of the studies involved a followup assessment. In most cases, follow-up was either uncontrolled or reported in a way that allowed no retrieval of statistical metrics. Therefore, only the first postintervention assessment was included in the meta-analysis. The mean interval between preintervention and postintervention assessment was 9 weeks for interventions that focused on individuals (SD= 6 weeks). This deviation was merely due to dif- ferences in intervention duration. Differences in interval between intervention types were not significant. The interval for organizationfocused programs was considerably longer (38 weeks) owing to longer program durations and longer postintervention assessment intervals. Pretest-to-posttest dropout rates varied from 0% to 40%. The mean dropout rate for programs that focused on individuals was 11%; differences between intervention types were nonsignificant. Organization-focused programs had a mean dropout rate of 26%.

Cognitive-Behavioral Therapy And Exposure With Response Prevention In T

Cognitive-Behavioral Therapy And Exposure With Response Prevention In The Treatment Of Bulimia Nervosa Bulimia nervosa is an eating disorder with psychological, physiological, developmental, and cultural components. The disorder is commonly characterized by binge eating followed by inappropriate compensatory behaviors, such as self-induced vomiting, excessive exercise, fasting, and the misuse of diuretics, laxatives or enemas. Patients properly diagnosed with bulimia nervosa endure many psychological and physiological problems. In order to alleviate these problems for the patient, usually some type of intervention is required. Considering the financial costs to the patient who seeks treatment, it is important to identify effective and efficient treatment programs. Due to the wide variety of individual patient differences, it would be unwise to proclaim one treatment method as the universal cure for bulimia nervosa. However, identifying what methods work under particular conditions may help therapists tailor an individualized treatment program after a careful assessme nt of the client. Having this knowledge would potentially save both the client and the therapist a lot of time and frustration; not to mention, the patient would be on the path to recovery sooner. Kaye et al (1999) stress the importance of making progress towards the understanding and treatment of anorexia and bulimia nervosa, in order to generate more specific and effective psychotherapies and pharmacologic interventions. In this paper, I will present my analysis of two methods used to treat bulimia nervosa. The first method is cognitive-behavioral therapy for bulimia nervosa; this method is quite popular among psychologist... ...ing in bulimia nervosa: A crossover study. Journal of Nervous and Mental Disease, 177, 259-266. Sloan, D. M., & Mizes, J. S. (1999). Foundations of behavior therapy in the contemporary healthcare context. Clinical Psychology Review, 19, 255-274. Spangler, D. L. (1999). Cognitive-behavioral therapy for bulimia nervosa: An illustration Journal of Clinical Psychology, 55, 699-713. Steel, Z. P., Farag, P. A., & Blaszczynski, A. P. (1995). Interrupting the binge-purge cycle in bulimia: The use of planned binges. International Journal of Eating Disorders, 18, 199-208. Vaz, F. J. (1998). Outcome of bulimia nervosa: Prognostic indicators. Journal of Psychosomatic Research, 45, 391-400. Walsh, B. T., & Devlin, M. J. (1998). Eating disorders: Progress and problems. Science, 280, 1387-1390.

Native American Culture Essay

The Native American culture is diverse in different aspects such as music, dances, performances and even arts. They have a variety of musical instruments and dancing styles. Each dance is performed during different occasions or activities. The Native Americans had different attires which were worn during different ceremonies such as religious functions, rituals and community gatherings (Leco Para 9). An example of the native ceremonies is the powwow. This is a gathering which is mainly composed of different Indian tribes. It involves different activities such as dancing competitions, narrating stories and other contests. These are activities which usually take place over the weekend in different areas and everyone is invited to attend this function (Leco Para 10). There are different types of dances such as jingle dance, war dances and other communal dances. The jingle dance is mostly a contest for women and the dancing attire is decorated with metallic material. Other dances include scarf dance which is performed in a bird like manner. The dress for this type of dance is painted and surrounded with beads (Leco Para15). There are different war dances which are mainly performed by the men. These include fancy dance and grass dance. The attires are decorated in different colors of beads, furs and feathers. The other kind of dance is the Kiowa gourd dance which is performed basically for the purpose of remembering great elders and warriors from different tribes. The Kiowa dance is for everyone including the spectators. This kind of dance brings people together and it serves to enhance peace and unity. Most of the Native American music involves dancing, chanting and different styles of dancing (Leco, Para 18). Native American Flute The Native American flute was a wooden type of flute. It has a whistle like mouth piece and was an important instrument in most occasions and ceremonies. The way it was curved is very different compared to the flutes found in Asia, Europe and Africa. The different types of flutes were made from different materials such as cedar, sweet grass and river cane. These flutes include black arrow flutes and Turtle Island flutes. The flutes were carried in bags made from deer skin (Native Languages of the Americans, Para 7). Flute bag Source: Native Languages of the Americans website Native American Drums The Native Americans had different types of drums such as Hoops drums, Shamanic drums, Foot drums, Powwow drums, Tom Tom drums and water drums. The hoop drums were used in different kinds of rituals and other ceremonies. They vary in diameter and are held in the hands. They produce different kinds of tunes depending on the diameters. Those that are big produce a deep voice compared to the smaller ones. These drums are normally made up of different kinds of materials such as skin and hides. They are painted in patterns using different colors (Godbole, Para 3). Shamanic drums are mostly used as tools used to connect with spirits. This practice is known as shamanism and it is a certain kind of ritual. There are different tribes that practiced shamanism such as Lakota tribe which is found in the North America. It helps in connecting these people to a completely different world when they are in a good state of mind. These drums are used during a number of performances and rituals (Godbole, Para 4). Shamanic drum Source: Native Languages of the Americans website The powwow drum is a special kind of drum used for a specific type of ritual known as the powwow. The powwow is a well known event among the Native Americans. This event involves a group of people who are involved in drumming. It is a drum which is bigger in size and requires a group of people to play it (usually 8 men) (Godbole Para 5). Powwow Drum Source: Native Languages of the Americans website The foot drum was used by tribes such as Hopi, Aztec, Miwok and Maidu. It’s a unique type of drum among the Native Americans in that it is played using the foot. They were made from hollow logs of wood which were struck using poles and this was followed by resonance from these drums. The Tom Tom drums were small drums which were easily held by the hands. They are longer and narrower in design. Contrary to other types of drums, the hands are used to play the Tom Tom drums (Godbole Para 6). On the other hand, water drums are made of wood and filled with water. The water drums occur in two different types namely; Iroqusi and Yaqui. There are other types of drums such as Tarahumara, apache drums and Lakota. These are, however, less popular than those mentioned above. Every music in the Native American culture had to be accompanied with a drum. This is due to the fact that the people believed that this was the only way to reach the spirits hence the only way to communicate with the gods (Godbole, Para 7). Water drum Source: Native Languages of the Americans website Tribes and Traditions The Native Americans consisted of different tribes each with unique types of traditions and cultures. Some of these tribes include Sarasi, Ute, Kiowa, Hidutsa among others. Each tribe had its own form of rituals and activities. They were involved in several ceremonies most of which were religious gatherings and rituals. An example of such ceremonies is the Sun dance which was attended by large groups of people. Sacrifices were made during this ceremony to ensure that peace prevails in the community. This ceremony was carried out by a priest who was well known in the community. The Native Americans had different kinds of traditions such as healing traditions (Desy Para. 4). Most of the modern forms of healing have their roots in the Native American culture. Every tribe had its own elder who was a healer. In addition to being herbalists, these elders were also designated the duty of connecting the people with the spirits. The tribes believed in dreams which were translated so as to know the meaning. The people had a unique way of ending quarrels by using the â€Å"Talking Sticks† These were passed from one person to the next during meetings. It was a way of showing respect to others. Other traditions include cleansing rituals and the use of animals as guides. The latter implies that when an animal was seen either in real life or in a dream, it was believed that they were a form of guides from the gods (Desy Para. 6). Works Cited Desy, Phylameana L. Native American Healing Traditions, Tools and Healing Practices, 2010. Retrieved on May 14, 2010 from: http://healing. about. com/od/tools/a/nativetools. htm Godbole, Medha. Native American Drum Music, 2010. Retrieved on May 14, 2010 from: http://www. buzzle. com/articles/native-american-drum-music. html Leco, Mike. Native American Indian Culture, 2010. Retrieved on May 14, 2010 from: http://www. usatourist. com/english/inside/indians2. html Native Languages of the Americans. Native America Indian Flutes, 2007. Retrieved on May 14, 2010 from: http://www. native-languages. org/flutes. htm

6 C’s of Communication

Challenge Statement Kindergarten students should transition from books that offer chants, songs and memorized text to books that offer an opportunity to build decoding skills, sight vocabulary and slightly more difficult text. Instructional/Learning model specified Six C's of Motivation will be used to expose the kindergarteners to diverse types of literature and to encourage a love of reading through the use of the Georgia Picture Storybook Award winners and nominees for the award. Explanation of Instructional/Learning model Students have been given the basic letters and letter sounds to learn with no choice. Now is the next step of turning the students into motivated readers. The 6 C’s of Motivation will be the ideal theory to put into practice with this next step. Choice – Giving the students a more challenging selection of books such as the Georgia Picture Storybooks award winners and nominees demands a large next step in enthusiasm from the student. A major reason for the program is to get students involved in reading without creating a scenario where failure seems inevitable. Students strive to meet a reading/learning challenge. Adding the next level of books to the classroom reading time and leisure time will help the students to focus on this reading goal. Challenge – Students strive to meet a reading/learning challenge. Adding the next level of books to the classroom reading time and leisure time will help the students to focus on their next reading goal. Control – When students are given a wide selection, and control over what topic of book to read then they feel like they have ownership in their task. If the topic of the book is interesting to them then they will be motivated to read and learn the new words. Collaboration – The kindergarteners enjoy their Book Buddy (5th grade students) time. Book Buddies will come in and select a book with their apprentice and take turns reading it to each other and discussing what is going on in the story. Constructive Meaning – If the MKO (Book Buddy/parent/teacher) shows an interest in the new level of reading books and find meaning in what is written then the student will also find meaning n the words, sentences and story. The student finds value in being able to read the story and find that others value what the students is reading to them. They need to be given an opportunity to write and speak what the story was about. Consequences – Students will be given the opportunity to share with their Book Buddy class the story that was read together. These opportunities to share what they read will include pictures and written text that summarizes the story. The event will conclude with an ice cream party. When students become motivated, they choose to practice reading books that are more and more challenging. The six C's of Motivation provides six concepts that could be applied to encourage the development of intrinsic student motivation. As they continue to improve, they become even more excited about improving their reading skills. This process repeats itself while teachers, parents, and book buddies (MKO) praise the kids on their progress. The Six C’s of Motivation is the best choice of theories to use in this type of reading development.

Free Essays on Political Review

Multicultural Education The debate over Multicultural Education in America has long been called "The Melting Pot" due to the fact that it is made up of a varied mix of races,cultures and ethnicities. As more and more immigrants come to America in searching for a better life, the population naturally become more diverse. This has in turn spun a great debate over multiculturalism. One of the issues under debate is Who is benifiting from the education, and How to present the material in a way that does not offend the different cultures. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This wasen't easy cause there is much diversity within individual cultures. A look at the 1990 census show that the American population has changed more noticably in the last ten years than in any other time in the twentieth century. With one out of every four Americans identifying themselves as Black, White, Asian, Hispanic, Pacific Islander or American Indian.(Gould198) The number of foreign born residents also reached an all time high of twenty million,easily passing the1980 record of fourteen million. Most people from educators to philosopers agree that an important first step in successfully joining multiple cultures is to develope an understanding of each other 's background. However the similarities stop there. Many try to suggest a different way of arriving at that culturally integrated society but to me everyone seem to have a different opion of what will work. Since education is at the root of the problem, it might be appropriate to use an example in that context. Although the debate at Stanford University ran much deeper than I can hope to touch in this paper, the root of the problem was as follows: In 1980, Stanford University came up with a program-later known as the " Stanford-style multicultural curriculum" which aimed to... Free Essays on Political Review Free Essays on Political Review Multicultural Education The debate over Multicultural Education in America has long been called "The Melting Pot" due to the fact that it is made up of a varied mix of races,cultures and ethnicities. As more and more immigrants come to America in searching for a better life, the population naturally become more diverse. This has in turn spun a great debate over multiculturalism. One of the issues under debate is Who is benifiting from the education, and How to present the material in a way that does not offend the different cultures. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This wasen't easy cause there is much diversity within individual cultures. A look at the 1990 census show that the American population has changed more noticably in the last ten years than in any other time in the twentieth century. With one out of every four Americans identifying themselves as Black, White, Asian, Hispanic, Pacific Islander or American Indian.(Gould198) The number of foreign born residents also reached an all time high of twenty million,easily passing the1980 record of fourteen million. Most people from educators to philosopers agree that an important first step in successfully joining multiple cultures is to develope an understanding of each other 's background. However the similarities stop there. Many try to suggest a different way of arriving at that culturally integrated society but to me everyone seem to have a different opion of what will work. Since education is at the root of the problem, it might be appropriate to use an example in that context. Although the debate at Stanford University ran much deeper than I can hope to touch in this paper, the root of the problem was as follows: In 1980, Stanford University came up with a program-later known as the " Stanford-style multicultural curriculum" which aimed to...

Discipline Essays - Pedagogy, Educational Psychology, Human Behavior

Discipline Essays - Pedagogy, Educational Psychology, Human Behavior Discipline Discipline is more than keeping a group of children or young people quiet while being talked to. Preserving good behavior is certainly one aspect to discipline, for learning it in an atmosphere of confusion is difficult. Children have to learn to conform to the rules of behavior needed in a classroom. Teachers have the right to ask for a quiet class, keep the students in their seats, and have the right to discipline them if they do not cooperate. When a teacher expresses his or her thoughts, feelings, and beliefs in direct, honest, and appropriate ways that do not violate the right of others, and when the message does not humiliate, degrade, or dominate the one being talked to, he or she is using Assertive Discipline. In order for a teacher to maintain control of his or her class they must use Assertive Discipline. In order for a teacher to have his or her needs met, they can influence the behavior of the children. Without influence a teacher is "powerless" and will become "burned out." (Canter, 2) There is no simple answer to why this happens. A number of complex factors have combined to create an environment in which teachers are having trouble in getting personal and professional needs met. Until the past decade, the teacher was looked at as the main person in the classroom by students and parents. The teacher, simply because of their role status, had respect and authority. Thus, the teacher was a "powerful" figure in the eyes of the students and could easily influence the student's behavior, often with just a look, smile, or a threat.(Canter,3) All of that is now changed. Today, a teacher has to earn the respect of both the students and their parents. A teacher's basic techniques of influence, or discipline, is no longer as effective as getting the desired results. The discipline approaches of the 1950's and 1960's do not work with the students of the 1990's. In addition, the teacher cannot rely on the strong support of the parents anymore. Many parents are openly questioning, the education that their children are receiving, and do not feel they want to support the needs of their child's teachers. Teachers cannot get their needs met in a classroom unless they have an effective method of discipline in which they thoroughly understand and comfortable utilize. An assertive teacher is: "One who clearly and firmly communicates his or her wants and needs to his or her students, and is prepared to reinforce their words with appropriate actions." (Canter,9) When a teacher is assertive, and clearly and firmly communicates their wants and feelings to a child, they send a clear message. This message simply states: "I mean what I say and say what I mean."(Collins, 155) Lee Canter, a child guidance specialist, has found that while most teachers make lesson plans as a routine matter, very few make discipline plans. Planning is essential to teaching well. Lesson planning is second nature to teachers. Lesson plans are part of a professional routine, and are done almost automatically when the need arises. However, planning for discipline is an entirely different story. The vast majority of teachers have learned or have been exposed to the steps involved in planning discipline programs, especially those to be used specifically with disruptive students. Because of teachers' frustrations, all we often hear is their complaining about how difficult the students really are. Such complaining may help to relieve the strain of dealing with difficult students, but it in no way helps to solve the problem. Planning your discipline efforts, and utilizing assertive principles, are as essential to teaching as a lesson plan. (Charles,128) Discipline planning will structure and guide classroom management efforts the same as lesson planning for academic efforts. Discipline plans are important and helpful to all teachers. Charles, urges to make discipline plans according to the following steps: 1) Identify any existing or potential discipline problems. 2) Specify the behaviors you want the students to eliminate or engage in. 3) Decide on negative and positive consequences appropriate to the student and situation. 4) Decide how to execute the negative and positive consequences.(Charles, 129) Discipline planning is the systematic applications of the