The French Of The American Revolution - 930 Words

The French people felt justified in their use of violent and often deadly force to further the mission of the revolution. The circumstances surrounding the lowest social class differed little from their circumstances for hundreds of years prior. Most people inherited their class upon birth and never moved from it. The commoners occasionally felt some ripples from the top, but aside from administrative purposes they rarely dealt with the nobles. A relatively small group of the wealthy owned the most land and through the practice of feudalism, profited the most from the labor of the people on the land. The same nobles paid the least taxes. The monarchy borrowed extensive funds then hastily covered these loan payments with the lowest classes tax money. These loans covered elaborate lifestyles and wars, both which served only to highlight social extremes in the eyes of the people. Some unsettling additions to these usual occurrences goaded the people s discomfort into rage. They relied on the nobility to keep the country running smoothly, and year after year the upper classes failed. The crown and therefore country crept closer to, and eventually reached, bankruptcy. Each year, the working classes felt this burden grow. Their population also grew. The poor majority of 1780s France lived vastly in rural areas of the country and often labored for the same people who rented property to them. The rest lived in crowded cities, worked menial jobs, and relied on food grownShow MoreRelatedThe French Revolution And The American Revolution1395 Words   |  6 PagesHonors English 29 September 2014 The French Revolution Some do not know what the real cause of the French Revolution was. There are many considerable factors, yet none of them have been pinned down as the true reason (SparkNote Editors). The French Revolution started as a rebellion for equality, but eventually turned out to be more and show the problems throughout the French government. As said before, there is no exact reasoning behind the French Revolution. but there are many possible factorsRead MoreThe French Revolution And The American Revolution1137 Words   |  5 PagesAltogether, the American, French, and Haitian revolutions in some way all made radical changes to varying degrees, however the French revolution was the most radical of the three. The American revolution revolved around American gaining independence from Britain and ensured its citizens’ natural rights. The French revolution involved the strong institution of law focused on Enlightenment ideas. Social reform is what the Haitians’ focus was in changing the governing of its people. The revolutions of eachRead MoreFrench Revolution And The American Revolution Essay1293 Words   |  6 Pagespowerful countries in Europe. This all changed with the French Revolution which began in 1789 (Lefebvre 1). The French Revolution dramatically changed France politically and culturally. I will apply Lawrence Stone’s model to the French Revolution to examine how France’s debt, the unpopularity of the nobles and monarch, and the formation of the National Assembly led to the outbreak of the French Revolution. The preconditions of the French Revolution involve France’s massive debt, their involvement inRead MoreThe French Revolution And The American Revolution1294 Words   |  6 Pagespolitical and social causes of the French Revolution the most important cause was actually economic. A few years before the French’s revolution the French spent approximately 13 billion dollars on the American’s Revolution. This gracious contribution caused trouble at home. I will discuss how conflicts around the world affect one another, give a brief history of the French Revolution, and explain how the revolution was fueled by an economic conflict. The French Revolution was arguably one of the mostRead MoreThe French Revolution And The American Revolution843 Words   |  4 PagesThe French Revolution: The event that led to the transformation of the globe into the world we know it as today. One of the most revolutionary events in human history was started by a group of individuals sitting in the Palace of Versailles who decided that enough was enough and that the only answer to the injustices of the ruling regime was Revolution. These people eventually became known as the National Constituent Assembly, or, colloquially, the National Assembly. Over the course of two yearsRead MoreThe American Revolution And The French Revolution Essay1304 Words   |  6 Pages The American Revolution was of a progressive nature and had a world-historical significance. The American Revolution had several features that distinguish it from the English bourgeois revolution, and the French Revolution. The first feature of the American Revolution is that it occurred in the territory, which actually did not know feudalism as a socio-economic system. The American Society of revolutionary period did not know the hereditary aristocracy, lords and serfs, the state bureaucracy (exceptRead MoreThe French Revolution And The American Revolution1184 Words   |  5 PagesA revolution is not an event that comes around every few years. In fact, for an event to be considered a revolution that event must bring about significant political, social, ideological, religious or even technological change. Throughout history there have been some very noteworthy revolutions such as the Agricultural Revolution, the American Revolution, and the French Revolution. Of all the revolutions in history, it is perhaps the French Revolution that remains the most romanticized in the mindsRead MoreThe American Revolution And The French Revolution1673 Words   |  7 PagesThe American Revolution and the French Revolution marked a change in history for both nations. The American Revolution led to freedom and also their rise to power as their own nation. However the French Revolution marked a change in their government for the worse. Both nations fought to remove the corruption of the monarchy. With the same general idea both nations sought to better themselves. Though both were revolutions one nation really captured what they were fighting for. The war did not officiallyRead MoreThe French Revolution And The American Revolution1051 Words   |  5 Pagesrebirth in French. Revolution- A fundamental change that requires a goal that wants to be achieved, a leader or leaders follower and supporters of the cause. There are many different types of revolutions. Economic Revolution- A fundamental change in how people deal with money and other currency related issues. For example, Europe and many other countries have a different money system. Political Revolution- A fundamental change in the way a government is run. This kind of revolution can lead toRead MoreThe French Revolution And The American Revolution1254 Words   |  6 PagesThe French Revolution was an influential period of social and political upheaval in France that lasted from 1789 until 1799, and was partially carried forward by Napoleon during the later expansion of the French Empire. The Revolution overthrew the monarchy, established a republic, experienced violent periods of political turmoil, and finally culminated in a dictatorship by Napoleon that rapidly brought many of its principles to Western Europe and beyond. Inspired by liberal and radical ideas, the

Benefits Of Long Distance Relationships - 1728 Words

Going Long As of this year, 14 million couples in the U.S. consider themselves to be in a long distance relationship (Guldner). There are many reasons a couple might opt to go long distance, such as military service, career goals, education choices, incarceration, and familial decisions. While the commonly held belief about long distance relationships is that they tend to be much more difficult to maintain and will likely fail within a short amount of time; that is not always the case. Rather, long distance relationships can be just as successful as same-city ones. Many long distance relationships have been shown to have improved communication skills, better sense of trust and relational security, and a more open mindset when dealing with relational stress. Communication is a key element of every relationship, and when that relationship has limited face-to-face contact, one learns to use communication to their advantage. Long distance relationships typically enjoy less in-person conv ersation than do couples who live in close proximity, which narrows the options of communication. Tone of voice and body language are important aspects of conversation that, when not present, can make determining context and fully understanding feeling more difficult. In a study on communication in long distance relationships, one student says, â€Å"†¦I think body language says a lot†¦I think we both sometimes misunderstand each other because we don’t have the physical/visual aid right there†Show MoreRelatedThe Importance Of A Long Distance Relationship1137 Words   |  5 Pagesin a long distance relationship (LDR) can relate to this. A long distance relationship is a romantic relationship between two people who are geographically separated. Distance relationships transpire for many reasons including career advances, educational development, military service and/or deployment, imprisonment, immigration and family responsibilities or obligations. Likewise, c ouples that are in a long distance relationship often face hardships but have brighter outcomes. Being in a long distanceRead MoreThe Pros And Cons Of Communication Technology1354 Words   |  6 Pagesbeneficial for long distance relationships and family, but does more harm than good when it comes to short distance friendships. Jenna Wortham, the author of I Had a Nice Time with You Tonight. On the app., is an advocate for communication technology and starts her essay off with a personal example of its benefits. She paints a picture of an afternoon spent with her boyfriend in which they did essentially everything together before telling her readers that the relationship is long distance (WorthamRead MoreCan Long Distance Relationship Work?1055 Words   |  5 PagesA long distance relationship can have many meanings and experiences may be very different from one person to another. For some people, living a long distance from a loved one may be a normal routine in life, while for some people the occasional distance can be difficult and challenging. A long distance relationship can be for a few days, years, or months can occur over a few days, months. For other people, long distance relationship is just like something normal in their family structure, and otherRead MoreGrowing Up Communication Has Neve r Been A Strong Suit1380 Words   |  6 PagesGrowing up communication has never been a strong suit for me, and this class has taught me so much about it, and so has my relationship with my boyfriend. From the day we met online, we become best friends at school and slowly we grew up together and are now trying to conquer college from many miles apart. When I was in eighth grade there was an app called Yik Yak, that was extremely popular. Of course I downloaded it, and on the app, it showed people nearby using the location of your phone, andRead MoreEssay on Internet Provides New Ways to Communicate1634 Words   |  7 Pagesphone a person can leave a message over IM to interrupt all else and get a person’s direct attention. With Instant Messaging businesses can flourish. Beyond Businesses, average citizens also benefit from this instant communication. People can talk to people over long distances with out the long distance charge and can talk to more than one person at a time. Another positive aspect to Instant Messaging is communication with non-visual and non-auditory ability. People can feel more comfortableRead MoreBank Closures Essay1261 Words   |  6 Pagesmarkets, banks used to act as the key financial intermediaries. A well developed banking network eases access to credit, which benefits the local economy by eliminating poverty (Burgess and Pande 2005) and activating the labor markets (Bruhn and Love 2014). However, the use of credit score and the development of secondary market reduces the importance of lender-borrower distance in local credit supply markets (Petersen and Rajan 2002; Berger 2003) and allows the entrance of alternative lenders. AlthoughRead MoreIs Facebook Killing Our Souls?1588 Words   |  7 Pagesfriends users associate themselves with. According to Hipps, this projection of an online self creates a split in users’ identities which is not only bad for the users, but it also has a negative influence on their ability to manage purposeful relationships. The negative effects don’t end there, Hipps believes the increased use of social media among young people can impede their development of basic social skills. Unfortunately, adults, considering that they have stabilized ego, are just as vulnerableRead MoreThe Sensible Thing By F. Scott Fitzgerald963 Words   |  4 Pagesand it does not last long easily when distance and money are issues. A long-distance relationship is more difficult than people’s expectation. People think a long-distance relationship can be easy and strong if two people love each other, but this idea is not quite true. In the short story, the protagonist George O’Kelly is an insurance clerk who works in New York City. He falls in love with a girl named Jonquil Cary, who lives in Tennessee. As a result, the distance between them is sevenRead MoreTelemedicine : A Telemedicine Opportunity Of Distraction?1309 Words   |  6 Pagestechnologies in order to provide clinical health care at a distance. It helps eliminate distance barriers and can improve access to medical services that would often not be consistently available in distant rural communities. Summary Telemedicine is a vast subject, but as yet there are limited data on the clinical effectiveness and cost-effectiveness of most telemedicine applications. As a result, objective information about the benefits and drawbacks of telemedicine is limited. This write up isRead MoreSocial Networking1401 Words   |  6 Pagesterms of social networking plays a vital role in maintaining a long-distance relationship. A research in the Cyber Psychology, Behavior, and Social Networking compared the role of Social Networking Site in a long-distance romantic relationship (LDRR) and in a geographically close romantic relationship (GCRR). The authors came to a conclusion that â€Å"Individuals in LDRR were more likely than individuals in GCRR to use SNS for relationship maintenance by using SNS to express their involvement and to gauge

A Study on the Interpretation of Dreams Free Essays

Interpreting dreams has been a subject of interest for thousands of years. There have been many theories formed by top scientists and psychologists, but dreams still remain a mystery. There are websites all over the Internet that promise to decode dreams in just a few easy steps, but most of those are for fun and entertainment. We will write a custom essay sample on A Study on the Interpretation of Dreams or any similar topic only for you Order Now What do professionals have to say about the interpretation of dreams? That is the question this paper seeks to answer. As with any somewhat scientific subject, there are as many answers as questions. The writer will start with the earliest information about dreams, and explain the prevalent theories, both past and present, about dream interpretation. Dreams have been fascinating people for as long as there have been people on the Earth. The very first mention of a dream comes from ancient Babylon, around the year 3000 B.C. (Biele and Piotrowski, 1986). The dream is only mentioned in passing on a stela carved to commemorate a great achievement by a â€Å"God-fearing man,† but the fact that it was mentioned at all gives us an idea of how important dreams were to the ancients (Biele and Piotrowski, 1986). People made â€Å"consulting dreams† before taking any action a regular part of life up to the 16th Century, A.D., and no doubt many people still follow the practice (Biele and Piotrowski, 1986). Perhaps the two most noted â€Å"dream interpreters† were Sigmund Freud and Carl Jung. Freud wrote his book, The Interpretation of Dreams , in 1955, and it immediately caused a stir. Freud asserted that, â€Å"the scientific theories of dreams leave no room for any problem of interpreting them, since in their view a dream is not a mental act at all . . . † (p.96). He highly disagreed with the idea that dreams meant nothing. He did not agree with the ideas of dreams being interpreted â€Å"symbolically† or by â€Å"decoding† (Freud, 1955, p. 96-97). Instead, he claimed to have found a â€Å"scientific method† to interpreting dreams (Freud, 1955, p. 100). Freud explained that he had attempted to â€Å"unravel . . . hysterical phobias, obsessional ideas, and so on† for years (p. 100). He finally came upon the notion â€Å"that if a dream can be inserted into the psychical chain†Ã‚   than the dream could be â€Å"treated as a symptom† (Freud, 1955, p. 101). Freud believed that interpreting dreams in a scientific way would reveal the true problem troubling the patient. The problem could then be treated, and the person would become well (Freud, 1955). Common knowledge of Freud includes the fact that he believed that dreams had to do with â€Å"unconscious sexual and aggressive wishes and fantasies unacceptable to the conscious ego† (Marszalek and Myers, 2006, p. 18) Carl Jung agreed that some dreams could have those implications, but not all (Marszalek and Myers, 2006). He believed that dreams were not just â€Å"disguises† for unmentionable feelings, but they were also â€Å"metaphors† and showed â€Å"creativity† and â€Å"individualization† (Marszalek and Myers, 2006, p. 19). Jung found seven â€Å"archetypes† that seem to appear â€Å"in every culture throughout time† (dreammoods.com). A few of these are the â€Å"Persona,† or the person you show to others, the â€Å"Shadow,† or things you do not like about yourself, and the â€Å"Divine Child,† you as your â€Å"true self†Ã¢â‚¬â„¢ (dreammoods.com).   Jung’s ideas have proven very helpful in some forms of   â€Å"counseling therapy† because they allow a person to make sense of their dreams and often realize what is behind their problems (Marszalek and Myers, 2006, p.22). Not everyone believes that dreams really mean anything, but most health professionals agree that dreams are very beneficial to people (Waters, 2002). For example, they can â€Å"reveal hidden anxiety, help consolidate memories, regulate moods, and help to process emotions† (Waters, 2002). One physician notes that major depressives often have a hard time in the morning because their dreams were inadequate to solve their problems (Waters, 2002). Dreams are a time for â€Å"reflection . . . and creativity† (Waters, 2002). However, many physicians warn against getting â€Å"carried away† with interpreting dreams, as not every dream is going to have a â€Å"practical† function (Waters, 2002). However, some lay people do not agree with that assessment. Understand-your-dreams.com has several articles written by Dave Lappin, a self-appointed dream interpreter. Lappin believes that dreams â€Å"speak to us on a spiritual level† because we are â€Å"spiritual beings† (2006). Dreams hold the key to â€Å"a vast storehouse of knowledge† (Lappin, 2006). If we keep having the same dream over and over, it is because we â€Å"have not fully understood the dream message and used it in our waking state† (Lappin, 2006). For Lappin, and those like him, dreams always have a purpose and â€Å"information† for the dreamer. The book, Extraordinary Dreams and How to Work with Them, is something of a middle ground between believing all dreams have messages and no dreams have messages. For the authors, â€Å"ordinary† dreams simply â€Å"reflect daily experiences.† â€Å"Extraordinary† dreams, however, have many functions. They can be â€Å"telepathic, clairvoyant, and precognitive, and some can even be â€Å"out of body, lucid,† and   involve a past life or a visitation (Bogzaran, Krippner, and Percia de Carvalho, 2002). These studies show the cultural differences between groups of people. Many people from other countries and cultures were involved in the studies, and while they have â€Å"ordinary† dreams, they also have fantastic dreams that most modern cultures would be quick to dismiss. The concept of interpreting dreams runs the gamut from no dream being particularly special to dreams directing our lives. It is difficult to determine what theory, if any, is correct. The truth is that we do dream, and we do often see and act out strange things in our dreams. We see people we have not seen in years, and we work out problems. We dream of ordinary things, and we dream of flying. Perhaps dreams are what a person makes of them. There is no need to believe that every dream will have an earthshattering message, but if a dream comforts a person or stirs them to act, that is all the better. In the end, your dream falls under your own interpretation. Your interpretation is better than what anyone else can give to you, for only you know your true self. Abstract Interpreting dreams has been of great interest to people for thousands of years. Sigmund Freud and Carl Jung are known as two of the authorities on interpreting dreams, even though they have different ideas on the interpretations. Many medical practitioners see great mental benefits from dreaming, but they caution people to not get too wrapped up in analyzing dreams. Other people take note of their dreams constantly and model their lives around them. Different cultures have different ideas of what is normal in a dream, but in the end we must decide what is normal for ourselves. Regardless of all the information floating about, only we know ourselves well enough to know what our dreams really mean to us. Reference Page Biele, A. and Piotrowski, Z. (1986) Dreams: a key to self knowledge. Lawrence Erlbaum Associates: New Jersey. Bogzaran, F., Krippner, S., and Percia de Carvalho. (2002) Extraordinary dreams and how to work with them. State University of New York Press: New York. www.dreammoods.com. Carl jung’s archetypes. http://www.dreammoods.com/dreaminformation/dreamtheory/jung3.htm Accessed September 14, 2006. Lappin, Dave. (2006) The spirituality of dreams. http://www.understand-your-dreams.com/spirituality_dreams.html Accessed September 14, 2006. Freud, Sigmund. (1955) The interpretation of dreams. Basic Books: New York. Marszalek, J. and Myers, J. (2006) Dream interpretation: a developmental counseling and therapy approach. Journal of Mental Health Counseling. 28:1, pgs. 18-30. Waters, J. (7/23/2002) Why do we dream? experts differ on the meaning. The Washington Times: B 01. How to cite A Study on the Interpretation of Dreams, Papers

Behavior for Classroom Practice-Free-Samples-Myassignmenthelp.com

Question: Reflect on what behaviour is and utilise one of the theories of behaviour that you have been introduced to in the unit to date. Answer: Introduction Behavior, in general sense refers to the way one behaves in certain environment. However, an individuals behavior depends on several factors including psychological and physical. In particular, the variations in childrens behavior are a result of a number of factors. Children have the tendency to observe and follow the behavior of the people around them especially elders (Smith, Cowie Blades, 2015). The given essay focuses on the behavior of children particularly in learning environment. Further, it elaborates on the assumption that children with limited capability to interact with their peers, self-regulation and holding on to learning tasks are at danger for school difficulties. The essay also gives a description of behavior as defined by the socio-cultural theorists. In addition, the essay formulates the reasons for childrens behavior as mentioned in the quote with proper reference to the selected theory. Defining behavior According to the socio-cultural theory, human behavior is defined by the cultural environment and interactions with the society. Lev Semyonovich Vygotsky, the father of socio-culturalism believed that a childs cognitive process and his perception of the world are shaped by the way he interacts with the world. He also stated that the means by which children learn and grow differs in different cultures and is often explicit to each individual culture. Further, he claimed that even as each culture may have unique cognitive processes, the manner in which they are passed on from one generation to the other is mostly similar. According to Vygotsky, children can be taught through three methods- imitative learning, collaborative learning and instructed learning (Gl?veanu Tanggaard, 2014). One of the central aspects of his findings is that older people like teachers and elder brothers or sisters have an influence on childrens learning of behavior and cognitive abilities. They can make use of any of the three learning methods to teach children. Children adapt certain behaviors through learning as already mentioned. Socio-cultural theory has received wider acceptance in defining behavioral norms amongst children in particular. Shaffer and Kipp, (2013) delved upon Vygotskys socio-cultural theory and argued that the theory encompasses not only the psychological influence but also the influence of social interactions of behavior of children. The theories of Vygotsky and other socio-culturalists could be incorporated into the classroom learning system in order to evaluate childrens behavior. Classroom behavior differs from the behavior children demonstrate at home or in any other place. Introvert children may not openly communicate with teachers or their peers, as would extrovert children. The teacher has to understand specific behaviors of each student and apply skills accordingly. Behavior as a socio-cultural construct To delve deeper into the concept of behavior as a socio-cultural construct, one has to understand first, the concept of socio-cultural construct. Social construction according to its proponents is a theoretical perception that discovers the means by which reality is conferred in daily life through communications made by people and during sets of conversation. Thus, socio-cultural construct may be defined as the perspective that maintains that reality is constructed through social and cultural interactions. In addition, it may also mean that behaviors are shaped by the varying socio-cultural constructs people live in. Behavior is defined by the realities experienced by people in their lives. Realities come from the popular social and cultural discourses that define how people live. Perceived through the realms of reality based on experience, behavior is shaped by the experiences each individual receives throughout life. Cultures across ages have had either positive or negative impact on the behavior of children. The attitude or behavior of a child depends on the dominance of the culture he or she belongs to, in the society. A child coming from a religion-dominated culture would be reluctant to engage in behavior that permits disrespect of elders or even being friendly. Similarly, a child hailing from western culture would be more open-minded and not bounded by the family or community. To a child, these experiences begin as cognitive, and then take the form of social and cultural. Schools play an important role in shaping a childs behavior. The basic structuring of a childs behavior begins at school because it is the first place where children from varying cultures and social backgrounds come together to learn. It is thus extremely important for the teachers to understand the requirements of each student and their behavioral pattern. It is an established fact that every classroom will have children who demonstrate aggressive, repulsive, dominant and opposite behaviors. An understanding of the psychological factors could assist understanding the reasons behind a childs differing behavior. The emergence of social constructionism and its blending with culture formulated a new field of study for behavior- the socio-cultural constructionist theory. Before the arrival of this theory, an individuals growth is not dependent on group culture. Hence, a childs behavior as he grows, according to the previous theory, is independent of the culture that he grows up. Socio-cultural constructionist theory rejected this view and argued that social and cultural interactions are the basis of an individuals growth. Reasons for students behavior in classrooms "The evidence is unequivocal children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties (Bulotsky-Shearer, Dominguez Bell, 2012, p. 421). The above quote demonstrates different student behaviors in a learning environment. Many children face problems controlling their emotions. It means there are some children who lose patience easily and be aggressive (Kahu, 2013). In addition, some children do not have the capacity to demonstrate patience in escalating situations. Some are there who display stubborn behavior when asked to do something. All these relate to the lack of childrens ability to control their emotions. Regulating emotions for children is although difficult, but extremely essential. It helps them to develop the capability to think beneficially about the self. Children must possess feelings and emotions but not be overpowered by those. Some theorists argue that children can be made able to regulate their emotions through improved cognitive processes (Lewis Mitchell, 2014). Others accentuate on the significance of setting limits and presenting children with opportunities to rehearse restraint. However, studies have revealed that when children are allowed to express their feelings and they are confident that they will be heard, they most efficiently learn to adjust their emotions (Roberton, Daffern Bucks, 2012). Another problem identified in children in learning environment is their lack of attentiveness. Many children struggle to pay attention in class that result in poor academic performance amongst other downfalls. This deficiency of children has been labeled as the ADHD syndrome meaning attention-deficit hyperactivity disorder. Children with ADHD tend to display these symptoms of paying less attention and being hyperactive in most situations (Asherson et al, 2012). However, this disability of children can also be understood from the socio-cultural perspective. psychologists and theorists belonging to different fields have found that the incapacity of students to pay attention in class is a social and cultural construct. The symptom differs between students coming from different cultural backgrounds. Apart from culture, social institutions like family and community also play a role in influencing the childs inattentive behavior. Children behaving in an immature way are natural, but the ma nner in which their immaturity is perceived and comprehended is linked to cultural factors. These factors include loss of support from family, blaming the mother for childs disability, collapse of morality in adults, busy parents, and pressure of the capitalist economy that demands individuality. The above quote then identifies another behavioral pattern amongst students, which is a peer interaction. The problem here is the inability of children to commence peer interactions. Interacting with peers is something every child looks forward to but does not have the capacity or understanding to begin a conversation (Blatchford, Pellegrini Baines, 2015). Peer interaction is very important for not only the parents and teachers but for the child (Development, Shonkoff Phillips, 2017). It is necessary to know which path the child walks in future and for the child as it indicates their worth, competence and an understanding of the world. Theorists however assert that initiating an interaction is not easy for a child. It requires the child to face the increasing demands of poignant and cognitive capabilities. McCormick et al., (2014) outline the low-income background of families as reasons for children with the inability to interact with peers. According to them, children coming from low-income families are not prepared for social interactions when they enter school. This is because low-income families do not get the time and the opportunity for social interactions, as these families are not stable and are always psychologically unstable having to look after their children and family without economic backup. Classroom interactions might help these students to improve their social skills and establish a good rapport with their peers enabling them to succeed further (Black Fernando, 2014). Conclusion It thus can be said that behavior of children in learning environment can be better understood from the perspective of the socio-cultural theory. Society and culture undoubtedly have an all-encompassing effect on the behavior of a child. The essay highlights the arguments and reasons for approaching this behavior problem of students through the socio-cultural theory. Further, behavior has been defined as per the theory. In addition to it, the theory has been applied to provide reasons for the behavioral problems identified in the quote. Other perspectives have been mentioned as well to compare and establish that the chosen theory is apt to understand behavior problem amongst students in learning environment. References: Asherson, P., Akehurst, R., Kooij, J. S., Huss, M., Beusterien, K., Sasan, R., ... Hodgkins, P. (2012). Under diagnosis of adult ADHD: cultural influences and societal burden.Journal of Attention Disorders,16(5_suppl), 20S-38S. Black, D. S., Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children.Journal of child and family studies,23(7), 1242-1246. Blatchford, P., Pellegrini, A. D., Baines, E. (2015).The child at school: Interactions with peers and teachers. Routledge. Bulotsky-Shearer, R. J., Dominguez, X., Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child-and classroom-level influences.Journal of Educational Psychology,104(2), 421. Development, N., Shonkoff, J., Phillips, D. (2017).Making Friends and Getting Along with Peers.Ncbi.nlm.nih.gov. Retrieved 17 November 2017, from https://www.ncbi.nlm.nih.gov/books/NBK225544/ Gl?veanu, V. P., Tanggaard, L. (2014). Creativity, identity, and representation: Towards a socio-cultural theory of creative identity.New Ideas in Psychology,34, 12-21. Kahu, E. R. (2013). Framing student engagement in higher education.Studies in higher education,38(5), 758-773. Lewis, C., Mitchell, P. (2014).Children's early understanding of mind: Origins and development. Psychology Press. McCormick, M. P., Turbeville, A. R., Barnes, S. P., McClowry, S. G. (2014). Challenging temperament, teacherchild relationships, and behavior problems in urban low-income children: A longitudinal examination.Early Education and Development,25(8), 1198-1218. Roberton, T., Daffern, M., Bucks, R. S. (2012). Emotion regulation and aggression.Aggression and violent behavior,17(1), 72-82. Shaffer, D. R., Kipp, K. (2013).Developmental psychology: Childhood and adolescence. Cengage Learning. Smith, P. K., Cowie, H., Blades, M. (2015).Understanding children's development. John Wiley Sons