Modern Philosophy Essay

Herman Ebbinghaus has pointed out that psychology and philosophy are intertwined one way or the other. In order for Psychologists to study human behavior, as well as metal process, they must go step back and consider being philosophical. One must be rational and logical when studying this process and behavior, thus going back to psychology’s roots. Towards the end of the Renaissance period, Rene Descartes emerged and was tagged as the father of Modern Philosophy. As mentioned, Philosophy and Psychology work hand in hand in analyzing human behavior. Descartes’ ideas were formed when he said that he found formal education with the Jesuits was not enough to feed his thirst for knowledge and distraught on the lack of knowledge that was fed to him during his college or scholastic days. Because of this he opted to explore and find things out on his own. Descartes strong desire to get answers and fill his doubts with facts and certainties; he spent his time finding ways to unite all knowledge. Though a philosopher, he â€Å"for example, he combined his interests in optics and physiology by extracting the eye of an ox and examining the properties of the lens, thereby discovering the fact that retinal images are inverted (as cited, Vrooman, 1970). † Descartes had four rules: First, he would accept nothing as true unless â€Å"it presented itself so clearly and distinctly to my mind that there was no reason to doubt it† (Descartes, 1637/1960, p. 15). Second, he would take problems and analyze them, reducing them to their fundamental elements. Third, he would systematically work from the simplest of these elements to the more complex, and fourth, he would carefully review his conclusions to be certain of omitting nothing. As a rationalist, he has said that reasoning is innate in humans. The capacity to think and put logic and into, perhaps a situation or event in a person’s life is something that is natural and that people do not rely on just experience. People are given the gift to think and make decisions, and these are made and achieved because of man’s ability to rationalize and think logically. Because he was a scientist and a mathematician, he believed that one must doubt on things that has no basis and can not be explained. Cognitive Psychology deals with mental process or the mental state of a person. For instance, studying or analyzing the mental state of a child. According to Jean Piaget, a person’s mental growth had education as a key role in a child’s mental development. It is said that, it is our teachers or mentors that one develops his perception and thinking, among others. In relation to Ebbinghaus’ study of Memory and Forgetting, experiments have been made in order to analyze a person’s capability to memorize and forget. With the help of research and methodology, and Ebbinghaus’ invention of some tests for memory retention, we begin to understand how memory works and improved. What stuck me most on Watson’s manifesto is his strong point and statement that man’s behavior or contribution has been applied to different facets of life and education. Upon reading this, I realized I believed and agree to his principles and view. Psychology is about behavior and a person’s behavior is linked to how he thinks. There is an array of reasons why a person acts or behaves in a certain way. This may be contributed by life experiences, family background, culture or influences of peers. A person may act differently because of their beliefs as well and their way of living. Behavior is also an expression of one’s feelings and emotions. An art fanatic or an artist may act differently or a little bit off the edge, but to them, their behavior and ways are but normal and they are merely expressing themselves, with the way they talk, dress or even walk. Another example is a person’s cultural beliefs and practices. Because people emerged and come from different races and cultures, they act and behave differently. Cultural beliefs are formed in our minds at very young age. These were passed on to us by our parent or ancestors. And from that very young age, till the time that we grow old, those teachings will remain if not in our hearts but in our subconscious. Even though we move away from our birthplace, one way or the other, in spite the influence of the today’s generation and the ever so changing world, we still go back to our own roots and ways. References (N. A. ). DESCARTES: THE BEGINNINGS OF MODERN PHILOSOPHY AND SCIENCE (N. A.). Chapter 10: JOHN B. WATSONAND THE FOUNDING OF BEHAVIORISM

Causes of WW1 Essay

If Franz Ferdinand hadn’t been killed, World War One would not have happened’ This essay will be discussing the question ‘If Franz Ferdinand hadn’t been killed, World War One would not have happened’. History points out many causes of the First World War, history sources both primary and secondary are split on the idea that the killing of Franz Ferdinand was the most important cause. In, this essay therefore the causes of the First World War will be looked at and a conclusion will be drawn up whether in essence the killing of Franz Ferdinand started the war. On June 28, 1914, Archduke Francis Ferdinand, the presumed heir to the Austrian and Hungarian crowns, was assassinated in Sarajevo, Bosnia, by a Serbian patriot. The leaders of Austria-Hungary were sure the Serbian government and ultimately the Russians were responsible. Austria-Hungary prepared for war, and this time the Germans were willing to support them. On July 28, 1914, Austria-Hungary declared war on Serbia. What made this war perhaps an international war were the alliances made prior to it. The Triple Alliance of 1882, the most famous of the triple alliances, was by Germany, Austria-Hungary, and Italy. The terms for this alliance were laid in 1879, when the German chancellor Prince Otto von Bismarck negotiated a secret defensive pact with Austria-Hungary, in case of war. A counter force was organized Triple Entente, this was alliance that developed between Britain, France, and Russia in the late 19th and early 20th century. It was designed to counter the military coalition known as the Triple Alliance. The French government approached Russia, and in the late 1880s a Franco-Russian military pact was concluded in January 1894, and in 1895 the conclusion of an alliance was publicly acknowledged. However a few years into the war Italy swapped sides and became part of the Triple Entente. These two alliances may not seem to be relevant to war, however looking from sources from primary sources from inside Germany, it is clear to see the formation of the Triple Entente angered the Germans. As far back history records people have gone to war for money, power and land and here it is no different. Here, the Triple Alliance thought it was an excellent excuse to go to war, beat the Triple Entente, and seize control of their military and land. This could be categorized under the broad category of imperialism (the belief of building and expanding an empire).However a interesting comparison can be made to a controversial theory about the 9/11 bombings. This theory surfaced in History journal ‘Modern History’, says that a secret organization in Austria paid Princip, to kill Ferdinand and under this pretence, blame Serbia and go to war with them. This theory hasn’t been accepted much, however as the journal very rightly says ‘History uncovers more and more, until what is that to be truths turn into gross misconceptions.’ Overall after looking at the causes of the First World War, a conclusion can be drawn up that because of the growing enmity between Serbia and the Austro-Hungary empire, a war would have happened, and the killing of Franz Ferdinand was a mere excuse or a pretence to go to war, the question still remains whether this would have been a World War. The answer would be yes, if Franz Ferdinand had not died and there had been a war but a little later on, other countries would have still got involved, because of the alliances formed earlier on. However, famous history magazine, ‘History and theory’ said in a few years ago in a publication, that if Franz Ferdinand had not been killed the war would have started, but because the Triple Entente was a very wooly and loose alliance, England and potentially France would not have got involved. What is certain however that there would have been a war, the scale of which remains to be seen. Alas, World War I in all of its horror was a matter of choice, not fate.

A case Study of Football Association of Wales Strategic Plan Essay

A case Study of Football Association of Wales Strategic Plan - Essay Example There is also a strong competition for both local and regional clubs. There are several professional players who compete at the national as well as the international level. There are many institutions that support and make contributions to different aspects of Welsh football, but the most outstanding of these groups has to be the Football Association of Wales (The Football Association of Wales, 2010). The Football Association of Wales is the governing body that controls football activities in Wales. FAW was formed in 1876, making it the third oldest national association on earth. FAW is a member of international football bodies such as UEFA and FIFA. It is also a member of the (IFAB) International Football Association Board. As the national football governing body in Wales, one of the duties of FAW is to run all the international teams which include the ‘A’ team, Under 17, Under 19, Under 21, Women’s Under 19, Women’s Under 17, Women’s and the Semi-Professional teams. Another important duty of FAW is to deal with all disciplinary cases involving teams and players who are associated with the body. The purpose of this paper is to examine Advanced Football management practices in Wales (Penny, 2008).

The position of Japanese women employees from post-bubble to now Essay

The position of Japanese women employees from post-bubble to now - Essay Example Laws that are against the discrimination of women and sexual harassment at work have been enacted to protect the rights of females in the workplace. According to Broadbent (2003), the number of females who worked in well paying jobs rapidly increased in the period between 1920 and 1980. The number of women at the workplace reached sixty percent for those women in the age bracket of between 25 and 64. In Japan, according to local traditions, men are expected to work in companies while women remain in the homes taking care of the family. The Position of Japanese Women Employees in the Post-Bubble era The bubble era in Japan lasted from 1986 to the February of 1991and it came with influx of exports and availability of capital as suggested by Tsutsui (2009). The post bubble era in Japan began in the 19991 due to the crashing of stock prices. Despite the ongoing significant changes in Japan, the traditional concept of â€Å"right† position for women and men in the society is still experienced in Japan. As a result of the growing modernization in Japan and the society’s change in traditional believes in the country, the number of working women has been rapidly increasing annually. As result the ratio of men to women in the workplace in the Japanese society has also increased. Although the almost half of employed population are women, they are still treated equally with men and thus there is a sense of discrimination against women. For instance, focusing on the end of the bubble era, female graduates had difficult times in securing jobs compared to the male graduates whom they had same qualifications. On the same case, even those who were lucky to secure employment, the offer could not be compared to that of the male graduates. The main issue in women employment in the Japanese society over the last decade is based on how they deal with a system that entrenched and institutionalized in the period of high growth. However the society also has to consider t hat the system is now invalid and needs an overhaul in the post-bubble era. In the post-bubble era, the female labor force decreased to almost 50.2% that is in 1994 from 50.7% in 1991 as suggested by Gunther (2009). Feminization in the employment sector was slightly decreasing. Despite the increasing women employment the era is characterized by women self employment and family employment. Women working on temporary basis in 1995 only received about sixty percent of the salaries received by men. The amount of salary for female workers was also dictated by their age. In the same year, the average number of working years for high compared to that of women. The underlying issues in Japan in the post-bubble era included non-regular system of labor as well as the predominant part-time workers. The major challenge was how to deal with these issues which mostly affected women. In this era, Japan’s emphasis is on the use of part-time female workers as the cost-cutting measure in the c orporate. Instead the country should use women employment as a way of improving the general employment sector or in a more constructive manner. Research has established it that companies were reluctant in appointing female workers to high positions of work. There was also the controversy that female workers were not engaged in promotional training and the male employees do not value women’s labor. In the post-bubble era, legislation like the Childcare leave of 1992 and the Family care leave of 1995 were

Business formation and purpose Lab Report Example | Topics and Well Written Essays - 2000 words

Business formation and purpose - Lab Report Example All these four airline services were integrated on 31st March 1974 to form British Airways. BA continued its operations for almost 13 years as a state-owned company. In February 1987, the BA was privatised as part of the Conservative government’s wider privatisation plan. Soon after its privatisation in 1987, the company acquired British Caledonian in the same year, Dan-Air in 1992, and British Midland International in 2012 so as to promote its global expansion. BA is a member of the Oneworld airline alliance along with other founding members like American Airlines, Qantas, Canadian Airlines, and Cathay Pacific. Today the Oneworld alliance has become the world’s third largest airline alliance after SkyTeam and Star Alliance. On 21st January 2011, BA merged with Iberia to form the International Airlines Group (IAG), which is the parent company of BA. IAG is the third largest airline group in the world and the second largest in Europe by annual revenues. It has been liste d on the London Stock Exchange and in the FTSE 100 Index. The BA operates under airline industry. While analysing the industrial classifications of the BA, it seems that the company maintains four major subsidiaries including BA CityFlyer, OpenSkies, British Airways Limited, and British Airways World Cargo. The BA CityFlyer, Didsbury based wholly owned subsidiary airline of BA, operates a number of European and domestic services from London City Airport. This BA subsidiary has gained a United Kingdom Civil Aviation Authority Type A operating licence to carry passengers, cargo, and mail on aircrafts having 20 seats or above. In 2008, the BA CityFlyer signed a contract with Embraer to obtain the delivery of 11 E-Jet aircrafts for the purpose of modernising the fleet. In addition, the organisation ordered 3 extra Embraer 190 aircraft in late 2013. According to official data, the company carried roughly 1.2 million

Role of the Governor General of Canada Essay Example | Topics and Well Written Essays - 1750 words

Role of the Governor General of Canada - Essay Example Other arrangements have the queen/king as ceremonial leaders alongside the heads of states and heads of governments. The governor general is appointed by her majesty the queen of England (UK) and the queen has the discretion to choose a man or woman for that job. Initially the appointments by any monarch wherever in the world have been reserved for men except for a few cases where women have had a chance to be appointed by the monarch to head governments. Out of the five governor generals that have been appointed to lead government of Canada since the 1980s, three of them have been women. This demonstrates the issue of women leadership in top places and the general affirmative action in the entire Canada. This paper seeks to highlight and analyze the roles and duties of the governor general of Canada in a bid to establish the roles and duties of a governor general and hence evaluate whether or not the powers accorded to this office can be abused. The analysis and highlight of the roles and duties of the governor general of Canada has been dealt with by a number of authors who have written books or articles to this effect. At least three of these literary works shall be reviewed to show the coverage that has been made concerning an analysis of the roles of thee governor general of Canada. ... It cited Australia as the working example through which it analyses the constitutional relationship between the Queen and the governor general. The book just as well tries to highlight and examine the degree to which the judiciary represented by the courts is able to review the actions of government as provided by the constitution. Besides the governmental action, the prerogative powers in the federal government are also highlighted with the possible judicial review of these powers. As the book closes, it does so by paying specific attention to the roles and powers of a governor general which are provided for by the constitution. The relevance of book is the fact that it considers a government structure similar to that in Canada and the roles of the Australian governor general only varies slightly from that of the Canadian one. Australia is only used as an example but the book pays specific emphasis to the prerogative powers given to the federal government top leaders such as the Pri me Minister, the Governor General and how these powers are not easily reviewable not even by the legislature or even judicially. From the constitutional power conferred on the governor general, it is easier to analyze his/her roles (Winterton, 1983). Adrienne Clarkson's Heart Matters: a Memoir is a classical relevant piece of literature as far the topic of this paper is concerned. It should be remembered that Adrienne Clarkson herself was a governor general of Canada (1999-2005) and during her leadership, the governor general's office spent millions and millions of dollars on issues that were not even related tot eh official roles of Clarkson as a governor general. The book, as a memoir dwells most on Clarkson's role as a governor general. Basically the book tries to help the

Literacy Narrative Essay Example | Topics and Well Written Essays - 1000 words - 1

Literacy Narrative - Essay Example Out of the blues, or perhaps I supposed, I said, â€Å"mum banana kitchen.† Dad looked at me for a long time with a smiling face, then, as was our tradition whenever I got anything right, he gave a pat, and sent me to the car. This time, I did not find the usual candy he had for me, but a large toy of a learning kit comprising a book and a doll with prerecorded manes of different names for the various animals, trees, types of food, types of houses, professions, cars, among others. This became the darling of my days that I spent at home, listening and repeating what the doll said. Before I knew, I knew most of the animals, insects, houses, foods, cars and professions. I could differentiate between a car and a lorry, a bicycle from a motorcycle, a train from a train, a mango from a banana, among others. Father one day told me, â€Å"I will take you to a school where you would learn to speak and write too.† That was my biggest joy, knowing that I could speak as fluently and comfortably as the reporters. By the time I was of school age, I could grasp a few sentences said on television, especially by actors of local programs. The idea that school would give me the opportunity to learn reading and writing, in addition to speaking like the people on television overwhelmed me. I was so eager to start school that I started assuming my dad being the real teacher and our living room the classroom. â€Å"It is an interesting place, you will find other children like you, they will be fun and a teacher who will teach you all you want to know,† dad told me, increasing my curiosity. Now I was alert more than ever. Walking into my classroom for the first time, looking tiny but confident was more than jubilation for me. With father and mother by my side, and after taking a photo beside our car, they escorted me to office. Dad went to the senior office, and later emerged with a nicely dressed man, sharp looking and nicely dressed. Although he was in a

DQ1 pg 322 -323 Medical Center Case Essay Example | Topics and Well Written Essays - 250 words

DQ1 pg 322 -323 Medical Center Case - Essay Example The employee appraisal sheet is first completed to check on self appraisal. The second step entails response of the questions raised by the employees by the supervisor based on observation and performance of the employee. The third step involves the employee and supervisor meeting to discuss the ratings through evolution and finally the evaluation results are used as a tool for appraisal determination for the employee (The National Institute of Standards and Technology, 2010) The value of documentation in performance evaluation entails streamlining the performance of the hospital standards. This is done through ensuring professionalism, respect, quality work, and efficiency. The other important value involves evaluating the competencies of individuals. This is relevant as it provides employees with an opportunity to improve the consistency of the appraisal processes (Stewart & Kenneth, 2012). Similarly the use of the appraisal system was aimed at ensuring consistency in the evaluation process. Healthcare organizations have developed guidelines to be followed when an employee scores a certain

Unemployment Rates in the United States and Japan from 2010 to 2014 Research Paper

Unemployment Rates in the United States and Japan from 2010 to 2014 - Research Paper Example In America, the U.S Bureau of Labor Statistics defines an unemployed person as someone who does not have a job and has actively searched for work in the recent times, as well as currently being available for work. Proceeding further, Remer (22) asserts that people who are not in the labor force are not considered as employed or unemployed. In this regard, the labor force comprises of both the employed along with the unemployed. Anderton (11) affirms that people who are not in the labor force are either in school or retired. In the U.S, Walton, and Hugh notes that the rate of unemployment rates rose through the years to peak in 2010 at 10.9 percent before commencing to fall to 5.8 percent as of November 2014. Between 2010 and 2014, the rate of unemployment has been on a downward trend. As of November 2014, the unemployment rate was 5.8 percent and the number of the unemployed people was 9.1 million. Amongst the major workgroups, the rate of unemployment for the adult men increased to 5.4 percent, adult women 5.3 percent, teenagers 17.7 percent, blacks 11 percent, whites 4.9 percent, and the Hispanics 6.5 percent, as well as 4.8 percent among the Asians. Following this further, the number of the long-term unemployed was 28 million. These people accounted for 30.7 percent of the unemployed population. However, from 2010 to 2014, the number of the unemployed has reduced by 1.2 million. The number of individuals employed part-time for economic reasons was 6.9 million and these people would have preferred full-time employment.

Catherines wedding Essay Example for Free

Catherines wedding Essay In act two of the play the family has really broken apart. Beatrice and Eddie barely speak and Catherine and Rodolfo have their first argument. They argue because what Eddie said to Catherine about Rodolfo using her for a passport has really made her think, now that she knows one day they will get married, she asks him if he would live with her in Italy instead of in America. He says, No. I will not marry you to live in Italy. This upsets Catherine, but it infuriates Rodolfo. This part in the passage shows how their relationship is strong, because they make up quickly and she realises he loves her for her not just her papers. The night that Eddie returns home drunk and orders Rodolfo out his house shows just how jealous Eddie really is. Catherine says how she is leaving as well if he leaves but Eddie says to Rodolfo, Get outa here. Alone. You hear me? Alone. Catherine tries to stand up to Eddie, she says how she isnt a baby anymore, but he cuts her off mid-sentence and grabs her, and kisses her, I think he kissed her because he is drunk and he cant control his feelings anymore, but then when he gets her reaction he isnt happy. He thought she might feel the same way but she obviously doesnt. He realises he shouldnt have one it. Then Rodolfo shouts at Eddie to let go of her, Eddie asks if he wants something and Rodolfo bursts out, Yes! Shell be my wife. That is what I want. My wife. Eddie winds up Rodolfo and Rodolfo tries to defend Catherine, he tries to attack Eddie but Eddie is much stronger than him. In attempt to cover up his kiss with Catherine Eddie gets Rodolfo and he, pins his arms, laughing, and suddenly kisses him. This is embarrassing for Rodolfo because it shows how weak he is and its also embarrassing for Catherine because she has to break them up, proving she is stronger than Rodolfo. This however makes Catherine and Rodolfos relationship even stronger because now they are going to get married and Catherine knows Rodolfo will try to defend her in a fight. Eddie goes to see Alfieri for the second time, he tells him about the kiss and says he did it to try and prove Rodolfo was gay. Alfieri says that there is nothing he can do to help Eddie unless he wants him to call immigration and report the two immigrants. Alfieri gives him a second piece of advice, he says, Even those who understand you will turn against you, even the ones who feel the same will despise you. He is warning Eddie not to do anything, not to report Marco and Rodolfo and also not to do anything with Catherine. Leave them both alone. But Eddie doesnt listen to Alfieri; he goes to the phone box outside his house, and calls up immigration. When he gets home Rodolfo and Marco have moved out, into a flat upstairs with two new immigrants. Eddie now panics, one of the immigrants is Liparis nephew and he has a rough family. The last time someone snitched on immigrants, a boy named Vinny, they grabbed him in the kitchen and pulled him down the stairs three flights his head was bouncin like a coconut. And they spit on him in the street, his own father and brothers. Now that Eddie has informed immigration about Marco and Rodolfo he thinks that will happen to him, so hes nervous people will find out it was him who informed immigration. Immigration come and search downstairs and upstairs. They find all four of the immigrants upstairs and bring them down. Marco starts shouting at Eddie, That one! I accuse that one! He killed my children! The one that stole the food from my children! the whole neighbourhood is watching and listening, and then everyone turns away and leaves Eddie. The only one left is Beatrice. Marco and Rodolfo can be put on bail until their court hearing, but Marco has to promise he wont hurt Eddie. Rodolfo will be fine, because he is going to marry Catherine, but Marco will definitely be deported. Marco promises and they both go. Eddie is at home and Beatrice is with him getting ready for Catherines wedding. Eddie refuses to let her go, he says that if she goes, shes not allowed back. Catherine turns and starts shouting at Eddie, Hes a rat! He belongs in the sewer! Rodolfo comes in to warn Eddie about Marco, saying hes praying in the church, and then hes coming for Eddie. Eddie refuses to go away, he stays, waiting in the house. Eddie goes to meet Marco outside and produces a knife. He threatens Marco and tells him to apologise or hell kill him. Marco shouts at Eddie, Anima-a-a-l! Eddie lunges at Marco with the knife, but Marco takes the blade and turns it on Eddie, pushing it into Eddie. Eddie falls to the floor as Marco looks down on him. It is like the ending of act one in that Marco is standing above Eddie, with a weapon, and Eddie has lost. It was inevitable that he would die because he never knew when to stop. However I dont think Eddie deserved to die, he was only doing what he thought was correct, he wanted Catherine, and got jealous that someone else could have her, he never meant to hurt anyone, he just wanted to have Catherine to himself and Rodolfo and Marco to go away. Now there is tension between Beatrice and Marco, and Catherine and Marco, but they are not annoyed, because they knew there was nothing else he could have done.

Definitions and Strategies of Communication

Definitions and Strategies of Communication Communication is the nervous system of an organisation. It keeps the members of the organisation informed about the internal and external happenings relevant to a task and of interest to the organisation. It co-ordinates the efforts of the members towards achieving organisational objectives. It is the process of influencing the action of a person or a group. It is a process of meaningful interaction among human beings to initiate, execute, accomplish, or prevent certain actions. Communication is, thus, the life blood of an organisation. Without communication, an organisation, an organisation is lifeless and its very existence is in danger. The term communication has been derived from the Latin word ‘cmmunis that means ‘common and thus, if a person effects communication, he establishes a common ground of understanding. Literally, communication means to inform, to tell, to show, or to spread information. Thus, it may be interpreted as an interchange of thought or information to bring about understanding and confidence for good industrial relations. It brings about unity of purpose, interest, and efforts in an organisation. Definitions: â€Å"Communication is the sum of all things, one person does when he wants to create understanding in the minds of another, it involves a systematic and continuous process of telling, listening and understanding.† -Allen Louis Communication has been defined â€Å"As the transfer of information from one person to another whether or not it elicits confidence.† -Koontz and ODonell â€Å"Communication is an exchange of facts, ideas, opinions or emotions by two or more persons.† George Terry Communication is defined as â€Å"the process of passing information and understanding from one person to another, it is essentially a bridge of meaning between people. By using the bridge of meaning a person can safely cross the river of misunderstanding.† Keith Davis The analysis of the above definitions implies that the communication process should have the following characteristics: ).I A two way traffic: Since communication is an exchange of views, opinions, directions etc., it is a two-way traffic, upward and downward. Messages, directives, opinions, etc., are communicated downward, from a higher level to a lower level in the hierarchy of management. Likewise, grievances, complaints, opinions feelings, points of view etc., are communicated upward along the line, from workers (lower level) to management (higher level). George Terry has rightly remarked, â€Å"Simply talking or writing without regard to the recipients response, is conducive to misunderstanding.† Thus, communication should be both ways. ).II Continuous process: Communication is a continuous process. More often than not, it is repeated to achieve the desired results. It is not a one time shot. ).III A short lived process: The process of communication is complete as soon as the message is received and understood by the receiver in the right perspective; hence, it is a short lived process. ).IV Needs proper understanding: There may be numerous media of communication but the main purpose of conveying the message is a proper understanding of the message by the other party. For this purpose, it should be clearly and concisely worded. ).V Leads achievement of the organizational objective: Effective communication does this by creating the sense of object orientation in the organization. ).VI Dispels misunderstanding: In this sense, it provides clear understanding between persons and thus builds a bridge of comradrie among people. Answer 1. (b) PRINCIPLES OF COMMUNICATION The following principles can be followed to make the communication system more effective: ().i Principle of clarity: The idea or the message to be transmitted should be clearly worded so that it may be interpreted by the receiver in the same sense in which it is communicated. There should be no ambiguity in the message. For this purpose, the idea to be communicated should be very clear in the mind of the sender. It should be kept in mind that the words do not speak themselves, but the speaker gives them meaning. If the message is clear, it would evoke an appropriate response from the other party. It is also necessary that the receiver must be conversant with the language, the inherent assumptions, and the mechanics of communication. ().ii Principle of integrity: Communication should be aimed at motivating people to take action as agreed upon. In this process, the superiors rely upon the subordinates and under assumption that their integrity is unimpeackable. It is because the integrity of the organisation is related to the level of integrity possessed by the subordinates. No communication may evoke a response from the subordinates if their integrity is doubted. The superiors should trust the subordinates, accept their view points and never doubt their intention, in executing the task entrusted to them. ().iii Principle of informality: Formal communication system is cornerstone of a formal organisation, and it leads to transmittal of messages. But, sometimes, formal communications prove ineffective in evoking the needed response from the subordinates. In such cases, the superiors should adopt the strategy of making use of informal channels of communication: they may contact, if necessary, the subordinates personally or through someone else to persuade them to translate their orders into action. Informal communication at times proves for more effective than formal communication. ().iv Principle of attention: In order to make the message effective, the recipients attention should be drawn to the message communicated. Each one is different in behaviour, sentiments and emotions, which determine the degree of attention. For this purpose, the superior must note that he himself should not expect from his subordinates what he himself does not practice. So, a manager cannot enforce punctuality if he himself is not punctual: â€Å"Actions speaks louder than words.† ().v Principle of consistency: This principle implies that communication should always be consistent with the policies, plans, programmes and objectives of the organisation, and not in conflict with them. Messages which are inconsistent with the policies and plans of the organisation create confusion in the minds of the subordinates about their implementation; and, such a situation may prove detrimental to the organisations health. ().vi Principle of adequacy: The information should be adequate and complete in all respects. Inadequate and incomplete information may delay action and destroy understanding, and create confusion. Inadequate information also affects the efficiency of the sender and the receiver of the communication. ().vii Principle of timeliness: All messages should be transmitted at the proper time. Any delay in communicating message serves no purpose except to make them merely historical document as it loses its importance after some time. ().viii Principle of feedback: One of the most important principles of communications is the principle of feedback. The communicator must have feedback information from the recipient to know whether the recipient has understood the message in the same sense in which the sender has meant it, or whether the subordinates agree or disagree with the contents of the message. It also helps in understanding attitude of the people. ().ix Principle of communications network: Communications network means the routes through which the communication travels to its destination, the person for whom it is meant. A number of such networks may exist in an organisation at a given point of time; but the management should consider the effectiveness of the communications network in the given situation and its effects on the behaviour of the recipient before it finally chooses the network. The above principles if followed will make the communication effective. An effective system of communication should be installed in the organisation so as to promote better industrial relations. Answer 2. (a) COMMUNICATION IS A TWO-WAY PROCESS Management of an organisation is effective only when its communication machinery is effective. The very existence of management depends upon an effective machinery of communication. Effective communication machinery is important because it communicates, and helps in implementing, the policies and objectives of the organisation on the one hand and also helps in understanding the nature and behaviour of the people at work. Management communication is a two-way process. It means that the management must allow both the parties the management and the subordinates to convey their feelings, ideas, opinions, facts, grievances etc. to the other party. Communication is said to be a continuous process of exchange of views and ideas but it should be both ways down ward and upward. The communication machinery or process should not only provide the manager with a the privilege of communicating orders and directions to the workers to get the work done towards the achievement of organisational objectives as pleaded by the classical theory of organisation behaviour knows as Theory X by McGregor, but the workers also must be given a right to approach the management and communicate their complaints, grievances, opinions, facts, suggestions etc. which may be in response to the orders or directions received from the management, or in the interest of the organisation, contributing to the achievement of its objectives. Thi s two-way traffic is advantageous to both the management and the workers. Managers, very often like that the subordinates must listen to them and follow their orders and directions whatsoever. On the other hand, managers are not prepared to listen to their subordinates regarding what they think about them and of their suggestions, ideas or direction. They are not bothered about their subordinates likes and dislikes and how they can contribute to the organisational objectives. Management in this way cannot be effective. Without giving subordinates an opportunity to be heard their feelings will remain suppressed and they may breakdown at any time. A message can be interpreted by the recipient according to the image of the communicator in the mind of the recipient. If the image is bad the version of the massage may be distorted and interpreted differently. The bad image can be erased through proper communication from the other side which is possible only when there is two-way communication in the organisation. Thus creation of organizational systems allowing two-way traffic will improve the morale of the workers on the one hand because they think that they have a say in the management and will improve the working of the organisation on the other hand because management worker relation develop in a cordial atmosphere. Thus two-way communication is necessary for effective management. Communication is a process that allows organisms to exchange information by several methods. Communication requires that all parties understand a common language that is exchanged with each other. Exchange requires feedback. The word communication is also used in the context where little or no feedback is expected such as broadcasting, or where the feedback may be delayed as the sender or receiver use different methods, technologies, timing and means for feedback. There are auditory means, such as speaking, singing and sometimes tone of voice, and nonverbal, physical means, such as body language, sign language, paralanguage, touch, eye contact, or the use of writing. Communication happens at many levels (even for one single action), in many different ways, and for most beings, as well as certain machines. Several, if not all, fields of study dedicate a portion of attention to communication, so when speaking about communication it is very important to be sure about what aspects of communication one is speaking about. Definitions of communication range widely, some recognizing that animals can communicate with each other as well as human beings, and some are narrower, only including human beings within the parameters of human symbolic interaction. Nonetheless, communication is usually described along a few major dimensions: Content (what type of things are communicated) Source/Emisor/Sender/Encoder (by whom) Form (in which form) Channel (through which medium) Destination/Receiver/Target/Decoder (to whom) Purpose/Pragmatic aspect (with what kind of results) Answer 2. (b) IMPORTANCE OF EFFECTIVE COMMUNICATION In this age of competition communication is the number one problem of the management. Competition, complex methods of production, large scale operations and specialisation in production functions have increased the importance of communication. Without effective communication a manager cannot perform his duties well. Communication is as essential to business as blood is to the human body. Success of the communication system affects the success of business. The following points will prove its importance in business: 1. Smooth Working of a Business Firm Communication is necessary for the successful smooth and unrestricted working of an enterprise. All organisational interaction depends upon working of an enterprise. All organisational interaction depends upon communication. The manager co-ordinates the human and the physical elements of an organisation into an efficient and working unit that achieves common objectives. Be it an activity of purchase or sale or production or finance it is the process of communication that makes cooperative action possible. The internal and external communication process of an organisation decides the various activities to be done and various objectives to be achieved. â€Å"Communication is basic to an organisations existence from birth of the organisation through its continuing life when communication stops, organised activity ceases to exist.† 2. Basis of Managerial Function Communication plays an important role in discharging the various functions of management. No function of management is possible without the communication process. Its importance in performing the various functions is as follows: Planning: Planning the most important among the functions of management, requires extensive communication among the executives and the other personnel. Communication is important in executing a planned programme and then controlling the activities of the personnel with the help of feedback information. Organisation: Organisation is the second important function of management which decides the various activities of an organisation, divides them into workable units, delegates authority to perform the. For this purpose, communication is a must because different persons, departments and group come to know their powers and jurisdiction only through an effective means of communication. Direction and Leadership: Direction and effective leadership requires an efficient system of communication in an organisation. A good leader can direct or lead his subordinates only when an efficient system of communication is present. It brings both the leader and the subordinates in close contact with each other and removes misunderstanding if any. Motivation: An efficient system of communication enables management to change the attitude of the subordinates and to motivate, influence and satisfy them. Most of the conflicts in business are not basic but are caused by misunderstood motives and ignorance of facts. Proper and timely communication between the interested parties, reduces the points of friction and minimises those that inevitably arise. Co-ordination: The present day big organisations, designed on the basis of specialisation and division of labour are constituted of a large number of people. In order to achieve the desired objective, it is very necessary to co-ordinate the efforts of labour engaged in the various activities of production and the organisation. Co-ordination requires mutual understanding about the organisational goals and the mode of their accomplishment; and the interrelationship between the works being performed by various individuals. Control: Communication aids in controlling the activities of the individuals department and groups. The facts standards and information are communicated to the concerned parties and they perform their respective obligations according to the standards set forth in the plan. 3. Maximum Production at Minimum Cost Every organisation aims at getting the maximum output at the minimum cost and for this purpose it requires an effective internal and external communication system. In the external field, and efficient communication system helps in improving public opinion having contacts with government departments and getting market information in order to achieve the primary goals. 4. Prompt Decision and its Implementation In order to make prompt decisions, fact collecting process is necessary. Information must be received before any meaningful decision and for this purpose communication is a primary requirement. Again to implement the decision effectively its communication to subordinates concerned is essential. Thus, decision-making and its implementation require and effective system of communication. 5. Building Human Relations Man is the most active and effective factor of production and good human relations are the basis of cooperation and industrial peace that requires good working conditions and work-environment. As we have discussed earlier communication is a two-way traffic which helps promote cooperation and mutual understanding between the two partners of an organisation. Efficient downward communication helps the management to tell the subordinates what the organisation wants and how it can be performed. On the other hand upward communication helps the workers in putting their grievances and suggestions and reactions to the policies, before the management. 6. Job-satisfaction and Good Morale Morale is the human element that motivates a man to work in the right spirit. Good communication removes the possibility of misunderstanding among the parties concerned. Workers know what they have to do and how it creates a sense of cooperation among them. It increases the morale of the workers and each worker will have job satisfaction. 7. Avoids Illusion While passing through various stages information may be distorted by interested parties and many create illusion and misunderstanding among persons. Illusion is the great enemy of communication. An efficient system of communication aims at removing illusions and misunderstanding by communicating facts and figures. 8. Contacts with External Parties Communication is essential not only for the internal management of the organisation but it also helps contacts with the outside world. Contact with outside agencies such as customers, associations, other manufacturers, advertisers, suppliers, trade unions, research councils and institutions, etc. are necessary for furthering the interests of the organisation. It increases the goodwill of the firm and helps in creating a favourable public attitude towards the organisation. Answer 3. (a) Broad Categories of communication in an Organisation Communication on the basis of organisation structure may be classified into two broad categories: Formal and Informal. 1. Formal Communication Formal communication is closely associated with a formal organisational structure. The communication flows through formal channels, officially recognised positions along the line in the organisation. In the organisation the path along which a communication is to travel is deliberately created to regulate the flows of communication so as to make it orderly and thereby to ensure that the required information flows smoothly, accurately and timely to the points at which it is required. Very often we hear the term through proper channels which means communication through the channel prescribed in the organisation. It is the path of the line of authority linking two positions in the organisation. It is also known as the chain line of command. Advantages of formal Communication: It helps in maintaining the authority of line executives over their subordinates who are responsible to get the work done by their subordinates and are answerable to their bosses. The responsibility of the subordinates for the activities carried out by them can easily be fixed. An immediate superior has direct contact with the subordinates; so, a better understanding is developed between them and communication is made more effective. Since an executive better informed about the organisation and its problems than the subordinates a better solution can possibly be found easily and good relations between the leader and his subordinates develop. Disadvantages of formal Communication: Every happening in an organisation cannot be foreseen; hence action required for unforeseen events cannot be formalised. It increases the workload of the line superior because all communications are transmitted through tem. Thus, it leaves the superiors with little time to perform other organisational functions well. There are more chances of red-tapism and delay tactics in this method because executives generally overlook the interests of the subordinates. Any information upward or downward favouring subordinates is more often suppressed or delayed by the superiors. (iv). In most of the big organisations contact between the top executive and the subordinates at the lowest level are far remote. Very often they do not recognise each other. This adversely affects the relations of executives and subordinates. 2.Informal Communication Informal communication also known as the grapevine is not a planned or deliberately created channel of communication. It is free from all formalities. No formal organisational chart is followed to convey messages. It is based on the informal relations of the two persons, the sender and the receiver of communication. A general manager may develop contacts with a worker at the lowest level and communicate certain important information relating to him direct to the worker. It is an example of informal communication. It is the result of the natural desire of people to communicate with each other when they come into contact on a regular basis. When interaction takes place among them a small social groups emerges spontaneously and members of the group develop their own communication system known as an informal communication channel or the grapevine. Advantages of informal communication: The communication travels at a faster speed because there is no formal line of communication. It is multi dimensional. As there is no channel of communication, communication may be made on any topic of interest to any person in the group irrespective of his position in the formal organisation. It may go to any extent all limits as to direction and degree of communication is self-impose. It is dynamic and reacts quickly because informal channels have their sanctions in the group and develop within the organisation. At times it may supplement the formal channel. Certain matters which are difficult to communicate through formal channels may be effectively communicated through informal channels. If properly utilised it may clarify the managements points of view to the subordinates which otherwise may not be appealing or it may provide necessary feedback to managers on the possible effects of a decision or action of the management. Disadvantages of informal communication: It very often carries half-truths, rumours and distorted facts at an alarming rate of speed. As there is no mechanism for authentication of the news and views, members of the organisation are likely to be misinformed and misled by informal communications. Sometimes the messages communicated through informal channels are so erratic that any action based on these cannot be taken and if taken it may lead to a difficult situation in the organisation because responsibility for erratic messages cannot be fixed. In informal communication, there are greater chances of distortion of messages. Each person conveying the message may add, subtract, or change the original message according to his motive or interest. There is a chance that by the time a message completes its complex journey, it may be completely distorted. Answer 3. (b) Written Communication Written communication is often resorted to by the management for messages that are lengthy and have to be made permanent. It is also undertaken when oral communication cannot reach each and every person concerned, either due to a large number of communications or duel to long geographical distances between the sender and the receiver. Written communication includes written words, graphs, charts, manuals, reports, diagrams, pictures, letters, circulars etc. Written communication is the most common form of communication used in an organisational set up to be effective, written communication must posses four important characteristics. It should be clear, complete, correct and to be intelligible. Writing is the representation of language in a textual medium through the use of signs or symbols. It is distinguished from illustration, such as cave drawing and painting, and the recording of language via a non-textual medium such as magnetic tape audio. Writing is also a distinctly human activity. It has been said that a monkey, randomly typing away on a typewriter (in the days when typewriters replaced the pen or plume as the preferred instrument of writing) could re-create Shakespeare but only if it lived long enough (this is known as the infinite monkey theorem). Such writing has been speculatively designated as coincidental. It is also speculated that extra-terrestrial beings exist who may possess knowledge of writing. The fact is, however, that the only known writing is human writing. Advantages of written communication: Written communication has the following advantages: Written communications possess the quality of being stored for future reference. Policy matters, service conditions, confidential orders and instructions and many other communications can be effectively and satisfactorily communicated only through written communication because they are necessary for future reference so that necessary action may be taken against the subordinates who fail to follow the communication. It can be used as evidence if any dispute about jurisdiction or bypassing etc. arises. When the sender and the receiver are at distant points, even beyond telephonic range written communication is the only means of communication. Written communication is the only way out in such cases where the message is too lengthy and meant for a large number of persons. Written communication gives more time to the receiver to think, analyse, and then decide upon the right course of action. Written communication is more orderly; and it is binding upon the subordinates and their superiors. Written communication becomes essential to pass on to others correct and accurate information. While writing a message superfluous words and all possible errors can be avoided to make it concise. Answer 4. (a) Effective Communication Barriers These barriers, obstructions and interruptions in communication may broadly be categorized into the following groups: External Barriers Organisational Barriers Personal Barriers External barriers External barriers are those caused by factors other than organisational and personal factors. Such external barriers may be (a) semantic barriers, (b) emotional or psychological barriers. 1. Semantic Barriers Such barriers are obstructions caused in the process of receiving or understanding a message during the process of encoding or decoding it into words and ideas. The linguistic capacity of the two parties may have some limitations or the symbols used may be ambiguous. Symbols may have several meanings and unless the context is known to the receiver he is likely to take the meaning of the symbol according to his preconceived notion and misunderstand the communication. Symbols may be classified as language, picture or action. (i). Language In written or verbal communication, words used are important. A word used in the communication may have several meanings. In a face to face communication, it is easy to seek clarification of words used, if any doubt is encountered. In case of doubt feedback is required. Many words which we use informally may be taken literally in other contexts, non-friendly situations or in written communication. (ii). Picture Picture is another type of symbol. Pictures are visual aids worth thousands of words. An organisation makes extensive use of pictures like blueprints, charts, maps, graphs, films, three dimensional models and other similar devices. A viewer may come to understand the whole story when he sees them. (iii). Action Action is another type of symbol. We communicate by both by action or by lack of it. To do or not to do both have a meaning for the receiver. For example if a subordinate does a good job, patting and non-patting on his back by the superior both have a meaning. Patting may inspire him to do a better job again and non-patting may make him disappointed. In this sense we communicate all the times on the job whether we intend to do so or not. Action or non-action may influence the perception of the receiver. 2. Emotional or Psychological Barriers Personal or emotional or psychological barriers arise from motives, attitudes judgement sentiments emotions and social values of participants. These create a psychological distance that hinders the communication or partly filters it out or causes misinterpretation. The following are some emotional barriers: (i). Premature evaluation Premature evaluation is a tendency to evaluate a communication prematurely rather than keeping an open mind during the interchange. Such evaluation interferes with the transfer of information and begets a sense of futility in the sender. (ii). Loss in transmission and retention When communication passes through various levels in an organisation, successive transmissions of the same message are decreasingly accurate. A part of information is lost in transit it is said that about 30% of the information is lost in each transmission. (iii). Distrust of communicator The communicator is sometimes distrusted by his own subordinates. It happens when he lacks self-confidence or is less competent in his position. He frequently makes ill considered judgements or illogical decisions and then reviews his own decisions when he fails to implement them. (iv). Failure to communicate Sometimes manager do not communicate the needed messages to their subordinates. This might be because of laziness or procrastination on their part or they arbitrarily assume that everybody has got the information or they may hide information deliberately to embarrass the subordinate. Organisation Barriers

Essay on One Hundred Years of solitude -- essays research papers fc

Believed by many to be one of the world’s greatest writers, Gabriel Garcà ­a Mà ¡rquez is a Colombian-born author and journalist, winner of the 1982 Nobel Prize for Literature and a pioneer of the Latin American â€Å"Boom.† Affectionately known as â€Å"Gabo† to millions of readers, he first won international fame with his masterpiece, One Hundred Years of Solitude, a defining classic of twentieth century literature. Whether writing short stories, epic novels, or nonfiction, Gabo is above all a brilliant storyteller, and his writing is a tribute to both the power of the imagination and the mysteries of the human heart. In Gabo’s world, where flowers rain from the sky and dictators sell the very ocean, reality is subject to emotional truths as well as physical boundaries. It is a world of great beauty and great cruelty; a world where love brings both redemption and enslavement; and a world where the lines between objective reality and dreams are hopelessly blurred. It is a world very much like our own. On Translation and Garcà ­a Mà ¡rquez – A speech delivered by Edith Grossman at the 2003 PEN Tribute to Garcà ­a Mà ¡rquez. Serenade – Garcà ­a Mà ¡rquez tells the story of his parents’ courtship and marriage in the New Yorker. The Power of Garcà ­a Mà ¡rquez – A New Yorker article from September 1999. Shipwrecked – Garcà ­a Mà ¡rquez’ New York Times op-ed piece on Elià ¡n Gonzà ¡lez. Love in the Time of Cholera Film – July 22, 2004, The Guardian. Stone Village has acquired the...

State of Research on the Snowball Earth Hypothesis Essay -- essays res

State of Research on the "Snowball Earth Hypothesis" The "Snowball Earth Hypothesis" also known as the "Varangia glaciation" is a hypothesis presented in 2001 by Geologist Paul Hoffman. (Wikipedia, 2002) The hypothesis purposes that 540 million years ago during the Neoproterozic, a meter thick of ice covered the oceans and glaciers the continents for 100 million years. Albedo; when ice and snow reflect solar radiation into space, in absents of greenhouse gases, which don't exist within the atmosphere, heat therefore escapes the planet. A condition of temperature disequilibrium occurs, when freezing cold reaches a state, the climate never warms to normal, and cold freezes the hemisphere and buries it under massive glaciation. The glaciers begin when a green house gas, carbon dioxide, is depleted from erosion of silicates. Once the atmosphere is depleted of carbon dioxide, it can not absorb solar radiation. The global tempertures drops to cold and glaciation occurs, glaciation continues, temperature gradients drop further to colder, below freezing, cold is irreversible, glaciers reflect solar radiation into space. The lack of atmospheric carbon dioxide prevented greenhouse from occurring, earth is frozen until the hemisphere is totally glaciated. (Hoffman, 1998) Deglaciation can occur when volcanic eruptions saturate the atmosphere with carbon dioxide gas and resume the greenhouse effect on climate. Solar radiation is absorbed by greenhouse gases, rewarming the climate. A dramatic expansion of the biosphere occurred. ("Cold") History of "Snowball Earth Hypothesis" A tree toppled during a hurricane. A 700 million year old rock bed was discovered in Appalachia. The rock, diamictite consisted of basalt -size cobbles mixed with a slurry of fine silt and sand. The region consisting of Appalachian Blue Ridge range, Sharp Top mountain had once bordered a seaway cutting through Rhodina, a giant continent that included most of the worlds land. Sharp Top contained signs of tides, indicating the glacier had streached down to the sea. During this time, Virginia was 15' to 30' of the equator. Scientist wanted to know why ice was on the equator during the Neoproterozoic era. (Monastersky,1998) The team of scientists consisted of a biogeologist, geochemist, and tectonic geologist with the common goal of understanding the coevolution of life and environ... ...excursions a record of gas hydrate destabilization following Earths coldest intervals? Geology 286-287 Hoffman, Paul F.; Schrag, Daniel P. "Snowball Earth" Scientific America 21 Jan 2000 Scientific American Online. Online 31 Mar 2003 Kennedy, Martin J.; Christie - Blick, Nicholas; Prave, Anthony R. (2001) Carbon isotopic composition of Neoproterozoic glacial carbonates as a test of paleoceanographic models for Snowball Earth phenomena. Geology 1135-1138 Kennedy, Martin J.; Runneger, Bruce; Prave, Anthony R.; Hoffmann, K -H. ; Arthur, Michael A. (1998) Two or four Neoproterozoic glaciations? Geology 1059-1063 Knoll, Andy "The Planet ary Context of Biological Evolution" Lead Teams Online. NASA Astrobiology Institute 2Apr 2003 Monastersky, Richard, "Popsicle Planet, The king of all ice ages may have spurred animal evolution" 22Aug 1998 Science News Online Online. Science Service 2 Apr 2003 Simpson, Sarah "Triggering a Snowball, Did Methane addiction Set Off Earth's Greastest Ice Ages? Scientific America 16 Sept 2001 Scientific American Online. Online 1 Apr 2003 Wikipedia, the free encyclopedia. Snowball Earth 29 Sept. 2002. Online. Wikipedia Internet 31 Mar 2002

Conscience of Queen Gertrude in Shakespeares Hamlet Essays -- essays

The Conscience of the Queen William Shakespeare’s play Hamlet is perhaps one of his most intriguing and scandalous pieces of work. One character who is liable for much of this excitement and outrage is Hamlet’s mother, Queen Gertrude. To some readers and critics, Gertrude is conceived as an erratic, superficial and sensual woman. Others discern the Queen as an earnest, intellectual and sagacious woman whose tragic fault is her yearning for sexual satisfaction. Throughout the text, there are several legitimate arguments for both sides, but in the end, Hamlet seems to sum up the Queen’s true persona with the words â€Å"Frailty, thy name is woman†. Evidence of Gertrude’s true nature can be found in many instances through out the play such as encounters with Hamlet, other characters’ thoughts on her, and Gertrude’s conversations with several different people. Gertrude’s first weakness, her lack of compassion, is shown early in the play when she urges Hamlet to cease mourning for his dead father. â€Å"Do not forever with thy vailà ¨d lids seek for thy noble father in the dust. Thou know'st 'tis common. All that lives must die, passing through nature to eternity† (1.2 68-75). Gertrude tells Hamlet that he can’t spend his whole life with his eyes to the ground remembering his noble father and that it happens all the time, that what lives must die eventually. This is a perfect example of Gertrude’s shallowness. Instead of consoling her son, she advises him to move on from his deceased father. She demonstrates no grief about her husband’s death and no concern for her grieving son. In act two, Gertrude reveals that she thinks Hamlet’s strange behavior is because of his father’s death and her quick marriage. This is a perfect ex... ...er what was happening, and finally, it took Claudius poisoning her to figure out what was right in front of her greedy eyes all along. The Queen deserved to die. Perhaps the most truthful and noble line throughout the play was Hamlet’s description of his mother as â€Å"Frailty, thy name is woman†. While some argue that Gertrude is strong-minded and intelligent, it is obvious through her actions that she is in truth a shallow, flighty and sensual woman. Throughout the play she does not care or think about anybody but herself and is stupid enough to fail to see what is in front of her eyes all along. The frailty that Hamlet speaks of is the weakness his mother’s persona and morals. All through Hamlet, Gertrude shows a deficiency of rationality, consideration, good reasoning and strong ethics from the moment her husband dies, to the last seconds of her own life.

Generally Accepted Accounting Principles and Contribution Margin

Escareno Corporation has provided its contribution format income statement for June. The company produces and sells a single product. Sales (8,400 units): ($) 764,400 Variable expenses: ($) 445,200 Contribution margin: ($) 319,200 Fixed expenses: ($) 250,900 Net operating income: ($) 68,300 If the company sells 8,200 units, its total contribution margin should be closest to: Merchandise with a sales price of $500 is sold on account with term 2/10, n/30. The journal entry to record the sale would include a: Davison Company has fixed costs of $ 315,000 and a contribution margin ratio of 34%. If sales are expected to be $1,500,000, what is the margin of safety percent? † E. (114 points) The Beer toxin is composed of two subunits, Ping and Pong . The toxin binds to the Springbreak receptor on the plasma membrane of pancreatic cells and enters the cell via clathrin-mediated endocytosis. Once the toxin-receptor complex reaches the early endosome, Ping , Pong , and Springbreak dissociate from one another. Ping exits the early endosomes and enters the cytosol whereas Springbreak is targeted to the lysosomes for degradation. Although Ping alone can interact with Springbreak , its cytosolic targeting requires the presence of†¦ The vice-president of marketing and the director of human resources have developed a proposal whereby the company would compensate the sales sales force on a strictly commission basis using 20% of net sales. Given the increased incentive, they expect net sales to increase by 15%. As a result, they estimate that gross profit will increase by $53,061 and operating expenses by $88,322. Compute the expected new net income. (Hint: You do not need to prepare an income statement). A trial balance before adjustments included the following: Debit Credit Sales $425,000 Sales returns and allowance $14,000 Accounts receivable 43,000 Allowance for doubtful accounts 760 If the estimate of uncollectibles is made by taking ten percent of gross account receivables, the amount of the adjustment is $3,540. 4,224. $5,060. $4,300. Recently Asked Questions A substance, X, has the following properties. (Size of mass is 250. g. ) Specific Heat Capacities Hvap 20. kJ/mol C(s) 3. 0 J/g C Hfus 5. 0 kJ/mol C(l) 2. 5 J/g C bp 75 C C(g) 1. 0 J/g C mp -15 C Calculate the energy that must be removed to convert substance X from a gas at 113 C to a solid -54. 2 C. Assume X has a molar mass of 75. 0 g/mol. A doctor has applied for a patent on new technology, involving the use of advanced compu ters to create a new type of organism. One goal is to genetically alter these organisms for use in human organ growth and transplant. The doctor says that, if she is not granted a patent, she will continue her research. Write a 1,750- to 2,800-word paper, addressing the scenario. Address the following questions in your paper: o Should the doctor s activity be considered a violation of the law, a deviant act, or neither? o If this activity is a violation of the law

Child Development

Abstract Preschool students who are entering kindergarten are often expected to attend a screening session. My research focused on the qualities of a successful screening tool and how the tool is used to assist educators. I was curious to know if a screening tool provided enough information for educators to adequately balance classes during the process of placing incoming kindergarteners. Placing students based on their academic and social needs gives teachers more time and opportunities to successfully teach to their students' strengths, challenges, and personalities. Finally, I was interested in researching which screening tools educators chose to use. Throughout my research I wanted to determine which areas of development were typically part of the preferred screening tools and to determine which areas were better predictors of academic achievement. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 3Statement of IssueKindergarten screening is used to determine which students are at risk for developmental, behavioral, or academic difficulties. A kindergarten screening tool is designed to identify potential learning or behavioral difficulties before they increase in frequency, intensity, or duration after the student enters school. Students who are identified can receive support from their school and families in a more timely and effective manner. The screening data also provides information that assists in the process of student placement into kindergarten classrooms.Literature ReviewSchool readiness, defined as social, emotional, and behavioral readiness to learn is a fundamental aspect of school success. Screening students who are entering kindergarten can be beneficial in identifying which students are demonstrating school readiness and which students would benefit from additional support once they begin kindergarten. Determining whether or not to require incoming kindergarteners to participate in a screening session is a discussion between the kindergarten teachers, administration of the elementary school, guidance counselor, and curriculum coordinator. The purpose may extend beyond the placement of students to include comparative data gathered to use in future discussions related to the students' progress.It is necessary to recognize the difference between the terms assessment and screening. While many people use these terms interchangeably, they have different purposes. Given the growth in the use of screening and assessment practices to identify students at increased levels of risk, it is important to emphasize important distinctions between screening and assessment. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 4Specifically, screening and assessment procedures differ in their purposes, features, and the types of tools used. School readiness screening measures would be administered to every child entering kindergarten. Stormant (2016) suggests that a true screening system should be brief, simple, and rely on easy to administer tools. The purpose of assessment is to conduct a lengthy, in-depth, and thorough investigation. Invernizzi (2010) discusses the criteria for early literacy assessment in preschoolers assessment decisions. They must be broad-based, easy and efficient to administer and interpret, and provide immediate instructional benefits to teachers. Along with deciding whether or not to participate, educators must choose which tool to use and what developmental areas to focus on. Educators can then create balanced classrooms and prepare supports for the students who showed a lack of school readiness based on the outcomes. Steps can be taken to prepare these students for their entrance into kindergarten by providing summer programs and planning for ways of implementing instruction that offers extra support at the start of the school year for students who need it. RTI is a method of providing Tiered support for struggling students. Kindergarten screening results can provide educators with a starting point of data. Interestingly, Seethaler (2010) advises that screening students who haven't been exposed to math concepts prior to attending school may give false information. She questioned that waiting until students have more time to be exposed to common math experiences might allow the students without prior exposure to number concepts time to ‘catch up' to their peers. In her research she also examined the single skill screener versus multiple skills screeners to determine potential mathematics difficulty in kindergarten students. Phonological Awareness is known to be a predictor of academic success in Literacy where Number Sense is a predictor of math success.   Bridges and Catts (2011) report that specifically, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 5dynamic screening may be able to reduce the false positives associated with universal screening in the early school grades. Although preschool opportunities provide many children with literacy experience and instruction, a large number of children continue to enter kindergarten with limited literacy knowledge. A lack of literacy knowledge at the beginning of kindergarten can affect performance on measures of phonological awareness and lead to children being identified as at risk for reading difficulties.The kindergarten screening process is a way to gauge a child's current functioning and growth. It is a brief evaluation of several developmental domains of functioning in young children that typically takes place prior to the beginning of kindergarten. It can be an important prevention or early intervention tool to determine which young children are at risk for developmental, behavioral, or academic difficulties. The areas of development that are most commonly evaluated during a screening are; Gross Motor, Fine Motor, Language, Concepts (Math, Phonological Awareness), Self-help Development, Social/Emotional Development, and Behavior.Conoyer (2016) advises when selecting screening tools, educational professionals must balance efficiency relative to predictive utility and diagnostic feedback. While some may opt for a multi-skill measure with a longer administration time, others may prefer a brief screener that has sufficient predictive utility, and then administer diagnostic assessments to the smaller group of students identified in the initial screen.PALS-PreK is a scientifically-based phonological awareness and literacy screening that measures preschoolers' developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of future reading success. It measures name writing, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 6beginning sound awareness, print and word awareness, rhyme and nursery rhyme awareness, and alphabet knowledge. Phonological awareness refers to the ability to pay attention to, identify, and manipulate sound units within spoken words.As stated by McWayne (2011), the K-ABR is a teacher rating screener that includes three items to screen children in need of academic and/or behavior support. The specific items comprising the K-ABR include (1) â€Å"Compared to other students in this school, how was this child's readiness for the behavioral expectations of kindergarten,† (2) â€Å"Compared to other students in this school, how was this child's academic readiness for kindergarten,† and (3) â€Å"Compared to other students in this school, how was this child's overall readiness for kindergarten. â€Å"Kokkalia (2017) explains that the DIAL–4 is an appropriate screening tool for children ages 2.6 years to 5.11 years. The tool is individually administered but is appropriate for use in environments where large kindergarten screenings occur, taking approximately 25-35 minutes per child to administer. Each of five performance areas is scored on a behavior (psychological and social) rating scale. Behaviors are observed during the screening process to help determine if further assessment is needed. This tool offers comprehensive information in five performance areas; Gross Motor, Fine Motor, Language, Concepts, Self-help Development, Social Development. This is the tool that my school district has chosen to implement this year for the first time.Hamm (2014) describes a program called KidSkills whose goal is to meet the principles of RTI and illustrate the effectiveness of elementary teachers and specialists teaming up to systematically examine student needs. Collaborative models such as this one aim to support Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 7student achievement. Multiple perspectives from various areas of expertise offer strategies that collectively support the whole child. Early screening, systematic data collection, collaboration, and a strong home- school partnership are key components of this program that can be replicated in a variety of settings and possibly generalized to other academic areas. The program provides kindergarten students with targeted small-group instruction once a week focusing on phonemic awareness, language and vocabulary development, literacy skills, and fine motor and perceptual skills.ConclusionThe methods used to perform kindergarten screenings are often in question. Educators discuss if preschool students are capable of accurately sharing what they know with individuals they have just met in a school setting that may cause anxiety in some children. Early Childhood educators may disagree with some of the developmental areas on the screening tools. Teachers may assume that children come to kindergarten with the prerequisite fine motor and perceptual skills to practice letter formation. Kindergarten screening tools may not pick up on the subtle needs experienced by some children that will make letter formation difficult. Assessing and addressing visual–motor skills is an essential predictor of academic achievement. As stated by Conoyer (2016), early identification of students at risk in mathematics is limited in value if educators are unable to evaluate and adjust their instructional programs to effect improved mathematics achievement.Further research to explore how the information gathered during kindergarten screeners should be examined and compared to future student assessments. Academic predictors could be evaluated in more detail and more data should be gathered in order to follow student progress Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 8throughout the elementary years. Continuing to check in with classroom teachers to find out if the classes ended up being successfully ‘balanced' would be of interest to my research of kindergarten screening usefulness. Each year students enter kindergarten with varying levels of maturity, attention, and exposure to academic concepts. Acknowledging this and proceeding without biases when examining the data collected is essential to the child's future school career. Child Development There are many different aspects that Influence and shape human development. One major factor that Influences personal development Is the social environment. A lot of people don't realize how many different aspects go Into shaping how a person develops while growing up. According to Rule Frontbencher, there are 5 mall systems that Influence human development: the Microsystems, Microsystems, ecosystem, Microsystems and chronometers. One system that influences the person directly is the Microsystems. According to Earnest (20111 â€Å"The Microsystems isBrotherliness's term for the immediate environment, the settings where people experience their daily lives † (p. 23). The Microsystems includes: family, school, peers, neighborhood, church group and health services. My family has one of the largest impacts on my development. When I was six years old, my parents got a divorce. Even though I was only six, it profoundly affected me, even to this day. While growing up, it took an emot ional toll on me, from not being able to celebrate holidays together, to switching from house to house on the weekends.My dad moved on very fast and married when I was 8 years old; to this day I resent my stepmother for that very reason, therefore, becoming much closer to my mother. My mom Is a very Independent person and has never relied on a guy for anything. I look up to her for everything, and since she is my role model, I am now a very independent person by not relying on other people, being able to get stuff done on my own and being strong in difficult situations. The peers I grew up with also had a vast impact on my life and decisions.When I was in elementary school, some of the boys would make fun of my SSE by sticking pencils at the end of their nose and saying it looked like mine. I would cry myself to sleep and started to hate my nose. When I was in Junior high, I still got negative comments regarding my nose. I became embarrassed to meet new people, thinking they would J udge me and think I was ugly so I didn't go out as much. Just last year, I got a royalists procedure done to reduce the size of my nose. If I had never gotten correlated for the nose I was given, I don't think I would have gotten the procedure done.Another system In Frontbenchers ecological theory Is the crossest. Unlike the Microsystems, the Microsystems influences the person indirectly. According to Earnest (2011 â€Å"The Microsystems is the broad system of cultural beliefs and values, and the economic and governmental systems that are built on those beliefs and values† (p. 23). The Microsystems is the largest system and includes: the government, cultural values, customs, religion, and the economy. One aspect of the Microsystems, which influenced my development significantly, was the socio-economic status of my family.I was raised by two parents who each went to allege and got a bachelors degree. My mother completed her associates degree, had her first child and then went to night school to complete her bachelor's degree. That showed me how crucial getting an education was. The socio-economic status of my family Instilled In me a great respect for education, which Is why I am striving to get a masters degree In psychology. After my mother achieved her bachelor's degree, she advanced in her job to become a human resources manager earning over grow up, therefore, leading me to pursue the field of psychology.The culture of the Unites States has an enormous impact on me as I grew up. Ever since I was a young girl, the United States has given me a strong exposure to the value of independence. Personal freedom, independence, and responsibility are what our society strives for in individuals. Since that was instilled in me as a child, growing up, I always took the initiative to try and figure out answers before asking someone, getting all of my work done promptly and on time, and leading a life deciding on what my future was going to be.Kids are constantly asked what they want to be when they grow up; that shows he value of independence and how anyone can choose what life they want to live. It is then up to the child, to obtain that goal by having responsibilities and going for what they believe in. Since children are raised to have responsibilities, if a 6th grader came home with a poor report card, actions would be taken place. My family would set up tutoring in the subject they are struggling in, since academics are so important for succeeding in life. If the 6th graders academics never improved, he might flunk out of school, therefore, not being able to get a degree.If he never got a degree he would not get a well paying Job, therefore, not being able to support himself/family. Since culture has such a big impact on development, depending on where one lives, there would be traditions and practices around the birth of a baby. If I were to have a child, my family would throw me a baby shower and give me gifts to help me raise the ba by. On the day I go into labor, my family would also come to the hospital to help support me and be there to witness the birth of my baby. I would have my husband and mother in the room to support me and share the experience with me. Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html | Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html |