Should the instant replay used in the NFL be applied to other sports Essay

Should the instant replay used in the NFL be applied to other sports - Essay Example Instant replays were necessitated by the need to be accurate. There was a problem when teams were awarded titles and trophies they did not deserve. One point can make a significant difference. One score can be the difference between the winner and the loser. It has been observed that teams have been given points they did not score. All because the referee thought the ball went past the score line. In 2010 FIFA world cup, for instance, in South Africa when England was playing against Germany England was denied a goal by the referees. Yet replays confirmed the ball went past the goal line. Before a team wins a championship, it costs the team a lot of money, effort and time. Teams invest up to millions of dollars in these activities so that they can win. When an unfair decision by a referee denies a team a crucial victory, then it causes anger and frustrations. Yet the referees cannot be in every place within the field of play.... Before a team wins a championship, it costs the team a lot of money, effort and time, (Kramer 194). Teams invest up to millions of dollars in these activities so that they can win. When an unfair decision by a referee denies a team a crucial victory, then it causes anger and frustrations. Yet the referees cannot be in every place within the field of play, (Wiederhold and W Sutphen 54). The other problem involved cases of discipline in the field of play. There are instances in which players attack each other in a way that is malicious, (Verna 21). Some of those incidences can result to injuries. The referees are not always in a position a see some of these incidences as they happen. Most of these incidences are captured by video cameras. These footages are aired in the course of the game, (Gamache 101). This sparks a wave of outrage from fans and supporters. Sometimes the referees are accused of being biased. This happen when it is perceived that the referee is being unfair to one tea m. The referees need to be at a position to see things as they happen in the field of play. Referees involve instant replay technology. Instant play helps to sort of some of these challenges. Tournaments must be a fair platform. This is because they must show genuine effort being rewarded. Technology must be used to solve the problems that exist if it has to make sense to us. There should be a way of spotting and monitoring all the incidences in the course of the game. This makes sure that all cases that require disciplinary action as handled in the right way, (Verna 21). The other serious problem is on the bases of security of the players in the field. This also extends to the security of the fans watching the game in the field. There have

The American Institute of Certified Public Accountants Research Paper

The American Institute of Certified Public Accountants - Research Paper Example The organization sets up policies and standards to control the acts and non-acts of Certified Public Accountants within the United States. The standards include the Code of Professional Ethics for Certified Public Accountants. The American Institute of Certified Public Accountants organization takes a pivotal role to ensure all information transmitted by corporate America to the general public is fairly presented. The organization institutes policies to ensure all its members prepare fairly presented financial reports. noncompliance may result to either minor penalties or major penalties. The organization plays a vital role in crafting and implementing accounting standards. The members of the organization are required to implement all the sections enumerated in the organization’s sets of accounting standards. One of the accounting standards is Generally Accepted Accounting Standards (GAAP). The standards set the guidelines on when and how much of each account should be recorded in the financial reports. The financial reports include the balance sheet and income statement. The accounts listed in the balance sheet include the asset accounts, liabilities account, and the capital accounts. The accounts listed in the income statement include the revenues (sales), cost of revenues (sales), administrative expenses, and marketing expenses (Wlytok, 2011). The organization’s Council implemented the AICPA Code of Professional Conduct. The AICPA organization that established the accounting standards is the Financial Accounting Standards Board. The AICPA organization regularly distributes its AICPA Accounting Research Bulletins (Wlytok, 2011) The American Institute of Certified Public Accountants benefits the general public in several ways. The organization sets up the auditing standards. The accountants are required to comply with all the sections listed in the auditing standards. Likewise, the organization ensures that the corporate financial reports

How do the simple actions of individuals add up to the complex Essay

How do the simple actions of individuals add up to the complex behavior of a group - Essay Example In this view, the author introduces the concept of ‘Swarm Intelligence’ which is based on self-organization and decentralized control. With reference to colonies of termites and ants, flocks of birds, schools of fish, various land animal herds including elephants, and swarms of bees, it is evident that these swarms utilize collective intelligence to coordinate the various activities conducted by various subgroups to ensure the key objectives of the swarms such as collecting of food, protecting the habitat, and finding shorter paths to food sources are performed (Miller). This can be employed in the organizational setting with inclusion of mechanisms that would allow self-sufficiency of each of the members towards a collaborate approach towards the goals of the organization. For instance, a company referred to as American Air Liquede based in Houston employed the behavior of foraging Argentine ants in establishing a pheromone trail through which successive ants can follow in going to get more food for the colony. In this case, Air Liquede merged the ants’ approach with techniques of artificial intelligence to regard all permutation of weather, plant scheduling, and truck routing decisions. The model allows for inclusion of daily forecasts of manufacturing costs and customer demand (Miller). An important lesson that I learnt from the ants is decentralized control, through which my assignment group members can be allowed to make independent decisions without reliance on any form of supervision from a group leader, towards meeting the predetermined objectives of the

Water Fluoridation Issue in Kansas Essay Example | Topics and Well Written Essays - 750 words

Water Fluoridation Issue in Kansas - Essay Example The Kansas area is a leading producer of cattle and agricultural produce such as soybeans and corn (Mortal et al 1). The area relies on rivers, wetlands, and underground rivers as the natural water sources and the water supply is both private and public. Kansas is ideal for agriculture because a significant percentage of its land can support agricultural activities with over sixty thousands running farms. Like many communities, Kansas undertook the water fluoridation concept that many perceive as the way to providing safe water for the population. The idea that supports the fluoridation aspect is that adding fluoride to water for consumption helps in preventing tooth cavity and other dental health concerns. With this, this essay will delve into the presence of fluoride in the water consumed in Kansas and why it is good for the this community. First, consumption of fluoridated is of benefit to the Kansas because it is the most cost effective way of minimizing the occurrence of cavitie s in both adults and children (K.H.I 2). Most of those that are adamant about using fluoridated water because they support the ferocious thinking that intense level of fluoride in water can cause fluorosis in children below the age of eight hence minimizing the level of contact with this water. This ambuscades sensible thinking as the arguments that they present lack substantive evidence to support their claims. However, this is nadir thinking as this only applies to the children of this age and not on those that are past this age hence making this argument to be baseless. The levels of fluoride in domestically consumed water should be at 1.5mg per liter and a plethora of this may cause fluorosis if the level goes up to 4mg per liter. The other available options for preventing cavities is by using toothpaste that contains fluoride as an extract, which is much more expensive. Therefore, water fluoridation has benefits to the Kansas community because it presents an affordable way of p revent cavities and cavity related diseases. Secondly, consumption of fluoridated is of benefit to the Kansas because it helps in minimizing the occurrence of diseases caused by poor oral health. In essence, the Wichita area has registered a great number of tooth decay cases as compared to any other region within this state. Ideally, Wichita does not fluoridate its water because it lacks the necessary policy mechanisms that would influence the adoption of the water fluoridation concept. The area has also registered a high number of oral health challenges that have the potential of influencing other disease apart form the dental health related diseases. However, a significant part of the medical professionals in Wichita have realized the importance of water fluoridation had have taken the initiative to improve the quality of life for those living ion the area. Subsequently, physicians agree that a community that does not consume fluoridated water cannot be as healthy as it should be because of the inane perception that they have about the disease causing organisms. Therefore, water fluoridation is of benefit to the Kansas population especially in the Wichita area because it minimizes the risk of acquiring tooth decay that can create poor oral health. Thirdly, consumption of fluoridated is of benefit to the Kansas because it helps in keeping students in school as it decreases absenteeism caused by seeking treatment. Ideally, studies have also established a relationship between the low grades in school going children and poor dental health that may arise from consuming water does not contain the required fluoride levels. According to the Kansas Dentist Association, a significant pa

The Office TV Show on Verbal and Non-verbal Communication Essay

The Office TV Show on Verbal and Non-verbal Communication - Essay Example This research will begin with the statement that verbal and non-verbal communication is significant in our daily communication with friends, colleagues and other people we come into contact with everyday. Verbal communication is defined as the oral and written communication between people. Non-verbal communication is the type of communication that is neither spoken nor written. These include posture, actions, and body movements that mostly tell a lot more than words. Verbal and non-verbal communication is further subdivided into formal and informal language. Formal languages are often used in a formal setting such as business meetings, conferences, formal letters, memos and such. Informal communication, however, is the type of communication that we use in our everyday lives. In a person’s everyday interaction with other people, it is always important that these forms of communication are maximized. There is a famous saying â€Å"It is not what you say, but how you say it† that exemplifies the effective use of communication. The words that a person say may give one meaning and imply another depending on the tone of voice, posture and other factors that can imply a different meaning to the words one says. The TV show, The Office, exhibits the use of non-verbal communication more effectively rather than the words that were uttered in the scenes. In the episode, the people exhibited a lot of facial cues that expressed the people’s annoyance on the acting manager’s actions. There were also noticeable cues such as the way the acting manager would speak, his posture that somewhat depicted an annoying figure, the way he dressed and a lot of other things that made him somewhat a person to be irritated within the story. There was a segment in the episode that showed one guy crying over a girl he wanted to date, and what it effectively did was to show his anguish. The words he was uttering were a little incoherent but his actions and facial exp ressions showed his anguish. Even if there were no words to back it up, it would have still been understandable. In an office setting, one would expect that a person would speak with colleagues in a formal way especially if they are in a formal setting like meetings and other similar occasions but there are instances that colleagues sometimes become friends or have an easy camaraderie. That is the time that factors such as proximity, boundaries of topic, specific place for conversations and actions become less restrained. In the show, the impression that one could gather from it is that it is a somewhat formal setting with an informal environment. The people were a little less rigid, the stance is less relaxed, words used are less formal, although there were instances that the words and tone of voice indicates a formal type of communication, it mostly showed an easy camaraderie between colleagues. In maintaining interpersonal relationships in an office setting, one has to be dressed according to the image that is not only appropriate but also shows a certain type of individuality. A person makes an impression of another by how they appear to them, as such, appearance and dressing well is a good practice. It shows professionalism and credibility not only to colleagues but also to other people that one may interact with either in a formal or informal setting. In the case of the show, the acting manager may have an authority over others but his posture, the way he dressed and the manner of which he spoke depicted otherwise. It is also important to ensure that one addresses another in a way that is appropriate; the tone of voice plays a big factor as well. There are instances that the tone of voice becomes monotonous when speaking about something that is business related but one must also keep in mind that varying the pitch, tone and manner of speaking gives emphasis on whatever one says.

Economic comment Essay Example for Free

Economic comment Essay Interest rates are proportionate to credit quality and it shows the ability of the investor to pay at any given circumstance. World economic conditions vary by geography and country and the nature of inflation and deflation influences interest rates. Interest rate is also determined by the government through its enactment of public policy called interest rate subsidy (Montalbano, 6). Interest rate term structures evidences how they are determined by future expectations of the value money. However in the absences of the aforementioned determinants, interest rates are determined by the supply and demand for funds. 2. Interest is the premium paid for use of borrowed money. The interest for loans is usually fixed for a certain number of years after which if there is delay in payment the interest rate adjusts upwardly each year. The value of dollar can increase or decrease depending on the supply and demand imbalance. However, lending of money is associated with risks as the lender can not be certain whether or not the borrower will pay the money back. In order for the lender to reduce the risks, it is important to secure the loan with a physical property such as real estate. Additionally, examining of one’s ability to pay back the money by use of credit score range can help reduce the risks of lending. 3. Interest rates are also determined by the supply and the demands for funds. This shows that at whatever rate of borrowing, the borrower believes he/she has borrowed at the lowest rate and he/she can even provide higher interest rates on the same funds (Montalbano, 12). On the other hand, the lender believes the funds cannot be lent at a higher rate and there is certainty to receive interest and return of principal. Works Cited Montalbano, J. How are interest rates determined? 201. Viewed August 14 2010 from http://www. ehow. com/how-does_4880725_how-interest-rates-determined. html

Motivation to Learn: Teacher-Student Relationship

Motivation to Learn: Teacher-Student Relationship It is a generally accepted truth that the future lies in the hands of the next generation and that the success of the next generation is based largely on education. Increasing numbers of reports and articles in the media have been published over the last several years showing that education of the next generation in the U.S. is lacking. The long-standing super power stands to lose its status on the global playing field, threatening the way America has come to see itself and its role in the world. These trends have caused panic and politicians have claimed a rededication of their efforts in this arena because that is what the nation is crying for. However, while the belief that U.S. students are falling behind the world academically is wide-spread, and fact that this is an undesirable circumstance to be in is unanimous, no single concrete solution has emerged. The leading approach is currently raising standards as can be measured according to standardized tests. The idea is that without a quantifiable measure of progress schools cannot know whether they are improving and that by seeing how they are doing in comparison to other schools, they will be motivated to make even greater strides. It has been suggested that an emphasis on student motivation may be far more valuable than an emphasis on which specific facts theyve memorized from American history or which functions they can calculate in mathematics. While it may be somewhat counterintuitive to argue that education is best improved by focusing on something beside the material the students are expected to learn, many studies have shown that this very well might be the case. This is, in brief, due to the fact that motivated students learn more, learn better, and learn themselves. That is to say, the tradeoff is more than worth it: To dedicate some percentage of a teachers time and efforts to motivating students will translate at the end of the day to those students having learned a lot more than if that same time and effort was invested in conventional transfer of knowledge methods, or far worse, test preparation. Accordingly, many researchers have conducted a considerable number of studies on students academic motivation and students goal orientation, particularly those who concentrate on the dynamics of motivation within classroom settings, have started to emphasize the potential role of relational variables ( e.g., Davis, 2003; Pianta, 1999) and teacher behaviors (e.g., Skinner Belmont, 1993) in students academic engagement. In the last forty years, researches (e.g., Pintrich, 2001, Skinner, 1995, Stipek, 1988) have studied student motivation and, have found a great deal about: What moves students to learn and the quantity and quality of the effort they invest?, What choices students make?, What makes them persist in the face of hardship?, How student motivation is affected by their relationships with significant adults?, How motivation develops?, and How the school environment affects it?. Accordingly, educators, parents, and students have paid substantial attention to the importance of motivation in school because of significant contributions to students academic learning, self-esteem, self-efficacy, and school readiness. Motivation to learn is a competence acquired through general experience however, it is mostly stimulated through modeling, communication of expectations, and direct instruction or socialization by significant others (Brophy, 1987). Infants and young children appear to be mobilized by curiosity, driven by an intense need to explore, interact with, and discover their environment. In the classroom settings, the content covered and the social context can vary continuously. Therefore, children are frequently involved in unfamiliar learning environment. This can create ambiguity for some students; however can crate challenge for other students. Accordingly, students try to make sense of novel learning situations by referring to their motivational beliefs (Brophy, 1987). Motivational belief refers to the opinions, judgments, and values that students hold about objects, events, and learning process (Brophy, 1987). Motivational belief also refers to the students opinions of the efficacy or ef fectiveness of learning and teaching process. For example, childrens beliefs about their academic experiences have important implications for their school adjustment and academic achievement ( Mueller Dweck, 1998; Wigfield Eccles, 2002). Accordingly, expectancies and values are directly determined by other achievement related beliefs (e.g., achievement goals, self-schemata, beliefs about science (Wigfield, 1994). Similarly, motivational beliefs act as a frame of reference that guides students thinking, feelings, and actions in any subject area. For example, motivational beliefs about mathematics determine which strategies and motivational goals students develop. It is crucial that a students beliefs about a domain may be predominantly optimistic or pessimistic, thus providing a positive or negative context for learning ( Skinner, 1995; Stipek, 1988; Vermeer, Boekaerts, Seegers, 2000). Teacher-child relations play a prominent role in the development of competencies in early school-age years (Pianta, Steinberg, Rollins, 1995; Pianta Walsh, 1996) and transition to middle school (Davis. 2003; Pianta, 1999). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Studies have shown that positive teacher-student relationships can lead to a warm classroom environment that facilitates successful adaptation in school and thereby increase students motivation to learn. On the other hand, conflictual teacher-student relationships are associated with lower achievement and self-esteem as well as ongoing relational conflict with both teachers and peers (Pianta Hamre, 2005; Buyse, Verschuere n, Doumen, Damme, Maes, 2008). Research has further indicated that children with whom teachers report positive relationships are outgoing and socially competent (Pianta, et. all., 1995; Birch Ladd, 1998). Moreover, the teachers believed that high quality relationships between teachers and their students enhanced classroom learning and motivation by building a safe and supportive classroom context for students to open up and listen to the teachers and take intellectual risks (Pianta, et al., 1995; Birch Ladd, 1998).Similarly, the beliefs teachers hold about teaching and learning, and the nature of expectations have about their students also exert a powerful influence (Stipek, 1988). These findings support the key role of teacher-student relationships on childrens motivation to learn and school adjustment. The various studies examined the influence of family, academic, and personal factors on the students academic failure and poor motivation to learn (e.g., Covington, 1992). Among personal variables most studied are self-concept, unfavorable motivational beliefs, low ability, and personal goal orientation (Ryan Deci, 2000; Stipek, 2002). For example, unfavorable beliefs impede the learning process because they direct the learners attention away from learning activity itself (Stipek, 1998; Ryan, Gheen, Midgley, 1998). Similarly, the students themselves attribute to poor performance to low ability and to luck (Stipek, 2002) and an improvement in performance to motivation (task-goal orientation), to self-regulating behaviors, and to competence as a function of task characteristics ( Stipek, 2002). Most students believe their ability and effort are the main reasons for school achievement. By the same token, if asked whether they would prefer to be called smart or hard-working, they will choose smart almost every time. Why? Because they believe that hard-working students risk being considered either excessively ambitious or of limited ability, both of which they would find embarrassing. The following literature review covers the significance of young childrens motivation to learn, the effects of the quality of teacher-student relationships on their motivation to learn, the implications of poorly motivated young students on their social and academic life. Firstly, two relevant theoretical frameworks are introduced: self-determination and expectancy and value theory. These theories provide the basis of the rationale for the present study and frame the possible bridging point from the problem to where the attempted solutions until this point failed, and what is worth trying next. Theoretical Considerations Further understanding of the topics of motivation and learning is facilitated through the lenses of various theoretical frameworks. These frameworks shed insight on the bigger picture of motivation and learning and are helpful guides in developing practical new approaches to the classroom. Three major relevant theories are discussed below: self-determination and value-expectancy for achievement motivation As children continue their social, emotional, and physical development during school years, they broaden their familial and extra-familial relationships (Marvin Stewart, 1990). Participation in family-child, teacher-child, and peer-child systems supports the development of play, social interaction, and conflict resolution skills for those children (Lynch Cicchetti, 1992; Pianta, 1999). Self-System and Self-Determination Theories Self-determination theorists (e.g., Ryan, Connell, Deci) claim that children start to value the behaviors for which they and significant others (i.e., teachers, families) in their social environments are reinforced. When these values are accepted as their own (internalization), students begin to choose to engage in activities that are consistent with their own feelings (Deci Ryan, 2001).Similarly, according to self-determination theory, children learn from their parents and other significant adults that achievement behaviors and motivation to learn are valued in the society. Some children internalize these values and behaviors as their own and begin to behave in ways that are consistent with them (Connell, 1990). Accordingly, Connell (1990) posits that the need for relatedness, the need for competence, and the need for autonomy are the most important psychological needs in the framework of self-system processes. The self-system theory of engagement assumes that human beings have bas ic psychological needs and can be motivated to engage in activities passionately and voluntarily when those needs are met (Connell Wellborn, 1991). In addition, in the self- system process, the self evaluates the degree to which psychological needs are met and this evaluation may affect relationships with others (Connell, 1990 ;). Self-determination theory shares this perspective (Davis, 2001; Deci Ryan, 1985) and has also contributed to the construct definition of relatedness by proposing that individuals innate needs (e.g., the need for competence, the need for relatedness, and the need for autonomy) must be fulfilled to achieve self-regulation, motivation, and personal well-being. Deci and Ryan (1985) defined the need for relatedness as feelings of security or belongingness in the social environment that motivate individuals to follow norms and rules. Moreover, all three needs are interrelated. For example, relatedness provides the security that is necessary for student initiat ive, independence, and autonomy in completing tasks that promote competence. Competence enables students to feel confident, accepted, and related to those around them. The healthy fulfillment of these basic needs provides a social environment that regulates the amount of acceptance and success (Urdan Schoenfelder, 2006; Deci Ryan, 2002). The teacher-student relationship is a very important and a powerful motivator for the development of the need for competence and autonomy within this social environment, because school as a complex and unique system asks students to accomplish various intellectual and social tasks. For example, a growing body of studies showed that students, who believed that they are competent academically, are more likely to be interested in academic and school tasks ( Stipek Daniels,1991; Skaalvik Rankin, 1995). Similarly, for teachers, supporting childrens basic psychological needs and provide a healthy classroom environment also promote more positive teacher-student relationships. Within this type of environment, students report grea ter levels of competence, autonomy, and positive relatedness (Connell Wellborn, 1991; Standage, Duda, Ntoumanis, 2005; Urdan Schoenfelder, 2006; Deci Ryan, 2002). Expectancy-Value Theory of Achievement Motivation Another important alternative and complementary theoretical view of students motivation to learn in educational settings is expectancy-value theory (Atkinson, 1957; Eccles, Adler, Goff, Kaczala, Meece, Midgley, 1983). Eccles and her colleagues (1983) studies values in the context of an expanded expectancy- value theory. This model is consisted of two components: a psychological component which focuses on cognitive factors such as expectations for success and the values placed on successful attainment, and a socialization component which explains individual differences that occur within the variables of the psychological component (Eccles et al., 1983). A major premise of this model involves the influence of parental socialization on childrens motivation ( Eccles et al., 1983; Wigfield, 1994). Like Atkinson (1957), they posited that people choose to engage in tasks that they value and in which they expect to be successful. However, Eccles et al. (1983) conceptualized and defined valu es more broadly than Atkinson (1957). Similarly, they proposed that there are three kinds of values (e.g., attainment value, utility value, intrinsic value) relevant to achievement ( Jacobs Eccles, 2000; Wigfield Eccles, 1992). Attainment value refers to the relevance of an activity to a persons actual or ideal self-concept, and it is determined by how tasks satisfy peoples needs (Eccles et al., 1983). Accordingly, attainment value is the most closely related to internalized motivation in self-determination theory. Utility value is related to the usefulness of a task as a means to accomplish goals that may not be linked to the task itself. Intrinsic value is defined as the immediate enjoyment people get from doing a task. In other words, as a task has intrinsic value , people engage in for its own sake, rather than for some other purpose (Wigfield Eccles, 1992). Furthermore, Eccles et al. (1983) pointed out that values need to be considered in the context of costs such as that hu miliation if failure occurs. Motivation for Academic Achievement If testing is not the way to get students to learn, what is? It has been proposed that the single factor with the greatest impact on whether a student learns is his or her motivation. As mentioned above, motivation is considered one of, if not the, most important factors influencing students learning. Qin Xiaoqing (2002) found that the presence of absence of motivation is in large part what determines success or failure in second language learning. This is because motivated students use learning strategies more frequently, have a stronger will to learn and so set more and higher goals for themselves, and they are more persistent in learning. Qin (2003) found that learning motivation influences the learners autonomous learning ability, and determines the learners confidence in overcoming learning difficulty. These theories on motivation demonstrate that motivation, as one of the crucial factors determining the success in language learning, attracts much attention of the researchers (L i Pan, 2009). What is motivation? While different theorists define motivation differently, motivation is commonly thought of as an inner state of need or desire that activates an individual to do something to satisfy them. In other words, motivation is the force that accounts for the arousal, selection, direction, and continuation of behavior (Li Pan, 2009). Williams and Burden (2000) proposed the definition of motivation as a state of cognitive and emotional arousal that leads to a conscious decision to act, and which causes the exertion of intellectual and physical effort towards reaching a previously set goal. In day to day language, motivation is why we do what we do. Therefore, it is clear why so much education research is focused on motivating students: If motivation is why we do what we do, only a motivated student will learn. It is increasingly accepted in the literature that motivation is more important to a childs education than any other single factor including the teachers skill/exper ience, classroom resources, etc. What role does motivation play in achievement? It has been argued that motivation is not only the key ingredient for outstanding work, but also in extraordinary achievement. The claim is that creative genius grows out of the ability to sustain intense commitment for very long periods in the face of obstacles-in other words, motivation (Runco, Nemiro, Walberg, 1998). However, on the other hand is the widespread believe that accomplishment, and especially outstanding accomplishment, is about innate talent. People who believe this somehow ignore the fact that Mozart, Darwin, Michal Jordan, and Tiger Woods practiced feverishly and single-mindedly for years, and instead believe that they were simply born with a talent that if one is not born with cannot not be achieved regardless of how motivation or any other factor controllable (Dwek, 2002). Proponents of the first belief however, that motivation and not talent is the core ingredient for success, have developed various ways to bring that motivation to the classroom towards students academic achievement. One major school of thought is called progressive education. This approach is centered on the importance of the genuine interest of the students (Simmons Page, 2010). A students interest or motivation can stem from innumerable factors and vary depending on the student, of course. Researchers in the field have categorized stuent motivations into two categories: intrinsic and extrinsic. A student who is intrinsically motivated commits him or herself to a task for its own sake, that is, for the enjoyment of it, the learning it allows, and for a feeling of accomplishment. A student who is extrinsically motivated comits to a task in order to receive a reward from a source external to him or herself such as from the teacher (Macabudbud, Alba, Jestony, Dadis,Diaz, Realiza, Ven tura, 2009).Understanding these different motivations is important when translating the theoretical ideas of the importance of motivating students into practical ways to do so. The Implications of Young Childrens Motivation to Learn Many young children begin school with a thirst for learning. Similarly, Goldberg (1994) pointed out that young children enthusiastically seek novel and challenging school tasks and therefore, motivation is key to successful school adjustment. Motivation can be defined as the process that helps instigate goal directed activity, and enables that activity to be maintained (Pintrich Schunk, 1996). Positive motivational patterns are crucial for learning in early childhood as they are for later learning (Carlton Winsler, 1998). Intrinsic motivation refers to the desire to participate in a task only for the pleasure derived from a task itself, whereas extrinsic motivation refers to the desire to participate in a task for the sake of a desirable outcome such as teacher praise or a reward (Pintrich Schunk, 1996). Gottfried (1985) hypothesized that academic intrinsic motivation is positively and significantly related to school achievement. Gottfried (1985) found that children, who are more intrinsically motivated, are more successful learners than those with more extrinsically motivated. Accordingly, inhibiting the development of intrinsic motivation in early childhood education and schools have been criticized (Broophy, 1998). It is noteworthy to first understand how motivation relates to education and how motivation affects the childrens social and academic competence. Similarly, Fortier (1995) examined the effects of autonomous academic motivation on perceived academic self-competence and perceived academic self-determination. He showed that perceived academic competence and perceived academic self-determination positively influenced autonomous academic motivation, which in turn had a positive impact on school and the development of intrinsic motivation. Moreover, Boggiano, Shields, Barrett, Thompson, Simons, and Katz (1992) found that motivational orientation is significantly related to childrens standardized achievement scores. Specifically, young students with a n intrinsic motivational orientation got higher reading and math achievement scores than their classroom mates with extrinsic motivational orientation (Boggiano, et al., 1992). Together, this indicates that intrinsic motivational orientation contributes to a range of achievement-related behaviors and cognitions. School readiness as a multidimensional concept includes childrens approaches to learning (i.e., emergent literacy and math skills) (Kagan Neuman, 1997). Moreover, school readiness is a significant indication of a childs ability to be successful in school settings. In previous research with older children (e.g., Stipek, 1998; Ryan Connell, 1989; Harter, 1992), motivation has showed as an important factor for learning, academic success, and social development. Similarly, Carlton (1999) showed that childrens motivation to learn is an important predictor of school readiness and the development of social skills. Another important alternative and complementary theoretical view of students motivation to learn in educational settings is achievement goal theory (Miserandino, 1998). Achievement goal theory provided insights in order to examine students motivation and achievement-related outcomes (Ames, 1992 ; Walters, 2004). Achievement goals can be defined as the purposes and reasons for a persons pursuit in achievement situation. Different purposes and reasons lead to different emotional, cognitive, and affective patterns (Dweck Leggett, 1988 ; Urdan Midgley, 2003). There have been considerable amount of researches (e.g., Elliot McGregor, 2001; Elliot Thrash, 2001) that showed the effects of achievement goals on students motivation to learn. For example, Kaplan, Gheen, and Midgley (2002) examined the relationship between classroom goal structure and student disruptive behavior. They (2002) found that student perceptions of a mastery goal structure were related to lower incidence of behavior al problems and disruptive behaviors whereas student perceptions of a performance approach goal structure were related to higher incidence of behavioral problems and disruptive behaviors. Ames (1992) pointed out that mastery orientation is associated with depth engagement with the task and greater perseverance in the face of failure or barriers and thereby, mastery orientation increases the individuals intrinsic motivation, then in turn, motivation to learn. Previous researches examining childrens expectancy-related beliefs about different achievement tasks showed that childrens expectancy-related beliefs play a central role in their achievement motivation and contribute to their behavior and learning (Eccles et al., 1983; Meece Courtney, 1992). For example, young children who have positive ability beliefs and approach achievement tasks with a high expectancy of success, consistently show high levels of persistence and performance on achievement tasks (Eccles et al., 1983). Similarly, childrens expectancies and values themselves are most directly affected by childrens achievement goals, their self-schemata, and their task-specific beliefs. Values also influence students intentions and decisions about the course enrollment (Meece Courtney, 1992). Furthermore, values affect the perception of self-competence and self-esteem (Eccles et al.,1983). Accordingly, Dweck and Elliott (1983) posited that how learning and performance goals are dete rmined by childrens subjective values. For instance, the kind of achievement situation the child is in influence the childs subjective values. The child, who believes he or she is competent at a certain task, believes that achievement of similar tasks in the future is possible and easy and so competence belief and expectancy for success are directly related (Eccles et al., 1983; Wigfield Eccles, 1992). For examples, achievement values in school tasks (i.e., mathematic) can influence self-perceptions of competence (Covington, 1992). Previous research also suggested that early achievement and socialization experiences and cultural norms can influence how elementary and high-school students understand, interpret, and approach achievement (Eccles et al. 1983 ; Meece, Parsons, Kaczala, Goff, Futterman, 1982). Similarly, studies of junior and senior high school students demonstrated that the subjective task values adolescents attach to school subjects are related to their course plans, activity choices ( Eccles, Adler, Meece, 1984; Meece, Wigfleld, Eccles, 1990). For example, in their study of junior high school students, Meece and colleagues (1990) found that the importance students attached to mathematics predicted their intentions to continue taking mathematics. Eccles and Harold (1991) examined adolescents self-perceptions of ability, subjective task values, and activity choices in sports. They reported that adolescents self-reports of free time involvement in sports was significantly related to their subjective task values of sports. However, there is paucity of investigation of effects of motivation to learn on young childrens learning. Accordingly, focusing on young school childrens expectations and values using the expectancy-value model and the effects of may contribute to our understanding about childrens development of motivational values and expectancy and in early school years. A number of researchers (e.g., Stipek Mac Iver, 1989; Wigfield, Eccles, Mac Iver, Reuman, Midgley, 1991) also showed that young childrens beliefs about their ability and expectancies for success are overly optimistic and are not realistic. Young children perceive themselves as competent and they nearly always think that they will be successful on the upcoming tasks. However, as children progress through elementary school, their ability beliefs and expectancies for success may demonstrate a substantial change, and their beliefs about their ability and expectancies become more accurate and realistic (Stipek, 1984; Wigfleld Eccles, 1992). Although there can be age related differences in childrens motivational belief, perceived academic self-competence, perceived academic self-determination, the quality of teacher-student relationships, classroom achievement goal structure also play a significant role in young students motivation to learn and their motivational belief ( Eccles et al., 1983; Pianta, 1999; Stipek, 2002). Therefore, it is very crucial to further investigate and demonstrate the effects of aforementioned factors in young children motivation to learn, and in turn, how young childrens motivation to learn influence the development of social and academic competence. Teacher-Student Relationship and Young Childrens Motivation to Learn It is widely recognized that when children enter school or transient to next level, they encounter a variety of new challenges. These include creating positive relationships with peer groups and adults in the school environment as well as learning to meet the demands of a wide range of cognitive, social, and academic tasks (Pianta et al., 1995; Birch Ladd, 1997; Baker, 2006). Teacher-child relationships play a prominent role in the development of competencies in the preschool and early school years (Hamre Pianta, 2001; Pianta Walsh, 1996). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Similarly, young children who enjoy taking positive supports from teachers and having warm and close relationships with them appear to demonstrate social and academic competence at school (Pianta, 1999). A growing body of research examined the effects of the quality of teacher-student dyadic interaction on students academic motivation (e.g., Davis Ashley, 2003; Pianta, 1999). In fact, the degree to which children develop social and academic competencies in their school lives is a good indicator of successful school adaptation and positive teacher as well as peer relationship (Birch Ladd, 1997; Pianta, et. all., 1995). For example, Davis and Ashley (2003) reported that positive teacher-student interaction enhanced classroom learning and students motivation by building a safe and supportive context for students to motivate for learning and take intellectual risks. In addition, teachers believed that students tended to work hard if they liked their teachers and had caring relations with their teachers. Therefore, teachers in Daviss and Ashleys study (David Ashley, 2003) preferred to invest the time and effort for the development of supportive relations with their students. In additio n, those positive and caring relations helped the teachers to be creative in their instruction. Accordingly, Davis (2006) found that middle school students and teachers, who perceived their relations as a supportive and positive, reported enhanced motivation, more facilitative classroom settings, and higher grades. Similarly, Birch and Ladd (1997) found that supportive teacher-student relationship plays an important role in developing school adjustment competencies including attention, motivation, problem-solving, and self esteem. Together, when teachers provided more autonomy and the instruction addressed students personal interest and personal relevance, they were more emotionally and behaviorally engaged in school works and they had more supportive relationships with their teachers. Similarly, those students, who reported higher levels of autonomy provided by their teacher, showed more adaptive patterns of learning (David Ashley, 2003; Stipek, 2002). Accordingly, previous researches (e.g., Patrick, Hicks, Ryan, 1997; Patrick, Ryan, Kaplan, 2007; Ryan Patrick, 2001) have indicated that there is a significant relationship between students adaptive motivation for academics and a number of social factors within the classroom. These include teacher-student relationship, teacher support ( Midgley, Feldlaufer, Ecles, 1988), and teacher practices that foster respect among students ( Ryan Patrick, 2001; Patrick, Ryan, Kaplan, 2007). Similarly, Patrick, Anderman, Ryan, Edelin, and Midgley (2001) examined how teacher-student interaction influences both students classrooms goal-orientation structure. They found that teachers apparent support and enthusiasm toward students progress and their confidence in students ability to learn were accompanied by teachers recognition practices and their teaching styles. Their relationships with students were characterized by supporting students academic engagement and giving warm praise. Teachers en couraged their students to focus on task and informational feedback. In mastery-approach classroom, all teachers perceived learning as active process in which classroom involvement, positive interactions, understanding (not memorization), student engagement are key requirements of student academic achievement and motivation. On the oth