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Escape from sobibor essay

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Music and Movies Essays: Escape From Sobibor

Escape from sobibor essay

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Unix / Linux - Processes Management. Escape From Sobibor Essay? In this chapter, we will discuss in detail about process management in Unix. When you execute a program on your Unix system, the system creates a special environment for that program. This environment contains everything needed for the system to an actor run the program as if no other program were running on the system. Whenever you issue a command in Unix, it creates, or starts, a new process. When you tried out the ls command to list the directory contents, you started a process. From Sobibor Essay? A process, in simple terms, is an instance of a running program.

The operating system tracks processes through a five-digit ID number known as the pid or the process ID . Each process in the system has a unique pid . Pids eventually repeat because all the essay, possible numbers are used up and the next pid rolls or starts over. At any point of time, no two processes with the same pid exist in the system because it is the pid that Unix uses to track each process. When you start a process (run a command), there are two ways you can run it − By default, every process that you start runs in the foreground. It gets its input from the escape sobibor, keyboard and sends its output to the screen. You can see this happen with the ls command. If you wish to list all the files in your current directory, you can use the following command − This would display all the files, the names of which start with ch and end with .doc − The process runs in desynthesis recipe the foreground, the output is directed to my screen, and if the ls command wants any input (which it does not), it waits for it from the keyboard. While a program is running in the foreground and is time-consuming, no other commands can be run (start any other processes) because the escape from essay, prompt would not be available until the program finishes processing and comes out. A background process runs without being connected to how often should you quote in a research paper your keyboard.

If the background process requires any keyboard input, it waits. The advantage of running a process in the background is that you can run other commands; you do not have to wait until it completes to start another! The simplest way to from sobibor essay start a background process is to add an writing service ampersand ( ) at the end of the command. Escape Essay? This displays all those files the names of thesis service which start with ch and end with .doc − Here, if the ls command wants any input (which it does not), it goes into sobibor, a stop state until we move it into the foreground and and the stage give it the escape essay, data from the keyboard. That first line contains information about the background process - the should in a paper, job number and the process ID. You need to escape sobibor know the job number to manipulate it between the background and the foreground. Essay About Volleyball? Press the Enter key and you will see the following − The first line tells you that the ls command background process finishes successfully. The second is a prompt for another command. It is easy to see your own processes by running the from essay, ps (process status) command as follows − One of the should you quote in a research, most commonly used flags for ps is the -f ( f for full) option, which provides more information as shown in the following example − Here is the description of all the fields displayed by ps -f command − User ID that this process belongs to sobibor (the person running it) Parent process ID (the ID of the process that started it) CPU utilization of process.

Process start time. Terminal type associated with the essay on being an actor, process. CPU time taken by the process. The command that started this process. Essay? There are other options which can be used along with ps command − Shows information about all users. Shows information about processes without terminals. About Volleyball? Shows additional information like -f option. Displays extended information. Ending a process can be done in several different ways. Often, from escape sobibor essay, a console-based command, sending a CTRL + C keystroke (the default interrupt character) will exit the command. This works when the process is running in the foreground mode.

If a process is running in the background, you should get its Job ID using the ps command. After that, you can use the kill command to kill the process as follows − Here, the kill command terminates the first_one process. Desynthesis Recipe? If a process ignores a regular kill command, you can use kill -9 followed by the process ID as follows − Each unix process has two ID numbers assigned to it: The Process ID (pid) and the Parent process ID (ppid). Each user process in the system has a parent process. Most of the commands that you run have the shell as their parent. Check the ps -f example where this command listed both the process ID and the parent process ID. Normally, when a child process is essay, killed, the parent process is updated via a SIGCHLD signal. How Often Should You Quote? Then the escape from sobibor essay, parent can do some other task or restart a new child as needed.

However, sometimes the parent process is killed before its child is politics essay, killed. In this case, the parent of all processes, the from sobibor, init process, becomes the new PPID (parent process ID). Cheap Writing Service? In some cases, these processes are called orphan processes. When a process is sobibor, killed, a ps listing may still show the cheap service, process with a Z state. Escape From Sobibor? This is a zombie or defunct process. The process is dead and not being used. These processes are different from the orphan processes. They have completed execution but still find an entry in the process table. Daemons are system-related background processes that often run with the permissions of root and services requests from other processes. A daemon has no controlling terminal. It cannot open /dev/tty . If you do a ps -ef and thesis writing service look at the tty field, all daemons will have a ? for the tty . Sobibor? To be precise, a daemon is a process that runs in the background, usually waiting for cheap thesis service something to happen that it is from essay, capable of working with.

For example, a printer daemon waiting for print commands. If you have a program that calls for lengthy processing, then it’s worth to make it a daemon and run it in the background. The top command is a very useful tool for quickly showing processes sorted by various criteria. It is an how often in a interactive diagnostic tool that updates frequently and sobibor essay shows information about physical and virtual memory, CPU usage, load averages, and thesis writing your busy processes. Here is the simple syntax to run top command and to see the statistics of CPU utilization by different processes − Background and suspended processes are usually manipulated via job number (job ID) . This number is different from the process ID and is used because it is shorter.

In addition, a job can consist of escape from essay multiple processes running in a series or at the same time, in parallel. Using the job ID is easier than tracking individual processes.

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Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation. Dan LaSalle, Temple University. As a first year inner-city teacher, I navigated classroom challenges that were previously inconceivable to escape from essay, me. Diverse student behaviors and needs mixed tumultuously with my burgeoning understanding of pedagogy as practice, not just theory, and cheap thesis writing, as someone stepping into his own classroom for the first time. One reoccurring phenomenon in sobibor, particular stood out and politics essay, emerged as my most perplexing observation: My students appeared to be unmotivated.

Was such a phenomenon the result of my students’ cognitive ability, metacognitive ability, or personality? Or maybe this was something completely natural given my limited proficiencies as a new teacher. Low student motivation occurred less as the year progressed, and my instructional abilities improved. Escape From Sobibor Essay! However, anytime a class did not take to a lesson, the immediate nose-dive of student motivation seemed no less drastic. Even after several consecutive days of meaningful, challenging, and engaging instruction, when I would botch a lesson, my students would immediately return to a hostile and unruly disposition for writing, the remainder of class, a state that had dominated my classroom in the early months of my first year teaching. By December, I thought I had gained the trust and faith of escape essay, my students as an educator effective enough to warrant some patience and desynthesis recipe, leniency. I remember a few days before winter break one student throwing a book, pushing her binder onto escape from essay, the floor, and shouting at short about me, “Be quiet!” as I fumbled through explaining a convoluted writing assignment.

It appeared I had neither the escape from essay credibility nor the leeway to provide a heartfelt yet apparently poorly implemented lesson and rely on the capital I had previously built with my students. Student motivation seemed to be highly reliant on my abilities as a clear, engaging, and competent instructor. When my abilities fell short, so too did student motivation. The phenomenon of unmotivated classes appeared even when a class functioned as I hoped. Essay About Volleyball! I would set a higher bar for sobibor essay, the next class or assignment and find myself disappointed with the results. Was student motivation a legitimate problem in my classroom, or did my passion for recipe, the zeitgeist of rigor compel me to ask too much of my students while unfairly placing the onus on them to demonstrate more grit?

Whatever actually explained the from essay disconnect between my instructional intentions and you quote research paper, student behaviors—low self-efficacy, prior experience with novice teachers, a lack of student-teacher trust, or perhaps the quality of my pedagogy—I (fairly or unfairly) reduced it to from, a problem of student motivation. My students often did not seem to care about essay on being an actor, their assignments or grades. I wanted to know why. This article details the evolution of my inquiry-based practitioner research on cultivating intrinsic motivation through five–paragraph essays. Motivation refers to the impetus to act. Psychologists designate both level of motivation (low to high) and orientation (type) of motivation (Ryan Deci, 2001).

Researchers also recognize a motivational orientation that places extrinsic and intrinsic motivation at opposite ends of a spectrum (Ryan Deci, 2009). The use of external rewards or punishments that compel action characterizes extrinsic motivation; the inherent joy and escape from sobibor, satisfaction from a task that invite autonomous action characterize intrinsic motivation (Ryan Deci, 2000). My inquiry could have targeted another phenomenon associated with motivation, but as a second–year teacher with a rudimentary understanding of educational psychology, intrinsic motivation was the best lens I had to study student actions. Research! Without the instruments psychologists use to escape from sobibor, assess intrinsic motivation (reaction time in in a research, laboratory controlled settings, student self-reporting measures, or others) (Gay, Mills Airasian, 2012), my inquiry examined the relationship between my actions as a teacher and escape from sobibor essay, a variety of ever-changing data on my students, such as choices in essay topic and writing service, the presence of student voice in sobibor essay, writing assignments. As this self-study demonstrates, my inability to writing service, isolate evidence of intrinsic motivation prevents me from making a strong claim as to why or how much my students were “motivated” or “unmotivated.” This paradox—that an educator with the ability to from sobibor, influence student motivation cannot conclusively explain the impact of his instructional methods or actions—is a central theme in desynthesis recipe, this inquiry. Intrinsic motivation for writing has been linked to greater levels of student self-efficacy, self-regulation, and escape essay, self-scaffolding among some age groups (Lipstein Renninger, 2006). However, the research on intrinsic motivation and writing is underdeveloped (Csikszentmihalyi, 1990). The five-paragraph essay, in particular, faces criticism for its often unquestioned position at the center of recipe, a writing class or unit (Brannon et al., 2008; Miller, 2010).

I was well positioned to from essay, raise some of recipe, these questions in my own classroom. The greening of the sobibor essay teacher workforce over the last thirty years has meant that first-year teachers have become the most common educator (Ingersoll, Merrill, Stuckey, 2014). Thus, my perspective as a novice teacher provides an important lens for those concerned with increasing student intrinsic motivation, teaching writing, and public education. Practitioner research harnesses a teacher’s unique perspective as someone situated “inside” a classroom who tries to cheap writing service, navigate, understand, and escape from essay, negotiate the phenomena and short essay about volleyball, factors that impact learning, motivation, and student development (Cochran-Smith Lytle, 1992). While teachers may not be able to scientifically evaluate educational and classroom-related phenomena, the ability to generate local knowledge about practices that best support student needs could very well help illuminate problems and sobibor, directions for such research (Cochran-Smith Lytle, 2009).

S. Ravitch (2014) extolled the virtues of practitioner-research in the most recent issue of Perspectives on Urban Education : Such systematic examination is designed to increase awareness of the contexts that shape professional actions, decisions, and judgments, enabling practitioners to see our practices anew, to recognize and the edwardian theatre and the, articulate the complexities of our work, and sobibor essay, the values and choices at the core of professional practice. (p. 6) This article hopes to desynthesis recipe, offer such an examination by from sobibor detailing my experiences as a practitioner negotiating factors that impact student motivation and crafting my professional decisions accordingly. Kaplan, Katz, and Flum (2012) offer similar sentiments to S. Short About! Ravitch’s when they evaluate the current state of motivation research: Motivation theory and research of the past decades have contributed tremendously to sobibor essay, scientific knowledge concerning mechanisms and processes of human motivation and engagement.

However, in matters of application to educational practice, motivational theory—indeed, educational psychology more generally—is in a rather dismal state. (p. 168) Due to desynthesis recipe, the dominance, and limitations, of the control-experimental psychological paradigm in educational psychology, Kaplan, Katz, and Flum (2012) advocate for motivational phenomena to be studied in educational practice and context. While some may criticize student motivation as too narrow a lens to interpret and evaluate student actions given the influence of other psychological factors on student behavior (e.g., interest development, self-efficacy, and escape essay, self-regulation), student motivation represents a construct that incorporates and often welcomes these other phenomena when describing student behaviors (Eccles Wigfield, 2002; Silvia, 2006). Struck by should you quote my students’ often hostile and apathetic responses to assignments and instruction and hoping to contribute to the knowledge of motivation, I began to take an escape essay, inquiry stance on my own practice. An Actor! I studied my practice on three fronts with the help of an off-site teacher research group: (a) how my inquiry question changes as a developing urban educator who attempts to incorporate findings and suggestions from motivational psychology without being a student in the academy, (b) the effectiveness of classroom strategies to from sobibor, increase student motivation as a second year teacher, and (c) the student outcomes I observed. Each of writing service, these fronts influences the others and from essay, my practice as the school year continues. I report on essay on being these influences throughout the academic year and sobibor essay, conclude this article by discussing the implications of essay on being, my narrative for practitioner research, the assessment of student motivation, the role of academic research on student motivation for educators, and the potential contributions of novice educators’ voices in education.

This article does not attempt to offer definitive or proven strategies to improve student motivation or a more detailed account of the from sobibor essay psychology of motivation; it represents a teacher’s efforts to synthesize academic research and pedagogical strategies with a developing competence as an educator for impoverished, under-motivated, and academically behind students. The backdrop to my inquiry: The end of on being, my first year of teaching. After my first year of teaching, I spent the summer recovering from and reflecting on a host of challenges that contributed to my feelings of frustration and inadequacy as a first-year teacher in a ninth-grade inner city Philadelphia classroom. In July, I had dinner with a friend who just finished his third year of teaching at the same school. Escape Essay! We discussed the discomfort of watching the majority of theatre on performance stage, our students remain reluctant to study, go above and beyond on assignments, and pursue academic interests outside of school walls. Although my colleague reassured me that time in the classroom would build my competencies as a teacher, I was not as convinced that simply being a better teacher would provide any concrete answers to my concerns about student motivation. The conversation with my colleague was not the only one that suggested I should adopt an inquiry stance to from sobibor, better understand student motivation within my own classroom. I remember dozens of conversations and cheap, comments about dwindling student motivation that dominated department, grade level, and school wide meetings during my first year of teaching. Sobibor! Even experienced teachers, who could make serious gains among low-performing students, complained of low student motivation. My colleagues wondered if academic achievement could improve with student motivation remaining at disappointing levels. Or, perhaps the problem was that teachers continued to set the bar higher and short essay about, higher and became frustrated when they capable students did not meet them.

Several studies support my colleagues’ concerns about student effort. American schools, especially within low-income communities, suffer from escape from, a deficit of student engagement and motivation, including intrinsic motivation (Shernof, 2012). The 2009 High School Survey of writing, Student Engagement reports that nationally 20% of students considered dropping out of escape from essay, high school in 2006, increasing to 26% in 2009. The top three reasons students cited for wanting to drop out of school included not enjoying school, not liking school, and not seeing schoolwork as meaningful. Politics Essay! Twenty-six percent of escape sobibor, students reported they were bored because the cheap thesis writing material was too difficult, 42% found the material irrelevant to their life, and 66% were bored every day in school (Yazzie-Mintz, 2007). Escape From! Over 30% of ninth graders fail to graduate high school across the nation (Alliance for about volleyball, Excellent Education, 2009), and in urban areas the figure is closer to escape essay, 50%. In Philadelphia, the percentage of short essay about volleyball, dropouts is 55% (Toppo, 2010). My experienced coworkers may have made a more astute observation than I had initially thought: student motivation and teacher instruction may be related, but they are two separate phenomena. While our school embraced the challenge to advance student academic achievement, we did our mission a disservice when we viewed the problem strictly in terms of a deficiency in skills and escape from sobibor, content knowledge. Enlivening student motivation represented a separate but possibly connected phenomenon among our students.

How much of the edwardian essays and the stage, which could be influenced by escape from sobibor a teacher or school remained a question in my mind Perhaps bolstering student motivation and politics essay, engagement represents a prerequisite to closing the achievement gap, and other variables (e.g., a culturally relevant curriculum or a disbelief in American meritocracy) that may have better explained our frustration with both student motivation and escape sobibor essay, achievement were outside our awareness as practitioners. While comments from my colleagues, the above research on student engagement, and my own classroom struggles guided my perspective on student motivation, other scholarship offered different explanations. Research on resiliency and unstable communities led me to question whether I may be placing an extra and thus unfair burden on students in low-income and violent communities to discard the milieu of their struggling communities when they enter school. Is it fair for me, a college graduate raised to value education in a community full of politics essay, educated role models, to expect my students to manifest the same priorities? Is it too presumptuous to escape sobibor, assume my students suffer from a motivational deficit when they, their families, and their community prioritize loyalty, trust, skepticism toward authority, and, above all, survival? A motivational deficit may constitute a poor explanation when my students divert their efforts toward enacting values that are necessary in essay about, a high-poverty, high-crime, and violent community (Bottrell, 2009; Foster Spencer, 2011). I asked my colleagues, friends, members of my teacher research group, and previous professors for suggestions to promote motivation within a classroom setting.

I wanted something that was grounded in scientific research but offered specific suggestions for educators. I was quickly introduced to self-determination theory. According to escape essay, Ryan and Deci (2000, 2009), motivation exists on a spectrum where a person can fall at or between extrinsic motivation on one end and intrinsic motivation on the other. A person who engages in a task or activity specifically for the ends it will produce (e.g., money, recognition, prizes) is extrinsically motivated, or motivated by something operating outside himself. However, someone motivated specifically by a sense of joy that an recipe, activity elicits is considered to be motivated by something within or “intrinsic.” Intrinsic motivation yields less anxiety, great well-being, academic success, and self-regulation. Given my limited experience navigating the complex academic literature on self-determination theory and escape sobibor essay, other achievement motivation theories, I needed to take a step back and familiarize myself with the literature for more general audiences. Although a teacher, the decades of academic terminology and the edwardian theatre essays stage, theory on student motivation quickly became overwhelming.

A professor recommended Kohn’s (1993) Punished by Rewards . Kohn, a lecturer and author, synthesized psychological research on how the use of rewards and punishments (extrinsic motivation) would unavoidably and escape from essay, necessarily decrease the person’s interest and enjoyment in a task (intrinsic motivation). Kohn’s analysis provided an account very congruent with my experiences. Some of my students seemed highly motivated to engage with the the edwardian theatre essays content of a class’s lesson while other students would only entertain school work with the accompaniment of baked goods and positive phone calls to parents or threats of detention and failing grades. Before my second year of teaching began, the first iteration of essay, my inquiry question became clear. Essays And The Stage! I needed to frame my practitioner research as something that would help guide my practice and challenge top-down educational mandates insensitive to the range of classroom contexts I observed (S. From Sobibor Essay! Ravitch, 2014), such as the lack of attention schools gave to promoting intrinsic motivation. Essay An Actor! I also wanted my inquiry to from essay, illuminate the complexity of identifying, describing, and explaining motivational processes outside controlled-laboratory conditions (Kaplan, Katz Flum, 2012). I also needed to make sure my inquiry did not assume a motivational deficit. Thus the first version of my inquiry topic emerged: What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? In the following sections, I trace the evolution of my inquiry topic and how I adjusted my classroom practices based on cheap thesis writing service the literature I read, my experiences, and the student data I collected.

I break down my research temporally and then divide it even further into three subparts: inquiry question, conceptual framework and classroom strategies, and student outcomes. I group conceptual framework and escape sobibor, classroom strategies into one section because of the thesis writing service natural and almost necessary need to allow new experiences and theories to guide and influence interventions (Maxwell, 2013). The Beginning of sobibor essay, My Practitioner Research: September-October. Second teacher journal entry: Inquiry question: How do I measure intrinsic motivation?” [emphasis added] When I initially framed my inquiry question, it began with “What happens when,” which I reasoned would be better changed to “How do I measure.” The word “measure” may immediately unnerve those familiar with practitioner research because measuring and making claims about a specific construct (i.e., intrinsic motivation) falls in the realm of basic research rather than the highly localized and action-guided domain of practitioner-research (Gay, Mills, Airasian, 2012).

Although I wanted to cultivate intrinsic motivation within my students, I felt the best way to do so was parsing, identifying, and then measuring variant behaviors and thought processes within my students. The Edwardian Theatre And The Stage! My undergraduate background in the social sciences often required me to measure relationships, and that was the only framework I had to approach my study. I reasoned that an increase in measurable tendencies would determine if I were successful at cultivating intrinsic motivation, and a decrease or stable relationship with such variables meant I failed. My limited knowledge in qualitative research and practitioner methodology would prove problematic when I began to collect data for my inquiry. Conceptual Framework and Classroom Strategies. Research on intrinsic and extrinsic motivation found the former to be a much better predictor of high school achievement than the latter (Guthrie Coddington, 2009).

With my nascent understanding of escape sobibor, student motivation at essay on being an actor the time (Kohn, 1993, 2006), I developed the following four strategies for fostering intrinsic motivation in my classroom for the upcoming year: no class competitions; no individual student rewards; a behavior management system that focuses on the importance of escape from sobibor essay, maintained effort, diligence, and on performance stage, cooperation in the classroom, rather than a fear of punishment; and explicit instruction in the phenomenon and importance of escape from, intrinsic motivation. The first three suggestions came directly from Kohn’s writings, but the fourth idea was something I added: I figured students would need to know why my classroom would operate so differently than many of the others on the ninth grade floor. During my first year of an actor, instruction, my class competition pitted students in each class against the students from my other classes. Each student earned one poker chip for every 10 minutes they were on-task (determined by my judgment) and one poker chip every time they participated. Escape From Sobibor! Students could not earn a second poker chip until everyone earned their first. Chips were totaled at the end of each class. Whichever class earned the highest total of chips by the end of the politics essay week earned a prize. This competition saved me as a first year teacher, by developing my class culture from unruly and defiant to cooperative and on-task.

I also frequently rewarded students for individual accomplishments, such as sharing their grades with the class, making positive phone calls home after a day of exceptionally hard work and escape, diligence, and raffle prizes. Although these strategies proved immensely successful to motivate my students to engage with their coursework, I could not help but worry that I was promoting the wrong kind of motivation. All of Kohn’s (1996) predictions had come true: I had to keep increasing the how often should research rewards for the competition to have appeal, students often became hostile and untrusting if they lost the competition or did not find their work praised in front of the class, and any day I tried to suspend the class competition or other incentives, my classroom immediately reverted back to the fractious culture that dominated the from essay first few months of politics essay, year. I abandoned both class competition and from, individual student rewards for my second year of teaching based on my understanding of Kohn. He asserts that motivation is not singular. Extrinsic and intrinsic motivations represent two very different forces with different long-term effects on students. The Edwardian And The! Extrinsic motivation occurs when a person strives to from essay, accomplish a task for a reward or the avoidance of a negative repercussion from failing to theatre on performance stage, succeed. Intrinsic motivation occurs when a person strives to accomplish a task because of the enjoyment and pleasure of engaging in the task itself.

Kohn also showed that motivation is not additive; using reinforcements to encourage or discourage particular behaviors in students decreases curiosity, academic risk-taking, creativity, and intrinsic motivation. It became clear that my first step toward fostering intrinsic motivation was to eliminate my explicit attempts to escape, boost extrinsic motivation. I also planned to reform my behavior management system. I would explain to my students the rationale behind both assignments and the class discipline system (such as why students could not speak during independent reading), and short, even explain my sympathy when such directions were undesirable. I would also decrease my reliance on detentions and reflect with a student when he/she earned one (see Kohn, 2006). At this time, I was only a weekend away from escape sobibor, students entering my classroom for the first day of politics essay, my second school year as a teacher. Escape From! I hoped my repertoire of tools to politics essay, enhance intrinsic motivation would work. Given my quantitative inquiry question, I created a variety of metrics to measure the intrinsic motivation in my students—metrics that I now see as misguided. Essay! The metrics were not only cumbersome and essay, unhelpful, but did not meet the standards of essay, quantitative methodology to withstand evaluation. My metrics are outlined below: I recorded any time I attempted to essay on being an actor, motivate a student, whether through extrinsic or intrinsic means.

This meant recording any time I administered a threat or a piece of academic feedback that could impact motivation. From Essay! After several lessons on how to annotate a text, I administered a rather dull short story during the fifth week of school and told the cheap thesis service students: This assignment is completely optional. Read this short story and annotate it as many times as you want using any of the escape essay four annotation symbols we learned. If you do not do it or finish early, I have crossword puzzles for you. If you don’t finish early, put an X next to where you stopped reading. During and after students read and annotated the story, I recorded who participated, how much of the story each student read, how long they read, how many annotations they made, and the quality of politics essay, each annotation. I compared these figures across students to determine a baseline level of intrinsic motivation and administered a similar exam at the middle and end of the year. Administering both metrics was challenging. For the escape from first metric, besides the sheer difficulty of politics essay, recording what I communicated to each student over the course of a class, I could not easily distinguish between what might constitute a prompt for intrinsic or extrinsic motivation. If I said, “It looks like you are enjoying this assignment.

Keep up the from sobibor good work,” I was both encouraging intrinsic motivation by recognizing a student’s interest in an assignment as well as reinforcing extrinsic motivation by offering verbal praise. Even worse, I was not focusing on short about my students’ behavior (were they deeply immersed in a writing assignment and losing track of time?) but instead focusing on quantifying what I, the teacher, was doing. Such misguidance in my inquiry could be attributed to my quantitative lens indicated by the word “measure” in my inquiry question. For the second metric, I hardly made it through analyzing data from the first test before I realized how misguided my method was. I had all of sobibor, these numbers, but I could not say they reflected any inherent mental qualities of my students, let alone that they were a fair measure of intrinsic motivation (since, of research, course, intrinsic motivation is not a singular phenomenon that is invariant across all contexts and situations). For example, the essay content of the story naturally appealed to some students more than others. Information on my student’s reading levels were not yet available, so the difficulty of the reading passage was a barrier for some but not for others. Even the very idea of thinking I could teach annotation and use it as a proxy for such a dynamic and multifaceted phenomenon as intrinsic motivation became an obvious error in essays on performance and the, my framework: Could the escape frequency and quality of a student’s annotations, even if a base-rate were established (Gay, Mils, Airasian, 2012) say anything about a student’s motivation while literacy, previous exposure to annotation strategies, and a host of other factors influenced such data? . I designed my inquiry stance to embrace S. Ravitch’s (2014) call for cheap thesis writing service, practitioner research to explore new dimensions of educational practice, namely greater attention to motivation in the classroom. I also wanted to respond to Kaplan, Katz, and Flum’s (2012) call for a better bridge between academic research on achievement motivation and escape from essay, classroom practices. My inquiry was doing neither. My misguided idea came from a groundbreaking 1971 study by the psychologist Edward Deci, who discovered that subjects would play with a puzzle longer if they were not tempted with extrinsic motivators (e.g., monetary compensation).

Iterations of this experiment with different variables (e.g., higher pay, competition, different age of subjects) yielded similar results (Deci, 1997; Kohn, 1993; Wilson, 2011). Inspired by an actor this study, I developed an inquiry that attempted to sobibor, remove extrinsic motivations from politics essay, my classroom. It is not that I thought a teacher could do the from job of a psychologist, nor that I had the skills to create a perfectly controlled environment to desynthesis recipe, assess intrinsic motivation in my students. I just could not think of from essay, how else I could study intrinsic motivation or make conclusions that would better my practice without the use of number crunching, coding of behaviors, and quantitative data analysis. Essay! Psychologists, not teachers or administrators, discovered the importance of intrinsic motivation, I reasoned. I cannot recall a time I saw intrinsic motivation discussed in professional development, printed on escape from sobibor essay a poster in a classroom, or accounted for in a lesson plan. So I did the only thing I thought I could. I did as the psychologists did and quantified. I shared this quantitative data with my teacher research group and quickly became embarrassed by their struggle to understand the numbers and codes I provided in writing, carefully colored and coded Excel spreadsheets.

At that point it became blindingly clear that my methodology was fundamentally confusing, unfocused, and inappropriate for a practitioner. I could not speak to a single student outcome, observed classroom phenomenon, or way my classroom benefited from my inquiry. My inquiry was failing at every level. Escape From Sobibor Essay! The study struggled to provide an account of desynthesis recipe, classroom dynamics justified by essay a teacher’s unique and quasi-anthropological perspective being an the edwardian theatre and the stage, observer and agent “inside” a classroom (Cochran-Smith Lytle, 1992). The study also struggled to generate local knowledge to improve classroom instruction about student motivation (Cochran-Smith Lytle, 2009).

I may very well have been fostering intrinsic motivation in my classroom, but my quantitative and escape sobibor essay, inappropriate lens prevented me from knowing so. The Edwardian Theatre And The Stage! I needed to readjust my inquiry question. A needed development in my inquiry came from the teacher research group when one of the escape facilitators commented: “Why not get rid of the word ‘measure,’ from your inquiry question and return to on performance and the, the first form of your inquiry question that begins with, ‘What happens when…?’” This was the direction I needed. I was back to escape sobibor, my initial inquiry question: What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? I needed to stop parsing student behavior into politics essay, components to code, track, and analyze. Instead, I needed to embrace my unique perspective and role as a teacher, develop the best strategies I thought appropriate to improve my instruction given my inquiry, and take an approach from within my classroom to observe and record any classroom occurrences relevant to escape sobibor essay, my inquiry (Cochran-Smith Lytle, 1992). This point represents the transition in my approach from on being, quantitative to qualitative, the escape sobibor essay latter constituting a much more appropriate option given my perspective and experience as a practitioner. Maxwell (2013) delineates these two types of research based on the worldview each method implies. On Being! Quantitative research sees and from sobibor, studies the desynthesis world in terms of variables. Such scientists believe that a phenomenon can be understood best by analyzing how much influence each constituent variable exercises. For example, if I wanted to understand the phenomenon of my immune system, I would go to a doctor to escape essay, anatomize this entity into a white blood cell count, vitamin levels, and my history of illnesses.

Qualitative research, on the other hand, sees a phenomenon as something that needs to be studied holistically. Politics Essay! If an entity can indeed be broken into different variables, their integration into sobibor, the subject of study may take on extra dimensions that cannot be understood by simply understanding its parts. With my change to a qualitative approach came a shift in priorities. My new directive became: Develop and implement instructional strategies to cultivate intrinsic motivation within my students first; make sense of the data later. Conceptual Framework and Classroom Strategies. At this point, several months into the school year, I developed and implemented strategies to writing, foster intrinsic motivation in my students. I offered more choice in assignments and from essay, how I presented information to politics essay, the class (Cordova Lepper, 1996); provided more academic feedback to promote self-regulated learning (Zimmerman, 2008); differentiated reading, writing, and other curricular assignments based on student interests (Guthrie Coddinton, 2009; Hidi Renninger, 2006; Schiefele, 2009); and I allowed students time to identify their own strengths and weaknesses and set goals accordingly (Zimmerman Cleary, 2009).

Some students opted for independent reading assignments to engage with particular topics they found most interesting in from sobibor, the unit. Other students requested projects that allowed them more creativity to interpret and diagram the reading skills we practiced. However, one tendency reoccurred with alarming frequency: No one was opting for writing assignments. One day in October I asked my ninth graders, “How many of you have written a five-paragraph essay?” I was shocked to learn that only about a dozen students across all five of my classes had ever written one. The Edwardian Essays On Performance Stage! Most of the sobibor essay students shared that they had never been asked to cheap, write more than a paragraph at a time. Escape Essay! Although five-paragraph essays have been criticized as overly formulaic by prioritizing structure over content (Johnson, Smagorinsky, Thompson, Fry, 2003), they were the only tool I was aware of that could bridge the gap between paragraph writing and longer analytic writing assignments. I quickly shared my students’ comments with my colleagues in the English department and cheap thesis writing service, the social studies teachers on the ninth grade floor. To my amazement, most social studies and English teachers were well aware of the little attention lengthy writing assignments were given in Philadelphia public schools. Perhaps more alarming, my school’s English and social studies curricula included few writing assignments that required more than a page. The only consistent writing requirements were occasional constructed response questions (CRQ) to prepare for essay, Keystone Exams, standardized tests required for graduation in Pennsylvania.

CRQ responses are typically one to two paragraph responses to a prompt that follows a reading passage. According to theatre essays and the stage, the Commonwealth of escape from sobibor essay, Pennsylvania (2014), a standardized test for composition has not yet been developed for high school students. Although the benefits of lengthy writing assignments, from personal narratives to research papers, have been well argued (Fitzhugh, 2006; McConachie et al., 2006), I felt compelled to help cultivate an interest and politics essay, value in longer writing assignments. Philadelphia has some of the escape highest poverty rates of all major US cities (The Pew Charitable Trusts, 2013), with 4th and 8th grade scores on the National Assessment of Educational Progress (NAEP) well below the national average (Mezzacappa, 2013). With school funding tied to performance on state standardized tests, and lengthy writing assignments not covered on any of them, a lack of attention to writing is certainly understandable. With an interest in desynthesis recipe, requiring lengthy writing assignments of students, my inquiry into intrinsic motivation was infused with an extra sentiment: I wanted my students to engage in escape essay, longer writing assignments, but also to find some joy and value in the process.

If my students were not intrinsically motivated to develop their formal writing, how else could I expect my students to seek improvement for desynthesis recipe, their writing once they left my classroom? At this point in my inquiry, my research question proved to be very broad, focusing on how I could adopt strategies to promote intrinsic motivation without any attention to a particular context. Escape From Essay! Now I had found a great reason to narrow it down: I wanted to focus my inquiry on the intersection of intrinsic motivation and short essay about, five-paragraph essays. S. From Essay! Ravitch (2014) and Cochran-Smith and Lytle (2009) position teacher research as something that not only has the ability to generate local knowledge and advocate for new directions in research, but also to criticize top-down educational best practices. Should You Quote In A Research! In an era of high-stakes testing, in which test scores determine school funding, longer analytic writing assignments have not yet found their place in escape essay, Pennsylvania’s high school state-administered exams. Yet, as a practitioner fervently committed to the proven connection between college-readiness and writing service, writing proficiency (see Conley, 2007), I adjusted my inquiry accordingly.

I hoped to provide an environment for intrinsic motivation for five-paragraph essays to emerge (and ideally flourish). Escape Essay! Five-paragraph essays do not constitute the in a research paper lengthy analytic writing assignments I often envision, such as research papers. Sobibor Essay! However, with classes in recipe, which the majority of from, students had never written more than a paragraph for an assignment before ninth grade, I reasoned that the five-paragraph essay should be my focus. My inquiry question evolved to: What happens when I incorporate instructional strategies to promote intrinsic motivation for five-paragraph essays? Conceptual Framework and Classroom Strategies. With my inquiry aligned to qualitative methodologies and refocused on formal writing, I was ready to give some much-needed attention to the nexus of intrinsic motivation and five-paragraph essays. I wanted my students to be able to thesis writing service, write a research paper by the end of the year, and I would use five-paragraph essay assignments to prepare my students for that assignment. Escape Sobibor! From November to January, I assigned three five-paragraph essays with more intentional strategies to foster intrinsic motivation. Conflicts naturally arise when educators negotiate classroom structure and politics essay, consistency while also promoting autonomy and choice to further intrinsic motivation (Ames, 1992; Blumenfeld, 1992; Deci Faste, 1995; Reeve, 2009).

However, research has shown that specific strategies can facilitate intrinsic motivation within a structured classroom (Urdan Turner, 2005). Table 1 outlines each assignment and the strategies implemented that have been shown to from essay, promote intrinsic motivation in other studies. While no specific set of practices has proven to reliably produce intrinsic motivation, key strategies have been linked to the emergence of intrinsic motivation in some students. Devised Strategies to how often should research, Promote Intrinsic Motivation in Five-Paragraph Essays Title. Five-Paragraph Essay Assignment Date. Prerequisites for Essay Assignment. Intrinsic Motivation Strategies. Academic Origins of Intrinsic Motivation Strategies. How is the novel The Hunger Games similar to the real world? Completion of out-loud and escape from essay, independent reading assignments, culminating in the completion of the novel.

Completion of all nonfiction articles and class exercises detailing current and past historical events similar to The Hunger Games. Knowledge of grammar and writing skills (attention-grabbing line, thesis statement, etc.) that would be applied to the five-paragraph essay. 1. Complete freedom in choice of thesis statement. 2. Some choice in supporting evidence (students could choose three nonfiction articles from the six we read in class to argue if the real world and The Hunger Games were similar) 3. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for desynthesis, high school, college, and professional success.

4. Checklist for the components of persuasive and analytic writing (thesis statement, topic sentence, embedded quotation, etc.) to provide both self-regulation and structure. 12. Provide students choices in assignments and content to promote student autonomy and interest development (Kohn 1993, 2006; Deci, 1997; Hidi Renninger, 2006; Reese, 2009) 3. Sympathize with students when they express apathy or hostility toward an assignment and explain the importance of the task for college, jobs, and applications outside the classroom (Deci Ryan, 2009) 4. Escape! Provide structure to the edwardian theatre essays stage, encourage self-regulation (Deci Ryan, 2000; Zimmermann Schunk, 2008; Zimmermann, Cleary, 2009;) What is the cause of violence? Completion of escape sobibor essay, reading and writing assignments on theories of violence.

Mastery of all writing and grammar skills that would be applied to the five-paragraph essay. 1. Class-generated essay topic (violence) 2. Choice in thesis statement. 3. Choice in essay, supporting evidence (Students could choose any of the nonfiction articles we read in class) 4. From Essay! Teacher explanations, class activities, and class discussions about the importance of strong writing skills for high school, college, and about, professional success.

5. Checklist for the components of persuasive and analytic writing. 6. Class brainstorming activities for essay topics. 7. Personal discussions with each student about their growth in formal writing to promote a sense of competence. 1-3. Provide students choice in content and sobibor, assignments to promote autonomy and should you quote paper, interest development. 3. Provide choice in student reading materials so students can find the reading material personally meaningful (Guthrie Coddington, 2009) 4. Sympathize and explain the importance of unappealing tasks. 5. Provide structure to from essay, encourage self-regulation. 6. Allow students to generate topics for assignments with class discussions (Kohn, 2006) 7. A student’s sense of competence strongly correlates with intrinsic motivation (Deci Ryan, 2000)

Should Mr. Smith teach this short story next year? Complete reading for at least one of the three short stories. Mastery of all literary terms (tone, theme, symbolism, etc.), writing and grammar skills that would be applied to the five-paragraph essay. 1. Choice in thesis statement. 2. Choice in supporting evidence (Students could provide a literary analysis of the story based on how often paper any of the 7 literary terms learned in class.) 3. Choice in short story to essay, write about (three story options)

4. You Quote! Ability to change short story if desired. 5. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for high school, college, and escape essay, professional success. 6. Essay Volleyball! Students can use peers for advice, editing, and suggestions when gathering evidence and constructing outlines and rough drafts. 12. From! Provide students choice in thesis, content and assignments to promote autonomy and interest development. 3. Escape Essay! Provide choice in reading materials to increase the likelihood a student will find the essay volleyball text meaningful (Guthrie Coddington, 2009) 4. Provide students with the opportunity and supports for academic risk-taking (Ryan Deci, 2009) 5. Sympathize and explain the importance of unappealing tasks. 6. Collaborating with classmates fosters “relatedness,” the ability to feel valued, safe, and connected in a community, a prerequisite for intrinsic motivation (Deci Ryan, 2000)

Note. The number assigned to the Intrinsic Motivation Strategies category corresponds to the number for escape from, the Academic Origins of recipe, Intrinsic Motivation Strategies category. Below, I closely analyze three of from sobibor, my students’ essays to get a better sense of on being, how their writing developed given the from essay strategies I used to promote intrinsic motivation. An artifact analysis of the three five-paragraph essays written by my students did demonstrated a deeper understanding of the material, more passion and interest in short essay about, both the writing topic and writing itself, and more time and effort committed to the activity. It may be too bold to argue that such strategies increased students’ intrinsic motivation in a semi-autonomous classroom, but certain characteristics in each student’s essays suggest greater competency, interest, and effort, all of which are necessary conditions for escape sobibor essay, intrinsic motivation (Deci, 1995; Deci Ryan 2000; Ryan Deci, 2000). For the first essay, I asked the following question: “How is the novel The Hunger Games similar to the real world?” Students were required to have a central thesis, and the introduction, body paragraphs, and conclusion were graded on criteria taught in the previous weeks. The Hunger Games (Collins, 2008) describes Katniss, an desynthesis recipe, impoverished citizen in a futuristic dystopian world who is forced to battle other “tributes” to the death as entertainment for the country’s population. The government plans this annual competition to keep its people obedient out of fear.

For the second essay, I asked, “What is the escape essay cause of violence?” and in the third essay, I asked, “Should Mr. Smith teach this short story next year?” The details of each assignment are listed in Table 1. Again, although I used strategies to promote autonomy, choice, and recipe, appropriate scaffolding and escape essay, guidance for essays on performance and the, each student, my classroom has unavoidable structures that can be seen as extrinsically motivating. Students must complete essays to pass the quarter, all assignments are graded, and classroom disturbances are addressed promptly, with consequences if necessary. However, as stated earlier, classroom structures do not preclude the use of certain strategies to promote intrinsic motivation (Ames, 1992; Blumenfeld, 1992). I chose to analyze Student A’s progression through the writing assignments because of her explicit interest in becoming a better writer. She, like the vast majority of the students who attend the charter school where I teach, performs at a lower grade level in math, reading, and writing according to the most recent results of the Pennsylvania State Standardized Assessment (PSSAs), a state-administered standardized test. Before my class, the most she could remember writing was a creative short story and the occasional paragraph. While her grammar, fluency, and ability to escape essay, incorporate evidence improved across her assignments, another phenomenon began to emerge that also suggested greater intrinsic motivation.

She connected with the text and began to formulate and defend ideas passionately. She also began to weave in her experiences and opinions to back up her arguments. Excerpt from Student A’s five-paragraph essay #1. The real world and The Hunger Games are similar because they both have people who murder each other. For example, in The Hunger Games people murder each other in you quote in a research, the arena to stay alive in order to be the from person who wins and goes home to their beloved home. In the should research real world people murder each other because they are crazy and need help or prefer revenge over a past time.

Furthermore the real world people get murdered by other people and go to essay, jail or is to be slaughtered [ sic ] it depends on the case. In The Hunger Games they kill tributes in on being an actor, the arena for entertainment. A quotation that proves this is, “Haymitch tells Katniss and Peeta to forget getting weapons and run and find water.”[1] This quotation proves that running and getting a weapon will get you killed easily and it’s better to run and sobibor, find water than to risk your life for the weapons and short essay volleyball, food that is out there for the tributes to fight over. This is how The Hunger Games and real world are similar. Excerpt from Student A’s five-paragraph essay #2. Although many people are criminal acts [ sic ], it’s not their fault people introduced them to drugs and escape, alcohol as a child. This makes them do more serious crimes. My first piece of evidence that can show this is when you are young and introduced to alcohol it messes with your head and doesn’t make you think clearly as you normally do.

Furthermore in a child’s childhood they shouldn’t be introduced to alcohol anyway so who ever introduced it to them should be in the slammer. My second piece of evidence is drugs shouldn’t be introduced to kids in young stage of short volleyball, life. That will simply damage a lot of body parts in a young person. Later in life they will most likely commit crimes from how messed up their brain is. A quotation that supports this is,” About one-third of all violent offenders are alcoholic, and the earlier an adolescent starts to drink, the more likely that teen will be violent as an adult”. This quotation clearly explains being introduced to alcohol is from sobibor essay, very bad and makes the person capable of being more violent. In conclusion, all drugs and politics essay, alcohol is bad for a child and also when their [ sic ] older it makes them want to escape from sobibor essay, be more violent.

Because the person drank alcohol when they were younger, now as an essay an actor, adult they are capable of being more violent due to from sobibor, less intelligence in the brain. A lot of people drink, but people who are violent already will most likely become more violent. Although the excerpt from Student A’s first essay cites more credible sources, she relies heavily on desynthesis recipe the class readings we unpacked as a class. In the essay second essay, she relies much more on her own opinions and experiences. In fact, I chose to on being an actor, analyze Student A’s work in large part due to her avid participation in the class discussion of an essay on violence, which was unusual given her usually reserved and quiet disposition. Her second essay excerpt is filled with more passion, indicated by from sobibor the use of words like “should” and “bad.” She makes more evaluative statements, with comments like “not their fault” and “this quotation clearly explains being introduced to alcohol is very bad and makes the person capable of short about, being more violent” [emphasis added].

Student A’s first writing essay only includes analyses and details explored in class discussions, while her second essay becomes much richer with her own opinions and from, quotations she found herself. Perhaps these data suggest an essay, increase in her competence and interest in escape sobibor, argumentative writing, two prerequisites for intrinsic motivation (Deci, 1995; Deci Ryan, 2000; Ryan Deci, 2000). I also cannot help but question if my observations can translate to desynthesis, a meaningful understanding of intrinsic motivation. Escape! Student A demonstrates a stronger voice and a willingness to incorporate evidence not provided by the teacher in her second essay. But statements like “My first piece of thesis service, evidence” and “My second piece of evidence” speak to the artificial audience created by the instruction I provided. Such phrases were on a list of common sentence starters I provided to students. Could I make any meaningful claims about Student A’s intrinsic motivation given the context of a semi-structured writing assignment whereby she may be also motivated by the extrinsic factors of from sobibor, grading and recipe, discipline? Although my inquiry provided a context-specific examination of education-related complexities (S.

Ravitch, 2014), I did not feel my examination allowed me to make any specific claim about the interaction of intrinsic motivation, writing, and my practice. Essay! I felt stumped anytime I tried to articulate any thought specifically about a change in Student A’s motivation or the worthwhileness of my instructional strategies. Excerpt from Student A’s five-paragraph essay #3. I will tell you that if a story has many settings you would stay interested in the edwardian theatre stage, the story. This will, “suck you into the words of the sobibor essay story”, which means keep your attention. For example, “The Sound Of Thunder[2],” only has one setting which is the recipe jungle. From Sobibor! They also have to go through the time machine, but that doesn’t really count as a setting. Furthermore one setting is politics essay, boring and escape essay, won’t really grab your attention as many settings would. Although some stories can be interesting with one setting, I believe many settings will make a story more interesting to read. Reading helps your brain mature into being smarter when you have many settings, but not all authors want many settings to work with when writing a story.

That is essay an actor, understandable. My second piece of evidence is that when you only sobibor have one setting the story ends very shortly. When the story ends very shortly, you understand the story and won’t be excited reading it. The quotation that supports this is, “TIME SAFARI, INC., SAFARIS TO ANY YEAR IN THE PAST.” This quotation means that the setting only focuses on settings such as safaris. In conclusion, that’s why we need more settings and why Mr.

X shouldn’t teach this next year. Student A’s emerging voice and rhetoric as a passionate writer continued to develop in how often in a, her third essay. She offers a more challenging and bold premise for this body paragraph. I, the teacher, should not teach this short story next year because the singular setting of the story makes the narrative boring. She routinely elaborates on her ideas. Until this assignment, Student A’s writing did not contain as many deliberate attempts to express her own opinion, cite evidence she read herself, or form original arguments that I or other students had not already expressed.

Student A may be an example of a student taking greater academic risks. Additionally, about a month after this assignment, Student A expressed to me that she wants to become a writer. Considering her developing voice as an opinionated essayist and escape essay, recently revealed career goal, the classroom strategies may certainly have boosted intrinsic motivation. While I studied Student A’s essays for evidence of greater intrinsic motivation because of her explicit desire to improve as a writer and argumentative essayist, I approached Student B’s essays with a different lens. Many of Student B’s teachers described him as curious, creative, and overflowing with academic potential. However, his classroom behavior would often land him in detention or the dean’s office.

Student B and I (luckily) had a strong relationship. He committed himself passionately to reading and short essay about volleyball, writing, and he consequently excelled. I think such success resulted because Student B would readily seek out trouble when lessons were easy and boring to escape sobibor essay, him, so I made sure he felt adequately challenged. For each of Student B’s essays, I provided him with more challenging readings and theatre essays on performance stage, essay guidelines. I also required him to explain his essay outline to me in greater detail than his classmates so that I could give him feedback solely on how to enhance the escape from essay rigor and scholarship of how often should research paper, his work. From Essay! Below are excerpts from three of his five-paragraph essays. Excerpt from Student B’s five-paragraph essay #1. The real world and The Hunger Games are similar because they both have poor and rich sides. The poor people don’t have medicine and food. The same for the real world.

Furthermore the how often should you quote research paper rich people they have everything. Escape! They don’t understand how people are suffering on essays on performance and the the poor sides. “In [West] Berlin there is happiness. There are good jobs, plentiful amounts of food, and the streets are clean”. Essay! The poor don’t have that but they should. The Real World [ sic ] and politics essay, The Hunger games are similar because they both have poor and rich sides. Excerpt from Student B’s five-paragraph essay #2. While beatings form parents create violent teenagers, they still have the choice of doing it or not. Escape From! My first piece of evidence is that there are 2 basic conditions; one is thesis writing service, that the essay person has been hurt.

Therefore, that is why they do violent things. Short About Volleyball! My second piece of evidence is the second condition is if the person has not been allow to let emotions out escape essay, then it will hurt them more. A quotation that explains this is “be the victim of violence creates violence in the child only the edwardian essays on performance when the emotions out [ sic ] are blocked or repressed.” This quotation is try to say that if a child has not been able to express their self then the stuff they think about is violence. So that means everybody should have someone to talk to. If you don’t listen they will commit a crime, but then they still have a choice.

Although it not your problem you should still listen because everyone needs somebody, included [ sic ] yourself. From the first to the second essay, Student B takes many more risks with his writing. In his first writing assignment he tries to select appropriate pieces of evidence to compare the escape essay disparity in wealth between East and West Berlin, Germany to the communities or “districts” in The Hunger Games . His argument stems from a class reading and desynthesis, discussion comparing the income and escape from sobibor, resource disparity in the city of Panem in The Hunger Games to East and West Berlin, Germany. In the second writing assignment Student B uses evidence to defend his own causal theory of violence in short essay about volleyball, teenagers. He makes intentional efforts to heighten his diction and how he explains the nexus between his opinion and escape from sobibor, his evidence.

Just like with Student A, I am again hesitant to attribute the changes in Student B’s writing to a change in intrinsic motivation. The strategies outlined in Table 1 may very well have helped Student B find his writing more important and enjoyable resulting in greater effort. However, the very structure of the second essay prompt could be said to desynthesis recipe, elicit more emotive writing from the author. In Student B’s third essay, his thesis asserts that I should teach the short story “The Sniper” by Liam O’Flaherty (1923) to my students next year. “The Sniper” describes a soldier in the Irish Civil War who tricks an enemy by placing a hat on his gun. Once his hat is escape from sobibor essay, fired upon, the soldier pretends to die.

When the enemy approaches, the soldier successfully fires a pistol only to discover his enemy is also his brother. I offered “The Sniper” to Student B and essay on being, a few other students as a more challenging story. Although the following excerpt demonstrates atypically confusing writing from Student B, he attempts to escape essay, unpack the symbolism present in the story. Student B refused help with his analysis. While his analysis of the symbolism in the story may be underdeveloped, his pursuit to understand the author’s use of a challenging literary device in a challenging story, without any teacher aid, could represent greater intrinsic motivation. The symbolism is good, and and the stage, it stands out in the story. Escape From Sobibor! My first piece of evidence is that in the story, the hat means that the hat is him but then it is not. Desynthesis! Therefore that why [ sic ] he got to escape, kill his enemy. Desynthesis Recipe! My second piece of evidence is that the smoke means where the escape from guy is. A quotation that provides [ sic ] this is, “When the desynthesis smoke cleared out I fire back.” This quotation is trying to say that the smoke showed him where the escape from essay guy was. There is a lot of symbolism in the story.

Since the story is so good, then teach it next year. He kills his brother, but he did not know it was him. A boy, in cheap thesis writing, war, killed his brother. Out of all my students, Student B was one of the few who tackled symbolism in his essay, something I described to the class as one of the trickiest things I would ever teach them. Escape! I find myself struggling to negotiate two very opposing observations. On one hand, Student B’s continued attempts to delve into increasingly challenging topics suggest greater effort and engagement with writing. On the politics essay other hand, Student B’s knowledge of from sobibor essay, sentence starters and the formulaic components of five-paragraph essays stymie his ability to clearly articulate a more holistic textual analysis (Wesley, 2000). I am left to wonder if my assignments both facilitated and impeded intrinsic motivation, obfuscating any relationship between my writing strategies and intrinsic motivation. Conclusion: Implications for Practitioner Research, Assessing Student Motivation, and the Role of Academic Research for Teachers. Research has continuously demonstrated a strong relationship between intrinsic motivation and student achievement (Ryan Deci, 2009).

In low-income schools, struggling students need to work especially hard to graduate high school and college, perform at competitive levels in should paper, the work force, and excel wherever their academic interests and pursuits take them given the additional risk-factors that poverty begets (Bottrell, 2009). From Sobibor! Yet, a huge problem remains. The bridge between academic motivation research and essay, implementation of escape from, strategies to promote motivation remains partially constructed and rarely traveled. This article detailed my attempt to help build this bridge. I researched intrinsic motivation, including both theories and short about volleyball, recommended strategies to develop this quality in students. I implemented and altered the suggested practices based on both the context of my school and my continued study of existing research. Scholars often identify the importance of practitioner research as its ability to describe problems, inquiries, and classroom occurrences for further study by researchers (Berliner, 2006; Kaplan, Katz, Flum, 2012). I can only hope this article does this in some small way. In more specific terms, this article raises several important considerations: A paradox in essay, practitioner research . Recipe! As D. From! Ravitch (2013) points out, many teachers enter the work force with a desire not just to instruct, but also to inspire. It is challenging to speak precisely about an inquiry topic as amorphous and complex as intrinsic motivation outside of a controlled environment and within the dynamics of a classroom.

Table 2 below summarizes the in a research paper different iterations of my inquiry question. Changes in inquiry questions represent a natural element of practitioner research (Hubbard Power, 2003). The Evolution of Inquiry Question over the Academic Year. What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? How do I measure intrinsic motivation? What happens when I incorporate instructional strategies to promote intrinsic motivation in escape from sobibor essay, my students?

What happens when I incorporate instructional strategies to an actor, promote intrinsic motivation for five-paragraph essays? The challenges of this inquiry speak not only to the difficulties of a practitioner contributing to the academic literature on psychological phenomena, but also to the greater challenge of escape sobibor essay, accurately commenting on such topics within a classroom setting. Since schools represent a dynamic environment whereby factors that influence academic motivation (peer-influence, interest-development, relevance, and thesis writing, more) share complex and possibly non-linear interactions with each other (Kaplan, Katz, and Flum’s, 2012), the very people positioned to influence these factors (teachers) remain uncertain how to accurately understand, intervene, and even comment on these factors. This challenge is worth recognizing. Although researchers have the tools and escape from, skills to generate general knowledge on politics essay such phenomena like motivation, practitioners have the local knowledge of navigating and sobibor essay, responding to such phenomena alongside students, even if they are not aware of precisely how they are doing it. I find myself very sympathetic to Kaplan, Katz, and Flum’s (2012) call for practitioners and researchers to collaborate. As a teacher, I am part of the environment that can positively or negatively effect intrinsic motivation in students on a daily basis, but I struggle to interpret, describe, and explain the essay on being an actor data I encounter. The role of academic research in the classroom . Educators’ ability to effectively incorporate strategies to cultivate intrinsic motivation is an additional challenge.

While the research I outline in Table 1 is sobibor essay, very clear on essay about volleyball what teachers can do to increase intrinsic motivation, knowing how to accurately execute their suggestions is an entirely different matter. Many researchers advocate providing students with choices (Deci, 1997; Hidi Renninger, 2006; Kohn 1993, 2006; Reese, 2009). In a classroom with a predetermined discipline philosophy, a nonnegotiable grading system, and a unique, ever-evolving culture, how many and what kind of choices can I offer my students to claim I’ve met the threshold of sobibor essay, promoting intrinsic motivation? Researchers also advocate for opportunities for students to practice self-regulation (Deci Ryan, 2000; Zimmermann Schunk, 2008; Zimmermann Cleary, 2009). In a school that uses grades to motivate truant students and thesis writing, consequences for disciplinary infractions, how can I separate self-regulation strategies from the school’s student regulation strategies?

The research on what teachers can do to nurture intrinsic motivation may be clear, but the knowledge that a teacher has implemented the intervention represents a very different challenge. Assessing student motivation in a complex environment . While I cannot argue that my research helped provide a more rigorous or even accurate picture of intrinsic motivation, I have demonstrated the challenge of escape sobibor, recognizing if and when a teacher can nurture or even identify intrinsic motivation in a classroom. Psychologists and essay, educational researchers can argue when and how intrinsic motivation has changed based on data from surveys and controlled laboratory conditions. As a teacher inside a classroom, I struggle to make any such claim without training in a research methodology that accounts for both a specific context and student motivational forces. If educators should be concerned about fostering passion, curiosity, and intrinsic motivation (and I believe they should), the ability to accurately explain changes in student outcomes can be a very challenging enterprise. While I saw Student A and Student B demonstrate greater risk-taking, a stronger voice, and escape from sobibor, more effort toward their writing, I felt incapable of using the politics essay proper terminology from educational psychology to explain their behavior.

I could not see the escape from sobibor essay world through the lens of a psychologist. An Actor! Was this because I am not a psychologist, I am not studying a controlled environment, or a little of both? A likely common narrative across early educators . According to the National Commission on Teaching and America’s Future (2010), teachers with less than five years of experience have continued to comprise a greater proportion of the teacher workforce over from essay, the last 20 years. Additionally, the most common teachers in American public schools are in their first year of teaching (Ingersoll, Merrill, Stuckey, 2014). While my self-study and inquiry proved to be riddled with the challenge of accurately defining, intervening, and short volleyball, even speaking about motivation in a classroom, such a narrative may not be uncommon among the current teacher workforce and the growing national interest in non-cognitive skills and student motivation (Rosen, Glennie, Dalton, Lennon Bozick, 2010). My narrative speaks to from, an unavoidable cognitive dissonance when attempting to interpret and act on the knowledge of my practice, pedagogy, and academic motivational forces. Perhaps this voice represents a common one across the nation. S. Ravitch (2014) argues: Practitioner research enables practitioners to engage in structured inquiries that are directed towards knowledge generation; it helps practitioners to gain formative insights into what concerns or confuses us, what aspects of politics essay, practice are most challenging and rewarding, about our roles as supporters, advocates, collaborators and change agents, about the parameters, possibilities, and constraints of our work settings. (p.

6) In this article I have explored the evolution of my inquiry into cultivating intrinsic motivation for five-paragraph essays. Responding to S. Escape Essay! Ravitch’s (2014) invitation to gain insight into a matter that concerns, confuses, challenges, and rewards me, I attempted to politics essay, generate knowledge about the results of escape from sobibor essay, a teacher adopting strategies to thesis service, promote intrinsic motivation in five-paragraph essay instruction. My concluding considerations reflect on practitioner research, the role of educational academic literature, assessing student motivation, and the possible congruence between my perspective and from essay, other early educators. I may not speak to a successful increase in intrinsic motivation, but the narrative of my shifting inquiry question, framework, and essay on being, data collection offers challenges and insights for escape from essay, others trying to understand and short about volleyball, promote student motivation within the classroom. [1] This is not actually a quote from The Hunger Games . Student A struggled with embedding quotations at this point in the year. [2] “The Sound of Thunder” by Ray Bradbury (1952) DAN LASALLE is a Teach for essay, America alumnus and graduate student at Temple University. He runs the blog and currently teaches 8th grade composition in a low-income public charter school in Philadelphia. Ames, C. (1992).

Goals, structures, and politics essay, student motivation. From! Journal of Educational Psychology , 84 (3), 261-271. Alliance for Excellent Education. (2009). Fact sheet: High school dropouts in essays on performance stage, America. Retrieved from Berliner, D. C. (2006). Educational psychology: Searching for essence through a century of influence. In P. Essay! A. Short About Volleyball! Alexander P .H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp.

3-27). Mahwah, NJ: Erlbaum. Blumenfeld, P. C. (1992). Classroom learning and escape from sobibor essay, motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84 (3), 272-281. Bottrell, D. (2009). Understanding ‘marginal’ perspectives: Towards a social theory of Resilience. Qualitative Social Work, 8 (3), 321-339. Brannon, L., Courtney, J. P., Urbanski, C. P., Woodward, S. V., Reynolds, J. M., Lannone, A. E., Haag, K. D., Mach, K., Manship, L. A., Kendrik, M. (2008). The five-paragraph essay and the deficit model of education. The English Journal, 98 (2), 16-21.

Cochran-Smith, M., Lytle, S. Essay About Volleyball! L. (1992). Inside/outside: Teacher research and escape sobibor, knowledge . New York, NY: Teachers College Press. Cochran-Smith, M., Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation . New York, NY: Teachers College Press. Conley, D. Desynthesis Recipe! T. (2007). The challenge of college readiness. From! Educational Leadership, 64 (7), 23-29.

Cordova, D. I., Lepper, M. R. (1996). Cheap! Intrinsic motivation and the process of from sobibor, learning: Beneficial effects of contextualization, personalization, and choice. Journal of recipe, Educational Psychology, 88 (4), 715-730. Csikszentmihalyi, M. Escape From! (1990). Literacy and intrinsic motivation. Cheap Thesis! Daedalus, 119 (2), 115-140. Deci, E. L. From Essay! (1971). Effects of recipe, externally mediated rewards on intrinsic motivation.

Journal of Personality and Social Psychology, 18 , 105-115. Deci, E. From! L., Flaste, R. (1995). Why we do what we do: Understanding self-motivation . New York, NY: Penguin Books. Eccles, J. S., Wigfield, A. The Edwardian Theatre And The! (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53 (1), 109-132. Fitzhugh, W. Sobibor Essay! (2006). Where’s the content? Educational Leadership, 64 (2), 42-46. Foster, K. Should You Quote Paper! R., Spencer, D. (2011).

At risk for what? Possibilities over probabilities in the study of escape sobibor essay, young lives. Journal of Youth Studies, 14 (1), 125-143. Gay, L. R., Mills, G.E., Airasian, P.W. (2012). Educational research: Competencies for analysis and applications.

Upper Saddle River, NJ: Pearson. Guthrie, J. T., Coddington, C. S. (2009). Reading motivation. Politics Essay! In K. Escape! R. How Often Should You Quote In A Research! Wentzel A. Wigfield (Eds.), Handbook of Motivation at School (pp. 503-526). New York, NY: Routledge. Hidi, S., Renninger, K. Escape! A. (2006).

The four-phase model of interest development. Educational Psychologist, 421 , 111-127. Hubbard, R. S., Power, B. M. (2003). The art of classroom inquiry: A handbook for teacher researchers . Desynthesis! Porstmouth, NH: Heineman. Johnson, T. S., Smagorinsky, P., Thompson, L., Fry, P. G. (2003). Escape From Essay! Learning to teach the five-paragraph theme. The Edwardian Theatre On Performance! Research in the Teaching of English, 38 (2), 136-176. Ingersoll, R., Merrill, L., Stuckey, D. (2014). Seven trends: The transformation of the sobibor teaching force. Thesis Writing! Research report published by the Consortium for Policy Research in Education (CPRE). Kaplan, A., Katz, I., Flum, H. (2012).

Motivation theory in sobibor, educational practice: Knowledge claims, challenges, and future directions. In K. Politics Essay! R. Harris, S. G. Graham, T. Urdan (Eds.), APA educational psychology handbook, Vol. 2: Individual differences, cultural considerations, and contextual factors in educational psychology (pp. Escape From Essay! 165-194). Desynthesis! Washington, DC: American Psychological Association. Kohn, A. (1993).

Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribe s. Escape Sobibor Essay! New York, NY: Houston Mifflin Company. Kohn, A. Essay Volleyball! (2006). Beyond discipline: From compliance to community . Alexandria, VA: Association for from sobibor, Supervision and cheap thesis writing, Curriculum Development. Lipstein, R., Renninger, K. A. (2006). Putting things into words: 12-15 year-old students’ interest for writing.

In P. Boscolo S. Hidi (Eds.), Motivation and writing: Research and from essay, school practice . New York, NY: Kluwer Academic/Plenum. Maxwell, J. A. (2013 ). Qualitative research design . Thousand Oaks, CA: SAGE Publications, Inc. McConachie, S., Hall, M., Resnick, L., Ravi, A. Short Volleyball! K., Bill, V. L., Bintz, J., Taylor, J. From Sobibor! A. (2006). Task, text, and talk: Literacy for all subjects. Educational Leadership, 64 (2): 8014. Meece, J. L, Anderman, E. M., and Anderman, L. H. Writing! (2006). Classroom goal structure, student motivation, and academic achievement.

Annual Review of Psychology, 57 , 487-503. Mezzacappa, D. (2013, Dec 18). Essay! Philadelphia’s NAEP scores are below average for big-city districts. The Philadelphia Public School Notebook , p. 1. Miller, J. (2010). Persistence of the five-paragraph essay. The English Journal, 99 (3), 99-100.

Ravitch, D. (2013). How Often Should Research Paper! Reign of escape from, error: The hoax of the privatization movement and the danger to America’s public schools . New York, NY: Random House, Inc. Ravitch, S. (2014). Cheap Writing Service! The transformative power of taking an escape from sobibor essay, inquiry stance on essay on being practice: Practitioner research as narrative and escape sobibor, counter-narrative. Perspectives on Urban Education, 11 (1), 1-10. Reeve, J. (2009). An Actor! Why teachers adopt a controlling motivating style towards their students and how can they become more autonomy supportive. Educational Psychologist, 44 , 159-175. Rosen, J. Essay! A., Glennie, E. J., Dalton, B. W., Lennon, J. M., Bozick, N. (2010). Noncognitive skills in the classroom: New perspectives on educational research . Theatre Essays On Performance! Research Triangle Park, NC: RTI Press Books.

Ryan, R. M., Deci, E. L. From! (2000). Intrinsic and how often you quote in a paper, extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 , 54-67. Ryan, R. M., Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. Escape Essay! R. Wentzel A. Wigfield (Eds.), Handbook of short, motivation at school (pp.

172-195). New York, NY: Routledge. Schiefele, U. From Sobibor Essay! (2009). Situational and individual interest. In K. How Often Paper! R. Wentzel A. Wigfield (Eds.), Handbook of motivation at school (pp. 198-245). From Sobibor Essay! New York, NY: Routledge. Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments.

In K. R. Harris, S. Graham, and T. Urdan (Eds.), APA educational psychology handbook, Vol. 2: Individual differences and cultural and contextual factors (pp. 195-220). Washington, DC: American Psychological Association. Silvia, P. J. (2006). Exploring the psychology of interest . New York, NY: Oxford University Press.

Toppo, G. (2010, May 20). In Philadelphia, a bold move against “dropout factories.” USA Today , pp. Politics Essay! 1A-2A. Urban, T., Turner, J. C. (2005). Competence motivation in the classroom. In A. Elliot C. W. Dweck (Eds.), Handbook of competence and essay, motivation (pp.

287-317). New York, NY: Guilford Press. Wilson, T. (2011). Redirect: The surprising new science of in a research, psychological change . New York, NY: Penguin Books. Yazzie-Mintz, E. (2007). From Sobibor! Voices of students on short essay about volleyball engagement: A report on sobibor essay the 2006 High School Survey of Student Engagement . Bloomington, IN: Center for short essay volleyball, Evaluation Education Policy. Zimmerman, B. J. (2008). Escape! Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45 , 166-183. Zimmerman, B. J., Cleary, T. J. (2009).

Motives to self-regulate learning: A social cognitive account. In K. R. Cheap Writing! Wentzel A. Wigfield (Eds.), Handbook of essay, motivation at the edwardian theatre essays on performance and the stage school (pp. 247-264). New York, NY: Routledge. Zimmermann, B. J., Schunk, D. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Taylor Francis e-Library. [tid]: Editorial: Teacher Networks and the Drive for Equity. [tid]: A Love Supreme: Reflections on Why We Continue to Teach. [tid]: Teacher Networks in Philadelphia: Landscape, Engagement, and Value.

[tid]: Teacher Networks Companion Piece. [tid]: Reading for Change: Social Justice Unionism Book Groups as an Organizing Tool. [tid]: Much More Than It’s Cooked-Up To Be: Reflections on Doing Math and Teachers’ Professional Learning. [tid]: Teachers, Traditions, and sobibor essay, Transformation: Keynote Address Delivered at the 9th Annual Master’s Capstone Conference for the Urban Teacher Master’s and Certification Program at short about the University of Pennsylvania on escape from sobibor essay 29 April 2014. [tid]: Intrinsic Motivation and cheap writing service, the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation. [tid]: Reimagining Reading: Creating a Classroom Culture that Embraces Independent Choice Reading. [tid]: Saturday School: Implementing Project-Based Learning in escape sobibor essay, an Urban School.

[tid]: Inequities of Intervention Among Culturally and Linguistically Diverse Students. [tid]: Listening to Students from Refugee Backgrounds: Lessons for Education Professionals. [tid]: Educational Ecosystems: A Trend in Urban Educational Innovation. [tid]: Philadelphia’s Renaissance Schools Initiative after Four Years. [tid]: This is cheap thesis writing, Not A Test: A New Narrative on Race, Class, and Education. Jose Vilson. Chicago, IL: Haymarket Books, 2014.

220 pp. [tid]: Marketing Schools, Marketing Cities: Who Wins and Who Loses When Schools Become Urban Amenities. Maia Bloomfield Cucchiara. University of Chicago Press, 2013. 304 pp.

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18 Key Performance Indicator (KPI) Examples Defined. Editor’s note: Due to popular demand this article has been updated as of escape from August 3, 2017, with an additional 13 bonus KPIs. Be sure to check them out theatre essays on performance, below! If you manage a team, there’s a good chance you’ve heard of key performance indicators (KPIs). Regardless of whether you’re familiar with them or you’re still asking, “What is a KPI exactly?”, let’s take a little refresher course before we get to escape essay some examples and equation samples for the most important metrics. Before we walk through a number of examples, let’s look at our KPI definition. In its simplest form, a KPI is a type of short about performance measurement that helps you understand how your organization or department is performing. From! A good KPI should act as a compass, helping you and your team understand whether you’re taking the right path toward your strategic goals. To be effective, a KPI must: Be well-defined and cheap, quantifiable. Be communicated throughout your organization and department. Escape From Sobibor! Be crucial to achieving your goal. (Hence, key performance indicators.) Be applicable to your Line of Business (LOB) or department.

The trouble is, there are thousands of KPIs to choose from. If you choose the wrong one, then you are measuring something that doesn’t align with your goals. How, then, should you go about selecting the right KPIs for your organization? The best way to accomplish this is by researching and understanding some of the most important KPIs. This way, you’ll have a better understanding of essay on being an actor which ones are specific to your industry and which ones will be of no benefit. 18 Key Performance Indicator Examples Definitions. Escape! Profit : This goes without saying, but it is still important to how often you quote in a research note, as this is one of the most important performance indicators out there. Don’t forget to analyze both gross and sobibor, net profit margin to better understand how successful your organization is at generating a high return. Cost : Measure cost effectiveness and find the best ways to reduce and how often in a paper, manage your costs.

LOB Revenue Vs. Escape From Essay! Target : This is a comparison between your actual revenue and your projected revenue. Charting and analyzing the discrepancies between these two numbers will help you identify how your department is performing. Cost Of Goods Sold : By tallying all production costs for the product your company is selling, you can get a better idea of both what your product markup should look like and your actual profit margin. This information is key in determining how to outsell your competition. An Actor! Day Sales Outstanding (DSO) : Take your accounts receivable and divide them by the number of total credit sales. Take that number and multiply it by the number of days in the time frame you are examining. Escape From Sobibor! Congratulations—you’ve just come up with your DSO number! The lower the number, the better your organization is doing at desynthesis, collecting accounts receivable. From Sobibor Essay! Run this formula every month, quarter, or year to short essay volleyball see how you are improving.

Sales By Region : Through analyzing which regions are meeting sales objectives, you can provide better feedback for underperforming regions. LOB Expenses Vs. Budget : Compare your actual overhead with your forecasted budget. Understanding where you deviated from your plan can help you create a more effective departmental budget in the future. Customer Lifetime Value (CLV) : Minimizing cost isn’t the escape sobibor, only (or the best) way to optimize your customer acquisition.

CLV helps you look at recipe, the value your organization is escape from, getting from a long-term customer relationship. Use this performance indicator to narrow down which channel helps you gain the best customers for the best price. Customer Acquisition Cost (CAC) : Divide your total acquisition costs by the number of essay on being an actor new customers in the time frame you’re examining. Voila! You have found your CAC. This is considered one of the from sobibor, most important metrics in e-commerce because it can help you evaluate the cost effectiveness of your marketing campaigns. Desynthesis Recipe! Customer Satisfaction Retention : On the from sobibor essay, surface, this is politics essay, simple: Make the customer happy and they will continue to be your customer.

Many firms argue, however, that this is more for essay, shareholder value than it is for the customers themselves. How Often Should You Quote! You can use multiple performance indicators to measure CSR, including customer satisfaction scores and percentage of customers repeating a purchase. Net Promoter Score (NPS) : Finding out your NPS is one of the best ways to indicate long-term company growth. To determine your NPS score, send out quarterly surveys to your customers to escape from sobibor see how likely it is that they’ll recommend your organization to politics essay someone they know. Establish a baseline with your first survey and put measures in place that will help those numbers grow quarter to quarter. Number Of Customers : Similar to profit, this performance indicator is fairly straightforward.

By determining the number of customers you’ve gained and escape from sobibor, lost, you can further understand whether or not you are meeting your customers’ needs. Customer Support Tickets : Analysis of the number of new tickets, the number of an actor resolved tickets, and resolution time will help you create the best customer service department in your industry. Percentage Of Product Defects : Take the number of defective units and essay, divide it by should you quote the total number of units produced in escape from sobibor the time frame you’re examining. This will give you the percentage of defective products. Clearly, the lower you can get this number, the better. LOB Efficiency Measure : Efficiency can be measured differently in every industry. Let’s use the politics essay, manufacturing industry as an example. From Sobibor! You can measure your organization’s efficiency by analyzing how many units you have produced every hour, and what percentage of time your plant was up and running. Employee Turnover Rate (ETR) : To determine your ETR, take the essay an actor, number of employees who have departed the company and divide it by the average number of employees.

If you have a high ETR, spend some time examining your workplace culture, employment packages, and work environment. Percentage Of Response To Open Positions : When you have a high percentage of qualified applicants apply for your open job positions, you know you are doing a good job maximizing exposure to the right job seekers. Sobibor! This will lead to an increase in should you quote paper interviewees, as well. Employee Satisfaction : Happy employees are going to work harder—it’s as simple as that. Measuring your employee satisfaction through surveys and other metrics is vital to your departmental and organizational health. 13 Bonus Key Performance Indicator Examples Definitions. Retirement Rate : This metric is particularly important for any organization developing a strategic workforce plan. It can be calculated by from sobibor looking at the number of employees who retired as a percentage of the theatre essays and the, total headcount. If you do not have an aging workforce, turnover is sobibor, a good measure as well. Desynthesis! Knowledge Achieved With Training : Helps the company see the from, effectiveness of employee training.

It can be determined by should you quote in a research paper creating an exam and monitoring exam pass rate percent, average score percent. If you are a larger organization, you may conduct a pre-test before training and then a post-test after training to see specifically what was learned. Escape From Sobibor Essay! Internal Promotions Vs. External Hires : This ratio measures how many people working at a company are considered for internal promotions versus the number of external hires. It can be particularly effective when looking at organizational succession planning. Salary Competitiveness Ratio (SCR) : Used to evaluate the competitiveness of compensation options. This ratio is determined by dividing the average company salary by the average salary offered by politics essay competitors or by the rest of your industry. Customer Churn Rate : This metric indicates the percentage of customers that either fail to make a repeat purchase or discontinue their service during a given period. Formula: (Number of Customers Lost in a Given Period) / (Number of sobibor Customers at the Start of the Period) = (Customer Churn Rate). Make sure you look at an actor, the number of customers that should have renewed during that period.

Contact Volume By Channel : Keeping track of the number of support requests by phone and email allows you to escape sobibor essay see which method customers prefer, as well as the number of support requests month-to-month. Percentage Of Customers Who Are “Very” Or “Extremely” Satisfied : Determining this metric opens up an thesis writing, opportunity for further surveying what makes happy customers so satisfied. Escape Sobibor Essay! This is also a good measure to should you quote in a research look at over time, so keep your questions consistent on your surveys. Formula: (Customers Who Consider Themselves “Very” or “Extremely” Satisfied) / (Total Survey Respondents) = (Percentage of Customers Who Are “Very” or “Extremely” Satisfied). Number Of New Vs. Repeat Site Visits : Allows companies to differentiate their website traffic and escape sobibor, generate insights on prospective customers.

Formula: (Website Visits by cheap thesis writing New Visitors) / (Total Website Visits) = percent of new visitors. Cash Flow From Financing Activities : This metric demonstrates an organization’s financial strength. Formula: (Cash Received from Issuing Stock or Debt) – (Cash Paid as Dividends and Reacquisition of Debt/Stock) = (Cash Flow from Financing Activities). Average Annual Expenses To Serve One Customer : This is the average amount needed to serve one customer. Formula: (Total Expenses) / (Total Customers) = (Average Annual Expenses to Serve One Customer). From! EBITDA (Earnings Before Interest, Taxes, Depreciation, Amortization) : Measures revenue after expenses are considered and desynthesis, interest, taxes, depreciation, and amortization are excluded.

Formula: (Revenue) – (Expenses Excluding Interest, Tax, Depreciation Amortization) = (EBITDA). Innovation Spending : This metric shows the amount of money that an organization spends on escape from essay innovation. Some organizations have this budgeted as research and development, and others have different accounting terms. Ultimately, if you use this measure, you are valuing innovation as a key strategic thrust. (Customer Lifetime Value) / (Customer Acquisition Cost) : The ratio of volleyball customer lifetime value to customer acquisition cost should ideally be greater than one, as a customer is from essay, not profitable if the theatre, cost to acquire is greater than the profit they will bring to escape a company. Formula: (Net Expected Lifetime Profit from politics essay, Customer) / (Cost to Acquire Customer). How Do I Determine Which KPIs To Use? The right KPIs for you might not be the right KPIs for another organization. Make sure you’ve researched as many key performance indicators as you can to determine which ones are appropriate for your industry. Escape Sobibor! From there, determine which KPIs will help you further understand and essay about volleyball, meet your goals, and then integrate them throughout your department. Escape Sobibor Essay! KPIs should match your strategy, not just your industry. If you’re overwhelmed by keeping track of your KPIs, download the guide below.

You’ll learn about the edwardian essays on performance, different reporting applications and determine which method will help your organization save time and escape from, get organized. 1901 N. Moore Street, Suite 804 | Arlington, VA 22209 | 866-568-0590 | [emailprotected]

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40 Useful Words and Phrases for Top-Notch Essays. The secret to a successful essay doesn’t just lie in the clever things you talk about and the way you structure your points. To be truly brilliant, an essay needs to utilise the right language. From? You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered. How Often Should You Quote Research Paper? Developing the escape from, language skills to build an recipe argument and to write persuasively is crucial if you’re to write outstanding essays every time. Escape Sobibor? In this article, we’re going to politics essay equip you with the escape sobibor essay, words and phrases you need to politics essay write a top-notch essay, along with examples of escape, how to utilise them. Essay Volleyball? It’s by no means an exhaustive list, and there will often be other ways of from sobibor essay, using the words and short about volleyball phrases we describe that we won’t have room to from include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills – whether you’re a native English speaker or taking your first steps into writing essays in English.

Let’s start by looking at language for general explanations of complex points. Usage : “In order to” can be used to introduce an explanation for the purpose of an argument. Example : “In order to understand X, we need first to understand Y.” Usage : Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example : “Frogs are amphibians. The Edwardian Theatre Stage? In other words, they live on sobibor essay the land and in cheap thesis service, the water.” Usage : This phrase is from essay another way of saying “in other words”, and can be used in particularly complex points, when you feel that an the edwardian theatre and the alternative way of wording a problem may help the escape from sobibor, reader achieve a better understanding of its significance. Example : “Plants rely on theatre on performance photosynthesis.

To put it another way, they will die without the escape, sun.” Usage : “That is” and “that is to say” can be used to essay add further detail to your explanation, or to be more precise. Example : “Whales are mammals. That is to say, they must breathe air.” Usage : Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example : “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at from, elephant sounds and their possible meanings.” Adding additional information to politics essay support a point. Students often make the mistake of using synonyms of “and” each time they want to escape essay add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of you quote paper, doing this.

Usage : Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example : “Moreover, the results of a recent piece of research provide compelling evidence in support of…” Usage :This is also generally used at the start of a sentence, to add extra information. Example : “Furthermore, there is escape from sobibor essay evidence to suggest that…” Usage : This is used in on performance stage, the same way as “moreover” and “furthermore”. Example : “What’s more, this isn’t the only evidence that supports this hypothesis.” Usage : Use “likewise” when you want to talk about escape sobibor essay, something that agrees with what you’ve just mentioned. Example : “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.” Usage : Use “similarly” in the same way as “likewise”.

Example : “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Essay? Similarly, we have a tendency to react with surprise to the unfamiliar.” Usage : Use the escape from sobibor, phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the recipe, word “also”. Example : “As a Romantic, Blake was a proponent of sobibor, a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on essay an actor the world around him.” Usage : Use “as well as” instead of “also” or “and”. Example : “Scholar A argued that this was due to X, as well as Y.” Usage : This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example : “Not only did Edmund Hillary have the sobibor essay, honour of being the first to the edwardian essays on performance and the stage reach the from essay, summit of the edwardian theatre essays on performance and the, Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

Usage : Used when considering two or more arguments at a time. Example : “Coupled with the literary evidence, the statistics paint a compelling view of…” Usage : This can be used to escape from sobibor structure an argument, presenting facts clearly one after the other. Example : “There are many points in support of cheap service, this view. From Essay? Firstly, X. Secondly, Y. And thirdly, Z. 16.

Not to on being an actor mention/to say nothing of. Usage : “Not to sobibor essay mention” and “to say nothing of” can be used to add extra information with a bit of politics essay, emphasis. Example : “The war caused unprecedented suffering to millions of escape essay, people, not to mention its impact on the country’s economy.” Words and phrases for demonstrating contrast. When you’re developing an argument, you will often need to politics essay present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to escape sobibor make your writing sound more intelligent and interesting. Usage : Use “however” to politics essay introduce a point that disagrees with what you’ve just said. Example : “Scholar A thinks this. However, Scholar B reached a different conclusion.”

Usage : Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to escape essay suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.” Usage : Used in a similar manner to “on the other hand” or “but”. Example : “The historians are unanimous in short, telling us X, an essay agreement that suggests that this version of events must be an accurate account. Having said that, the theatre essays, archaeology tells a different story.”

Usage : Use “by contrast” or “in comparison” when you’re comparing and escape sobibor essay contrasting pieces of evidence. Example : “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.” Usage : Use this to cast doubt on the edwardian essays on performance an assertion. Example : “Writer A asserts that this was the reason for from sobibor, what happened. Then again, it’s possible that he was being paid to say this.” Usage : This is used in the same way as “then again”. Example : “The evidence ostensibly appears to point to this conclusion. How Often Should You Quote Research Paper? That said, much of the evidence is escape unreliable at best.” Usage : Use this when you want to introduce a contrasting idea. Example : “Much of scholarship has focused on this evidence.

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Escape from sobibor essay

essay workers duel January/February 2010 Issue. Respecting Boundaries €” The Don€™ts of Dual Relationships. By Claudia J. Dewane, DEd, LCSW, BCD. Engaging in from sobibor, dual relationships is risky business for should you quote, social workers. Read about the boundaries you shouldn€™t cross. Social work is a profession that prides itself on escape, the use of should you quote research paper, self, the person in the process (Mattison, 2000). As distinctive and positive as it is, this concept lends itself to developing secondary relationships. These relationships can include nonsexual and legitimate interactions, many of which are unplanned and inadvertent, yet still have ethical ramifications. Ethical issues related to professional boundaries are common and escape complex. Similar to a Rubik€™s cube, the issue is multifaceted and thesis writing rarely do all the sobibor essay sides line up correctly.

We should be concerned with dual relationships primarily because they can hurt clients but also because they can hurt the how often you quote research paper profession and social workers. Reversing a historical trend, the number of lawsuits filed against social workers has recently increased. A primary reason why clients sue is because they feel they have been exploited, and exploitation is at the core of the dual relationship issue. A debate has emerged in the social work field about dual relationships. Escape Sobibor Essay. On one side are those who support avoiding dual relationships at all costs.

On the other side are those who say these relationships are situationally and contextually determined. They argue that being too dogmatic about avoiding dual relationships diminishes the recipe essence and authenticity of social work. These two polarities represent deontological (categorical imperative) ethics and utilitarian (situational, or €œthe ends justify the means€) ethics: absolutists vs. relativists. Escape. An absolutist believes that certain actions are ethically right or wrong and that certain values should always determine the moral course of action. A relativist believes that moral standards are personal, subjective, and situational.

The morality of a decision is measured by the edwardian theatre essays on performance and the, the goodness of the outcome. The deontological view focuses on process; the sobibor essay utilitarian view emphasizes outcome. This is a case example from the how often in a research National Association of Social Workers (NASW): An oncology client with a terminal diagnosis, widowed six months earlier, is unemployed and from sobibor has a 5-year-old daughter for cheap service, whom she feels incapable of providing good care. She has no next of kin, so she has decided to relinquish her daughter for adoption. The client notices that her social worker is good with her child. The client also overhears the social worker talking about her plans to try to adopt a child. The client asks the social worker if she would consider being the adoptive parent for from sobibor, her daughter. An absolutist might argue that there should be no blurring of roles because there is short volleyball a foreseeable risk of exploitation.

A relativist might argue that it is a win-win situation. In this context, the mother would feel relief, the from essay child would have a good home, and on being an actor the social worker could adopt as desired. The decision is measured by escape from sobibor essay, the goodness of the outcome for the most people. The social work Code of writing service, Ethics stipulates that if a dual relationship is exploitative, whether it begins before, during, or after a professional relationship, it should be avoided. Escape From Sobibor. There is room for interpretation, and many of the politics essay dual relationships social workers encounter are much more subtle than the egregious exploitation of a sexual relationship: developing a friendship with a client, participating in escape, social activities with clients, belonging to the same social advocacy group as a client, accepting goods instead of money, sharing religious beliefs, counseling a friend. What€™s Right or Wrong With Dual Relationships? The potential for exploitation or harm to a client is what makes dual relationships insidious. Dating, bartering, and entering into cheap thesis writing, business arrangements with clients represent examples of situations that are best avoided.

But are these situations always wrong? Often they are inevitable, especially when the social worker is in private practice or practices in a rural setting or a denominational agency. In a small community, same sex social activities are limited and thus may be attended by both client and from sobibor worker. The incidental occurrence of boundary crossings may be unavoidable. Cheap Writing. And there may be therapeutic reasons for escape from sobibor, crossing the professional boundaries, too, such as eating a meal in a family-based treatment visit or attending the funeral of a hospice patient. Freud (2002a) has written about the in a inadequacy of the Code of Ethics in addressing dual relationships.

In fact, she prefers calling them consecutive or concurrent relationships, arguing that the contexts in which dilemmas arise do not easily fit into the guidelines of the code. She agrees that there is a need for clear boundaries for sobibor, the following three reasons: 1. Protection of the therapeutic process: The professional relationship is a fiduciary one. Recipe. It is not a friendship and even minor boundary transgressions can give a mixed message; a boundary symbolizes limits of a professional transaction. 2. Protection of clients from escape sobibor essay, exploitation: Clients are vulnerable, and social workers are entrusted to protect them from more harm. 3. Protection of social workers from cheap thesis writing service, liability: The previous discussion of malpractice suits attests to this need. However, Freud also asserts that maintaining the rigid power hierarchy of escape, professional-client relationship adds to distancing and how often should in a reduces authenticity. €œThere may even be instances when purposeful cultivation of sobibor, dual relationships may be necessary for successful entry, professional legitimacy, and how often should knowledgeable intervention€ (p. 486).

She objects to the concept of perpetuity, the essay belief that once someone is a client, he or she is always a client, meaning a social worker should never have any relationship with a former client. She refers to the American Psychological Association, which provides the following specific contextual factors when deciding whether a dual relationship is appropriate: €¢ the amount of time that has passed since the professional relationship; €¢ the short essay about nature, duration, and intensity of the escape from sobibor professional relationship; €¢ the circumstance of termination; €¢ the client€™s history and vulnerability; €¢ the client€™s current mental status; and. €¢ the politics essay likelihood of an adverse impact on the client.

It could be argued that these criteria provide a loophole for retrospective rationalization for impaired objectivity. But does this trend toward legitimization serve only to rationalize poor judgment (Johner, 2006)? Reamer (2000) indicates that social workers€™ emphasis should not necessarily be on avoiding dual relationships at all costs but instead managing risk. Escape From Sobibor. In some cases, risk management may call for avoidance. The distinction between crossings and desynthesis excursions may lie in the difference between inadvertent and deliberate. A blurring may occur unexpectedly when you see a client in the grocery store and sobibor he or she introduces you to family members. An excursion, however, may be more deliberate, as when you serve as an evaluator for recipe, an adoption to someone you know. Rural communities often have a limited pool of healthcare and mental health providers. In rural or small towns, the possibility of simultaneous personal and professional involvement is high if not inevitable (Brownlee, 1996). The relative isolation of the area, distinct community and cultural norms, and limited resources and options all contribute to the high possibility of secondary relationships (Roberts, Battaglia, Epstein, 1999). If there is no other referral source, is it better to leave the need unmet or provide the service?

This is a case example from the NASW: A rural social worker who provides clinical services at sobibor essay, a nursing home has agreed to assume medical power of on performance, attorney for a number of escape, patients who have no other appropriate resources. The social worker differentiates the roles, never providing counseling to the patients for essay volleyball, whom he has the escape fiduciary role and responsibility. The Edwardian Theatre Essays On Performance And The Stage. One effect is that clients to escape from essay, whom he provides counseling can never have the opportunity to cheap, select him as their legal representative, and from essay clients for whom he has power of attorney cannot receive clinical services. Another example is if a social worker attends the same 12-step group as a client. Should the social worker limit his or her involvement in the group? Social workers have an obligation to short, their clients but also to their own well-being (Rothman Sager, 1998).

Possible courses of action in such a situation include the escape from sobibor essay following: €¢ Assuming an essay an actor, absolutist stance, the social worker may decide to go to a meeting where clients are unlikely to attend. €¢ The social worker may make the best of an awkward situation, stay at the meeting, and be selective about what experiences to share, maintaining some boundary with the client. But while the social worker may be modeling the importance of attending meetings for the client, he or she may be deprived of a full personal experience. €¢ The social worker may decide to participate fully, which is a risk he or she may feel comfortable managing. Any option is acceptable provided they are given thoughtful analysis and the social worker can justify his or her decision based on foreseeable risk. Reamer (2001) proposes a typology of the from sobibor following five categories of dual relationships in social work: 1. Intimacy: Not all physical contact is politics essay sexual, such as holding the hand of sobibor essay, a patient in hospice.

What about intimate gestures such as sending a card? 2. Personal benefit (monetary gain): Social workers should not borrow from or lend money to clients, but what about being named in politics essay, a will or finding a house before it is offered on the market because a client is a realtor? How about accepting referrals from escape sobibor, current clients? Is the counselor using the how often in a research client for his or her own financial gain? What about bartering goods and services rather than money for social work services? I had a student who reported that her field instructor/supervisor was being €œpaid€ for her social work services by receiving massages from her client who was a masseuse. Freud contends that bartering can be an empowering equalizer, that the essay traditional distancing accepted in psychosocial counseling prohibits authenticity and keeps the client in on being an actor, a one-down position, as if they have nothing to essay, give. Those with egalitarian practice perspectives may agree. 3. Emotional/dependency needs: Many of us are in the social work profession because we find it rewarding; it fills an emotional need. But when our needs interfere with a client€™s needs, we have violated a boundary, such as adopting a child you€™ve been working with.

For instance, I was aware of a case in which a social worker became involved sexually with a client while she (the social worker) was in a postpartum depression. 4. Desynthesis Recipe. Unintentional/unplanned relationships: These accidental crossings, particularly in essay, small communities, are not inherently unethical but require skillful handling. Inadvertent situations€”meeting a client in the grocery store or at the gym, attending a family gathering and realizing your cousin€™s boyfriend is your client€”are the ones in which we try to minimize risk to the client. 5. Altruism: The most common reason we enter into dual relationships is because we want to in a, help: A client asks you to purchase wrapping paper for her daughter€™s school fund-raiser; you give a client your old computer because she needs it for her studies; a client needs a ride home. Escape Essay. Such good intentions can feel like a bribe, create dependency, or have detrimental symbolic meaning. Factors to on being, consider when deciding whether to sobibor essay, enter into politics essay, a second relationship include the following: €¢ How will this secondary relationship change the power differential or take advantage of from sobibor, a power differential in the therapeutic relationship? €¢ How long will this relationship last? Is it a one-time occurrence or expected to last indefinitely? €¢ How will ending one relationship affect the other relationship? €¢ How much will objectivity be impaired?

€¢ What is the risk of exploitation? Imagine different scenarios, hopefully with the service help of a trusted colleague, and consider all the possible ramifications of escape sobibor, changed relationships.. Cultural sensitivity may also influence the thesis service decision. Feminists use self-disclosure to equalize the power differential in a therapeutic relationship. Africentric approaches emphasize mutual aid that €œit takes a village€ to help. To not assume a neighborly style may inhibit the development of from sobibor, a trusting relationship. In contrast, some Latino cultures emphasize the concept of personalismo, or behavior that indicates partiality, in order to be considered trustworthy.

Contextual factors that have been addressed in the literature (Freud, 2002; Brownlee, 1996; Roberts, 1999) are as follows: €¢ Type of practice: Community organizing or a private clinical counseling? €¢ Setting: Family-based service or outpatient psychiatric setting? €¢ Level of community involvement: Is community involvement needed to gain access to you quote research paper, a population? €¢ Client€™s sense of self: How vulnerable is the client? Is he or she likely to misinterpret behavior, or does he or she have a strong sense of self that could distinguish roles? €¢ Legality: Are there legal ramifications? €¢ Culture: Does this client€™s culture require more or less friendliness? €¢ Social worker€™s self: Is the escape from sobibor worker trying to volleyball, fulfill some personal need? €¢ Available supervision: Is competent consultation available and from essay used? Social work is a profession in which dual relationships are common because of the nature of the work and clients€™ vulnerability.

It is our responsibility to protect clients and demonstrate appropriate standards of care and boundaries. Handle each situation with the utmost professionalism. Seek consultation through professional organizations; support networks are even available electronically for those in remote areas. €” Claudia J. Dewane, DEd, LCSW, BCD, is senior lecturer at Temple University€™s Graduate School of Social Administration. She is the founder of Clinical Support Associates, providing supervision, consultation, and training to professional social workers. Dual relationships have been found to recipe, be more prevalent in rural areas (Brownlee, 1996; Roberts, 1999). Gottlieb (as cited in escape sobibor essay, Brownlee) developed a model for analyzing the appropriateness of a dual relationship in rural settings that can be applied to most social work settings. Using the critical dimensions of power, duration, and termination, the recipe model recommends that social workers do the following: €¢ Assess the current and essay future relationship on the dimensions of power, duration, and termination. €¢ Determine the extent of role incompatibility. €¢ Seek consultation.

€¢ Discuss the decision with clients in terms of thesis, possible ramifications. If your assessment of power, duration, and termination are all in low range, then perhaps dual relationship is not prohibited. If your assessment of two or three dimensions are in low-to-mid range, proceed cautiously. If any of the from sobibor assessed dimensions are in the high range, it is best to essays on performance and the stage, avoid. Brownlee, K. (1996). Ethics in community mental health care: The ethics of non-sexual dual relationships: A dilemma for the rural mental health profession.

Community Mental Health Journal , 32(5), 497-503. Freud, S., Krug, S. (2002). Beyond the code of ethics, part I: Complexities of ethical decision making in social work practice. Families in Society , 83(5), 474-482. Freud, S., Krug, S. (2002a). Beyond the code of ethics, part II: Dual relationships revisited. Families in escape, Society , 83(5), 483-492. Gottlieb, M. C. (1993). Avoiding exploitative dual relationships: A decision-making model.

Psychotherapy , 30, 41-48. Johner, R. (2006). Dual relationship legitimization and client self-determination. Journal of on being an actor, Social Work Values and Ethics , 3(1) Mattison, M. (2000). Ethical decision-making: The person in sobibor essay, the process. Social Work , 45(3).

Reamer, F. G. (2001). Tangled relationships: Managing boundary issues in the human services . The Edwardian Theatre On Performance. New York: Columbia University Press. Ringstad, R. (2008). The ethics of escape from sobibor essay, dual relationships: Beliefs and behaviors of clinical practitioners. Families in Society , 89(1), 69-77. Roberts, L. W., Battaglia, J., Epstein, R. S. (1999). Frontier ethics: Mental health care needs and ethical dilemmas in rural communities. Cheap Thesis Service. Psychiatric Services , 50(4), 497-503. Rothman, J., Sager, J. (1998).

From the front lines: Student cases in from, social work ethics. Allyn and essay an actor Bacon.