Free Essays on Victoriano Huerta

Victoriano Huerta’s Failure in Mexico Victoriano Huerta took part in a coup de tat that put him in position as President in Mexico and he created a cruel dictatorship that led to a dark era for Mexico. Huerta was one of the worst rulers that Mexico ever saw. He did not fulfill the role of a typical President, but rather a fierce ruler who drove Mexico into the ground. While he was in power, Huerta created many enemies, including the United States, which inevitably led to his downfall and ultimately his dethronement. Huerta’s reign was short lived, only about a year and a couple months, but he initiated a time in Mexico that would be filled with struggles and an array of political leaders. Before becoming President, Victoriano Huerta served as a general under the rule of the President of the time, Francisco Madero. Francisco Madero came to power in 1911 after he led a revolt against the presiding government in power. Madero wanted to bring democracy to Mexico; however, the United States did not believe that he could do this. Henry Lane Wilson, the U.S. ambassador to Mexico, played a huge role in U.S./ Mexican relations stating, â€Å"Madero’s project of bringing democracy to Mexico was not practicable: democratic reforms could not be carried out in the social context of the poverty and illiteracy of the Mexican people.† (The United States and Mexico, p104) Madero had good intentions for Mexico, but because of numerous rebellions including Zapata and his forces, Orozco and rebellions from supporters of the old government hindered Madero from achieving his goal. Due to the commotion triggered by the rebellions, the United States government believed that M adero was unable to control the civil unrest in Mexico. The United States actually supported the overthrow of Madero. They did nothing to stop it and actually wanted Huerta to come into power; they soon regretted it though because Huerta was a terrible leader. Eventually M... Free Essays on Victoriano Huerta Free Essays on Victoriano Huerta Victoriano Huerta’s Failure in Mexico Victoriano Huerta took part in a coup de tat that put him in position as President in Mexico and he created a cruel dictatorship that led to a dark era for Mexico. Huerta was one of the worst rulers that Mexico ever saw. He did not fulfill the role of a typical President, but rather a fierce ruler who drove Mexico into the ground. While he was in power, Huerta created many enemies, including the United States, which inevitably led to his downfall and ultimately his dethronement. Huerta’s reign was short lived, only about a year and a couple months, but he initiated a time in Mexico that would be filled with struggles and an array of political leaders. Before becoming President, Victoriano Huerta served as a general under the rule of the President of the time, Francisco Madero. Francisco Madero came to power in 1911 after he led a revolt against the presiding government in power. Madero wanted to bring democracy to Mexico; however, the United States did not believe that he could do this. Henry Lane Wilson, the U.S. ambassador to Mexico, played a huge role in U.S./ Mexican relations stating, â€Å"Madero’s project of bringing democracy to Mexico was not practicable: democratic reforms could not be carried out in the social context of the poverty and illiteracy of the Mexican people.† (The United States and Mexico, p104) Madero had good intentions for Mexico, but because of numerous rebellions including Zapata and his forces, Orozco and rebellions from supporters of the old government hindered Madero from achieving his goal. Due to the commotion triggered by the rebellions, the United States government believed that M adero was unable to control the civil unrest in Mexico. The United States actually supported the overthrow of Madero. They did nothing to stop it and actually wanted Huerta to come into power; they soon regretted it though because Huerta was a terrible leader. Eventually M...

Anorexia Nervosa Essays - Eating Disorders, Psychiatric Diagnosis

Anorexia Nervosa Essays - Eating Disorders, Psychiatric Diagnosis Anorexia Nervosa Many people suffer from the condition known as anorexia nervosa. Often the victims go through a number of symptoms that can lead to a serious amount of problems concerning a persons weight, happiness, and personality. People should keep a close eye out for anyone who shows signs of certain symptoms that become present later on in the future. What is Anorexia Nervosa? In medicine, Anorexia Nervosa is a condition characterized by an intense fear of gaining weight or becoming obese, along with a distorted body image, which leads to excessive weight loss from restricting food intake and exercising excessively. It is essentially self-starvation leading to a loss of body weight 15% below normal, accompanied with hyperactivity, hypothermia, and amenorrhea. Between 5 and 18 percent of known anorexia nervosa victims die of starvation, and the condition may also lead to abnormalities in the menstrual cycle and increased susceptibility to infection. (Bruch, 53) Anorexia is an illness of several causes. The weight loss that triggers the illness is often the result of either a normal diet (the sort that is typical of many normal adolescent girls) or unhappiness or illness. The personalities of those with the illness tend to be conformist, compliant, and hard working. These traits are usually accentuated by the disorder. The families of anorexics are mainly high achieving with high expectations of their children. They often seem to discourage individual growth and encourage conformity. There is frequently a failure to express emotional issues. There are often a lot of pressures such as exams when the illness starts and stresses arising from difficulties in relationships with friends are also common. (Claude-Pierre, 102) How does it develop? Perfectionist parents drive their children to be the best and the brightest. These parents fixate on order, prestige, power and/or perfect appearances. Depriving parents withhold attention and encouragement from their children. They love conditionally, giving affection when a child pleases them and withdrawing it when displeased. What are some signs? Anorexia may not be noticed in the early stages because it often starts as an innocent diet. In the later and more dangerous stages, family members may not notice the disease because the anorexic usually wears layered and baggy clothes (Costin, 138). However, there are many warning signs that a person is developing anorexia. An obsession with diet and exercise are two early signs that a person is becoming anorexic. This can include difficulty eating in public places or in front of others, secrecy about eating patterns and food intake, and excessive exercise despite visible weight loss. A pre- occupation with weight and body image develops, and the anorexic will frequently check their weight on a scale or examine their body in a mirror. Other warning signs include disturbed sleep, hyperactivity, irritability, social withdrawal, depression, sensitivity to cold temperature, and fainting spells. (Claude-Pierre, 202) What problems arise from it? The human body copes with periods of semi-starvation and weight loss fairly well. However, rapid weight loss, the use of vomiting or laxatives to promote weight loss, and the loss of more than 35% of normal body weight are all associated with danger. Prolonged weight loss during adolescence may eventually lead to permanent failure of normal growth and an increased risk of osteoporosis in later life. In extreme cases anorexia can lead to cardiac arrest and death, and it is estimated that up to 10% of known anorexics die from complications due to the illness. (Bruch, 147) Other physical problems associated with anorexia are dehydration, stomach pain, constipation, dry skin, decreased heart and metabolic rates, lowered body temperature, dizziness, fatigue, sleeping problems, headaches, cold hands and feet, and abnormalities of the menstruation cycle. (Costin, 167) What kinds of treatment are there? No generally recognized treatment or therapy for anorexia nervosa exists. Regaining normal weight with a normal eating pattern is the first step of treatment and when the illness is severe this may require admission to hospital. Psychotherapy, regular medical monitoring, and nutritional guidance should be part of any treatment program for anorexia. The goals are to restore weight to correct the effects of malnutrition, to control abnormal eating behavior and to prevent recurrence by addressing the associated psychological and family issues. Close cooperation among all medical, nutritional and psychological health professionals involved is important.

Risk Assessment Assignment Example | Topics and Well Written Essays - 1250 words

Risk Assessment - Assignment Example Some of the many risks that are associated with information technology include, budgetary risk, program management risk, inventory risk, supply chain risk, investment risk, safety risk, legal liability risk, and security risk just to name a few. This paper will do a risk assessment of on a business scenario on citizen wellness proposed to a health care company. The paper will identify three threats and vulnerabilities that affect a citizen wellness program. Further, it will detail these threats and vulnerability extensively and how they apply to the business. Finally, the paper will specify countermeasures that the business can use to negate these threats and vulnerability. Specifically the paper will review the above through the following guidelines: NIST 800-30: Risk Management Guide for Information Technology Systems, NIST 800-53: Recommended Security Controls for Federal Information Systems and Organizations, NIST 800-39: Managing Risk from Information Systems: An Organizational Perspective and NIST 800-64: Security Considerations in the System Development Life Cycle. The background of the business scenario is as follows. A health care company would like to do a review on ACMEs security program, including its procedures, and security policies. The main aim for this review is to make sure that ACME Co. can provide an individualized citizen wellness programs to the health care company’s subscribers and that these customers can be authenticate whenever they desire to access the program. ACME Co. specializes in Web sites hosting both for public and private entities. An Information Technology manager of ACME Co. is assigned to work with the health care companys ISSO the idea being to create a detailed list of business needs for security for the health care company. The Chief Information Officer at ACME Co. also directs the IT manager to evaluate the existing ACME Co. enterprise architecture documents with the aim of identifying any additional

The Economic Environment of Business Essay Example | Topics and Well Written Essays - 3000 words

The Economic Environment of Business - Essay Example Other market drivers for these milk products are the increased variety of products including flavoured milk, and also the increased advertising efforts by companies. Suppliers and processors of milk products have adopted measures that aid them to act on interest of consumers. However the market for milk products faced difficulties in the year 2001 to 2002 due to very low farm gate prices and the foot and mouth diseases that affected UK herds, UK milk quotas and the low farm gates has led to the prices being lower than the cost of production placing the farmers under great pressure and also extend on their limits. 2 Some of the major companies in the UK involved in the production of milk and milk products include; Robert Wiseman Dairies, Unilever Best foods UK Ltd, The Yeo Valley Organic Company Ltd, The Kerry gold Company, Kraft Foods UK Ltd, New Zealand Milk Product Ltd, Dairy Crest Group and the Muller Dairy company. 3 Milk and milk products producing firms assume an oligopoly market structure where there are restrictions or barriers to entry, these barriers to entry are associated with health issues and also the prevention of unhealthy competition, market prices are causing these firms to shut down and also the farmers are under pressure in the production of milk to these prices. Market structure that exists: The market structure that exists in this industry is an oligopoly structure, an oligopoly market structure the market is usually dominated by a few firms, this type of market structure falls between a perfect competition and a pure monopoly. This type of market there are times when there is high competition while at other times the firms in an oligopoly may collude by fixing prices and dominate the market.4 The firms in an oligopoly market are faced with a kinked demand curve and this is for the simple reason that if a firm raises the price of the product it is not followed by others. On the other hand if it reduces its prices he is followed by the others, this is the reason why the demand curve at high prices of the product is quite elastic and at lower prices the demand curve is quite inelastic. 5 This is diagrammatically illustrated below: Determination of price and quantity The average revenue curve represent the demand curve which in this case is kinked, if a firm in this industry raises its price it is not followed by others, if it reduces its price it will be followed by others, therefore the price and quantity in this industry is determined by the price of others, one firm will not raise its prices without considering the decisions to be made by other firms.6 However sometimes the firms may collude and dominate the market, therefore the price in this kind of market is determined by market forces and in this case they become price takers and sometimes the price is determined by the firms and this case they become the price makers. Barriers to entry Barriers of entry into the milk producing industry is necessary in that it helps in the prevention of

Lakota Woman Is About Mary Crow Dog Coming Into a Sense of Identity as Essay

Lakota Woman Is About Mary Crow Dog Coming Into a Sense of Identity as a Lakota Woman - Essay Example This being the case, she is undergoing a crisis of identifying with each of the cultures, but the crisis is deepened even more by the fact that the whites do not readily accept and appreciated the Indian Lakota culture, since they have isolated and rejected Mary Crow Dog’s mother (Brave and Erdoes, 21). Her mother has persistently tried to fit into the new white culture, but the whites do not seem ready to accept her within their community. In fact, Mary puts it thus, "the life of an Indian is not held in great value in the State of South Dakota† (Brave and Erdoes, 25). It is this struggles that Mary’s mother is undergoing that has made her out to look for her elderly relatives and connect with the Lakota culture and tradition, where she would be readily accepted. The major impediment to Mary Crow Dog adapting the white culture is the fact that she is also doubtful whether she will be accepted, considering the fact that the white community had already rejected her mother. The journey in search for identity as a Lakota woman is neither smooth even in the Sioux nation where she embarks on building her identity (Brave and Erdoes, 77). Mary Crow Dog also faces hate, rejection and resistance in that community. She starts by joining an American Indian youth group, where she is initiated into the membership of the American Indian Movement. During her tenure in the movement, struggles are many and abuses are also present, thus Mary Crow Dog does not come out of it free, because she ends up becoming pregnant by one of the members of the movement. Even though the man by whom she got pregnant was one of the Indian Americans whom Mary wanted to identify with, she is rejected and abandoned, and thus has to bear and take care of his son on her own. Therefore, rejection and abuse serves as the two major factors that challenge Mary’s journey to establish an identity and instead leaves her with a â€Å"split personality† (Brave and Erdoes, 251). She had initially thought that she could be readily accepted and appreciated in her mother’s homeland as opposed to being in her father’s homeland, but the reality turned out to be different.  

The Baltic states of of Estonia Essay Example for Free

The Baltic states of of Estonia Essay The Baltic states of of Estonia, Latvia and Lithuania, apart from perhaps being regarded as the geographical center of Europe, is also to be recognized for its lush expanse of forests and greenery. Estonians, Latvians and Lithuanians take enormous and unfaltering pride and love for their forests and the magnificent trees which comprise them. But more than being cherished for its aesthetic values, the Baltic forests served as a refuge and sanctuary for Estonians, Latvians and Lithuanians in the years when the Baltic states were under war and upheaval. The Lithuanian poet Antanas Baranauskas wrote an ode to the forests of Anykscia, in which he expresses his sentiments for the once beautiful and magnificent forest which served as a momentary sanctuary for the Lithuanian people under a repressed era. â€Å"The Anykscai Grove†(1859) begins by ennumerating bitter remembrances of a once lush and rich country of a forest where pines, white-wood, burrows, moss, the humming of birds, sun-kissed earth and foliage, as well as forest scents and hums constitute a seeming paradise, which at present, ceases to remain as such. Baranauskas looks back to how his people took refuge in the woods, when the apparent evils of mankind were more than evident and palpable in the towns, cities and villages of Lithuania, men, women and children took to the woods, to a place such as the Anyksciai grove, where peace and tranquility was afforded to them. At the time it appeared as though it was all they needed, but it grew increasingly apparent that there was something else that needed nourishing, that needed to be made complete. People were dying of hunger, of cold, and cutting down trees for firewood, and extracting everything remotely edible from a mushroom or flower down to a trees very bark seemed to be the apt response. The Lithuanian forests said to have cried, not for the woes which fell on every tree and foliage in the forest, but for the woes which fell of the Lithuanian folk at the time, which was unfortunately commuted to their forests (Baranauskas). Under these unfortunate, but perhaps signficantly fortunate circumstances as well, the Baltic states and its people, or perhaps the Lithuanians, specifically, hold every tree, forest and foliage in Lithuania in a more than aesthetic, but also visceral regard, including, the Anyksciai Grove . References â€Å"The Anyksciai Grove.† Baranauskas, Antanas. Retrieved 28 January 2007 from http://www.balticsworldwide.com/news/features/lith_poem.htm

The Interpersonal Relationship Between Students And Teachers Education Essay

The Interpersonal Relationship Between Students And Teachers Education Essay Introduction Classroom management is a combination of many components, such as effective teaching strategies, providing meaningful content and developing interpersonal relationships, with the student-teacher relationship seen as having the greatest impact on how well the classroom runs and how well the students learn (Beaty-OFerrall, Green Hanna, 2010; Larrivee, 2009; Snowman et al., 2009). The focus of this paper will be to discuss the research surrounding the nature of the student-teacher relationship. It will further discuss the educational implications arising from this relationship and provide strategies to build respectful student-teacher relationships. In conclusion this paper will provide recommendations regarding future teaching practices arising from the literature. Overview and Critique of the Literature The interpersonal relationship students form with their teachers can sometimes be complex and challenging. Buyse, Verschueren, Doumen, Van Damme and Maes (2008, p. 367) conducted two studies, a quantitative study and a qualitative study, of classroom behaviour and climate by investigating the student-teacher relationship from the perspective that young children with problem behaviour in the classroom are at risk for developing more conflictual and less close relationships with their teachers. When teachers have less close relationships with misbehaving students, one outcome may be poorer academic achievement (McInerney McInerney, 2010). Buyse et al. (2008) identified two types of student behaviour on which to base their studies. Externalising behaviour such as hyperactive and aggressive behaviour and internalising behaviour such as anxious, anti-social behaviour. These types of behaviour tendencies are seen as risk factors for teachers developing less positive relationships with stu dents. This study focused, in part, on teaching style as a possible link between at-risk students problem behaviour and the quality of the student-teacher relationship. Buyse et al. (2008) hypothesised that the risk for less positive relationships between teachers and students will be lessened when more emotional support is offered by the teacher. Importantly, this study did not focus on the problematic child (displaying internalising /externalising behaviour) but on the classroom resources, namely the emotional support provided by the teacher, as being an indicator of school adaptation and a predictor for at-risk students future adjustment (Buyse et al., 2008). Rogers and Renard (1999) support this by stating that learning is achieved when teachers develop positive relationships with their students by becoming aware of their emotional needs and tending to these, resulting in the likelihood that unsuitable behaviour will no longer be an issue. Rogers and Renard (1999) claim teachers must understand the beliefs and needs of their students to develop positive relationships. The core needs that encourage students to want to learn and to self-monitor their behaviour are feeling safe both physically and psychologically, being presented with valuable and interesting content, achieving feelings of success, being involved in meaningful decisions and feeling cared about (Rogers Renard, 1999). Maslow (as cited in Snowman et al., 2009, p. 443) refers to these needs in his hierarchy of needs theory where he proposes an ascending order of basic human needs starting from physiological, leading to safety, belongingness and love, esteem and self-actualisation. This theory proposes that if basic human needs are met or gratified, then individuals will be motivated to seek fulfilling experiences, which in the classroom would mean, if the teacher can help students satisfy their lower order needs, then learning will occur as the student striv es for upper level satisfaction (Maslow, as cited in Snowman et al., 2009, p 442). A qualitative study conducted by Brown (2004) to assess classroom management strategies in relation to culturally responsive teaching found that the most significant aspect of classroom management is the nature of the student-teacher relationship. Brown (2004) identified a caring attitude from the teacher as being the most significant factor in a students social and emotional well-being at school. Through interviews conducted with school students, Brown (2004) discovered that students recognised which teachers cared about them and noted that students wanted to make a more personal connection with their teachers. The research revealed that the primary characteristic valued by the teachers interviewed about their classroom management practices was providing individualised attention to each student to develop a mutually respectful personal relationship with them. Miller and Pedro (2006) state that respect can be an appropriate way of acting and forms the basis of personality and charact er. Furthermore, they advocate that a respectful classroom allows students to feel both physically and emotionally safe and valued. Marzano and Marzano (2003) state that student achievement is impacted twice as much by the actions teachers take in the classroom than by any other school policies, curriculum or interactions. In their meta-analysis of over 100 studies, they found that in a one year period there were 31 percent fewer discipline problems in classrooms if students had a high-quality relationship with their teacher as compared to those that did not. This relationship is not central to the students considering the teacher to be a friend, but is characterised by the teacher displaying appropriate dominance levels, displaying appropriate cooperation levels and being aware of students needs (Marzano Marzano, 2003). In this case, dominance is referred to as the ability of the teacher to provide strong guidelines and clear purpose relating to both student behaviour and academic endeavour. Canter and Canter (as cited in Charles, 2008, p. 65) popularised the Assertive Discipline system, where classroom teacher s take charge by interacting in a calm, insistent and consistent manner with the students to promote an orderly classroom where the rights of the student to learn and the teacher to teach without interruption is upheld. The Canters system originally focused on the concept that the teacher set the limits and enforced them, but later the emphasis was moved to creating warm, trusting relationships with students through positive recognition and proactively dealing with behaviour problems (Charles, 2008). Alternatively, Freiberg and Lamb (2009) propose the person-centred classroom management system where a stronger teacher-student relationship is formed than in a traditional teacher-centred classroom. Cooperation and connectedness in the classroom focuses on the teacher and the students working as a team to build effective teacher-student relationships. Freiberg and Lambs (2009, p. 101) research revealed that the four key reasons that kids love school are: They were trusted and respected people cared about them (social-emotional emphasis); They were part of a family (school connectedness); They felt their teachers were helpers, encouraging them to succeed and listening to their opinions and ideas (positive climate); They had opportunities to be responsible, with freedom and choices, but not license to do whatever they wished (self-discipline). They conclude that the person-centred classroom emphasises a strong social-emotional focus where the climate is warm and productive because they believe that students want to know how much you care long before they want to learn how much you know (Freiberg Lamb, 2009, p. 102). Educational Implications One main question arising from the research would be how to best prepare pre-service and in-service teachers to respond to and build respectful relationships with students with diverse needs (Brown, 2004; Miller Pedro, 2006). Significant to Browns (2004, p. 286) findings is that the teachers he interviewed relied on their strong relationships with students built on trust rather than fear or punishment to maintain a cooperative learning environment that meets the needs of all learners whom they teach each day. Rogers and Renard (1999) state that when teachers can show an interest in students, both educationally and personally, students become motivated to learn. By treating students with respect, creating fun, interesting and valuable lessons, offering meaningful choices and building relationships where students can see teachers as people, then students will be more likely to learn (Miller Pedro, 2006; Rogers Renard, 1999). By including specific training in classroom management str ategies for inclusive teaching practices such as how to convey respect, have high expectations of all students and teach in a fair and consistent manner, the research concludes that culturally responsive, inclusive teaching does support student learning and achievement (Brown, 2004; Miller Pedro, 2006). Research suggests that school psychologists should consider the influence of other aspects of classroom climate when assessing individual childrens modifiable behaviours to improve the student-teacher relationship (Buyse et al., 2008). Often interventions focus too much on the child themselves and their behaviour, when classroom social makeup and teaching strategies and beliefs should also be considered. Teachers bring with them to the classroom their own set of experiences and beliefs which influence their relationship with the child and subsequent responses to their problem behaviour (Buyse et al., 2008). Ormrod (2008) argues that teachers must think critically and ask themselves why students behaviour and achievement levels may not be where they should be and question the influence of their own actions on the students. Reflective teachers are those that continually examine their own assumptions and practices and adjust their teaching strategies and ideas to better meet the needs o f all of their students (Ormrod, 2008). Teachers should continually seek new ideas from colleagues, books, magazines, workshops and other sources to enrich and solidify their teaching skills (Slavin 2009, p. 7). Ginott (as cited in Charles, 2008, p. 61) suggests congruent communication provides the basis for a positive, caring learning environment. Effective communication can be blocked if teachers make assumptions, have preconceptions, or stereotype their students, so these problems need to be avoided (Edwards Watts, 2008). Treating students with dignity and addressing situations with I-messages rather than you-messages when misbehaviour occurs, models appropriate behaviour rather than attacking the students personality or character (Ginott, as cited in Charles, 2008, p. 61). For example, the teacher could say I get angry when I see bread thrown around rather than You are a couple of pigs (Ginott, as cited in Snowman et al., 2009, p. 486). When a student is having problems, actively listening to what the student has to say without making judgements or comments, but responding through acknowledgement or showing interest provides the student with a nonthreatening way of being heard and under stood (Gordon, as cited in Charles, 2008). Showing empathy to students encourages open communication and helps build a respectful relationship (Beaty-OFerrall, Green Hanna, 2010). Communication skills are a critical factor is establishing and maintaining a warm and friendly classroom environment and positive teacher-student relationships. Communication involves sending and receiving messages both verbally and non-verbally. Non-verbal messages can be quite powerful and can contradict the verbal meaning accompanying them. Students can interpret non-verbal messages quite well through mannerisms and tone of voice. It is therefore important that teachers match their verbal and non-verbal messages (Edwards Watts, 2008). Teacher Effectiveness Training (TET) is a course that is conducted in Australia, instigated by Gordon in 1974, where teachers learn to observe and analyse communication patterns between students and teachers, learn to help students identify ownership of problems to establish responsibility of action and learn to use non-offensive, positive behaviour. Along with this they also learn conflict resolution techniques and how to assist students to become cooperative group members. Gordons program is a well-established model for classroom management practices and has been found to help teachers make breakthroughs with difficult students. Developing relationships based on caring attitudes and meeting each others needs encourages a more democratic approach in the classroom, with teachers giving students a say in what happens and not solving all of their problems for them. The strategies offered in the Teacher Effectiveness Training course are based on enhancing communication between teachers and students, effectively developing respectful relationships (Edwards Watts, 2008). Respectful relationships with students can be formed by using positive classroom behaviours such as making eye contact, arranging seating so that the teacher can move freely around the room amongst the students and encouraging all students to contribute to class activities and discussions. One way of achieving this could be to allow more wait time during questioning to encourage those that may normally be reluctant to answer to get involved (Marzano Marzano, 2003). Understanding the unique qualities of each student in the classroom is a critical component of developing the student-teacher relationship (Beaty-OFerrall, Green Hanna, 2010). Research has found that teachers who do not treat all students the same, but address each of their students individual needs are the most effective teachers, in contrast to those that are insensitive to diversity and treat all students equally (Marzano Marzano, 2003). To help build cooperation in the classroom teachers can take a personal interest in students by greeting them by name, talking informally with them about their interests and being aware of important events happening in their lives. (Marzano Marzano, 2003). Signalling to students that you care about them by smiling or using positive language such as I would like us to rather than you need to creates a classroom where students feel valued and have a sense of belonging (Rogers Renard, 1999, p. 37). Marzano and Marzano (2003) found, through research, that students prefer strong guidance and control from their teachers rather than a permissive attitude, therefore teachers must establish clear expectations and teach with assertiveness. Respectful relationships with students can be built by using assertive body language, an appropriate tone of voice and insisting on appropriate behaviour in the classroom (Marzano Marzano, 2003). Teachers who model respect through courtesy and civility can expect the same in return from their students (Miller Pedro, 2006). DeVries, Zan, Hildebrandt, Edmiaston and Sales, (2002, p. 36) argue that every classroom has a sociomoral atmosphere that may be viewed along a continuum from coercion to cooperation. In the coercive classroom students are required to follow the rules set by the teacher out of obedience without question. DeVries et al. (2002) discuss Piagets constructivist view of the adult-child relationship and argue that mutual respect in the classroom is shown when the teacher considers the students viewpoint and encourages social interactions where students cooperate with the teacher as well as each other. Teachers who use an authoritative teaching style, based on Baumrinds parenting styles, treat students fairly, do not criticise or use sarcasm, set high standards, have set rules and explain the penalties for breaking them, trust students to make appropriate decisions and teach and reward expected behaviour (as cited in Snowman et al., 2009, p.466). This encourages students to become autonomous learners who respect their teachers. In contrast, teachers who use an authoritarian teaching style find their students are compliant and unable to self-regulate their behaviour and teachers who use a permissive style find that their students can undermine the routines of the classroom leading to inappropriate behaviour (Snowman et al., 2009). Conclusion Providing strategies for teachers to find ways to build positive respectful relationships with all students can only improve the management of the classroom as a whole. Better classroom teacher preparation is where the focus must be in efforts to improve the education of all students from the most motivated to the most challenging (Beaty-OFerrall, Green Hanna, 2010). Specific teacher training in the area of sensitivity and making connections could help teachers to assess their own beliefs and practices which may lead to improvements in the quality of the teacher-student relationship (Buyse et al., 2008). Buyse et al. (2008) conclude that while their research has suggested emotionally supportive teachers may contribute to positive student behaviour and a closer student-teacher relationship, further study is needed to assess other classroom features which may impact on the quality of the student-teacher relationship. It is apparent in the literature surrounding classroom management th at establishing a respectful student-teacher relationship is a prominent precursor to positive outcomes for students and teachers in schools. This was best summed up in Brown (2004, p. 279) when Jeff, a Witchita high school English teacher said, Youre there to teach kids, not subjects. We often forget this point.