Project Risk Management Essay

I.Introduction I am the Project Manager developing the Boeing 787 Dreamliner. The development of this state-of-the-art airplane will include an international team of aerospace companies led by Boeing. The advances in this airplane will reduce the use of fuel by 20%, increase cargo capacity, increase nautical miles in a mid-range airplane, and improve passenger comfort. Boeing expects sales of 3,500 units over the next 20 years. (Norris & Wagner, 2009) To really understand the impact of multiple providers, along with the logistics to coordinate assembly, I will illustrate, discuss, and provide a conclusion using two decision tree analyses. The first fault tree will detail the delivery system and identify the failure that could result in delivery failure. The second fault tree details the lack of labor to assemble the airplane. Both pose results that have the potential to financially impact the project. The fault tree diagram will provide a visual representation of the risk and help analyze the cause by looking backwards to identify the root cause. II.Fault Tree One III.Discussion of Fault Tree One There are over 40 Companies/Business Units contributing to the success of developing the 787 Dreamliner. Nine of the Companies/Business Units are located outside of the United States. Given these two elements alone there are a number of faults that could cause the final assembly and completion date to be impacted. The first probable cause for missing the completion date is the supply chain. The supply chain flow ensures the material is available according to the inventory levels to continue building. Supply chain push systems help keep inventory levels set according to contractual agreements. When the quality throughput of the component is less than 95%, the demand is increased. Quality measures are in place to alert the supplier when the throughput is less than 95% as desired but additional demands with reduced quality requirements keep the supplier from delivering. Original plans called for specific manufactured items for each component yet the supplier elected to use a less expensive alternative which isn’t meeting quality requirements. To help mitigate the supplier risks, determine the supplier’s attitude to safety, quality, and environmental aspects to delivering components. Another treatment would be to appoint an onsite supplier liaison manager responsible for signing off on any supplier and/or design changes. It would also be helpful to have back to back contracts with sub-contractors. IV.Fault Tree Two V.Discussion of Fault Tree Two In the second fault tree I illustrated the impact of labor on the delivery of the 787 Dreamliner. The labor to assemble the airplane components at the Boeing facility in Everett is critical to ensure the on-time delivery of the airplane. The union labor to assemble the Dreamliner is under contract review, the contract will expire two months prior to the first assembly. The expiration of the machinist contract and failure to arrive at a new mutually acceptable contract would lead to a possible strike. Discussion between the labor union and the company would be required to mediate the dispute. The lack of a compromise would cause a significant impact on the scheduled completion date. However, negotiations to resolve this dispute are required to ensure employees feel fairly compensated and do not walk out during assembly. The use of risk treatment should provide a minimum of efficient operation of the organization, internal controls, and compliance with the laws and regulations. To assist with labor treatment risk, re-allocate internal staff and cross train non-union members to complete the assembly of the airplane. Assess the technical skills required, develop a skill requirement profile for assembly, and identify other critical skills required for replacement. Treatment could also include the establishment and maintenance of an internal/external skill profile of current, previous, and potential employees to assist should a labor strike occur. VI.Conclusions Above I only identified one risk analysis technique however there are many others available. Many are qualitative and don’t show the dependencies between events. The tree technique I used above takes into consideration the logical combination of causes that contribute to the identified failed event. The fault tree technique brings sufficient understanding to the nature of the failure and how to manage the failed event(s). Fault tree one helped me identify that an onsite supplier liaison manager would have eliminated the failure along with standard work, forms and signatures to authorize such changes to the bill of material for the component. Similarly, fault tree two identified adequate compensation as the root cause of the delivery/labor failure. Treatment of the risk could have included managing the risk earlier in the contract and/or establishing a contract bridge or extension to avoid a strike. VII.Works cited Cortez, A. (2010). The complete idiot’s guide to risk management. New York, NY: Penguin Group. Fraser, J., & Simkins, B. (2010). Enterprise risk management. Hoboken, NJ: John Wiley & Sons, Inc. Kerzer, H. (2011). Project management metrics, kpis, and dashboards. Hoboken, NJ: John Wiley & Sons, Inc. Norris, G., & Wagner, M. (2009). Boeing 787 dreamliner. Minneapolis, MN: Zenith Press. Schuyler, J. (2010). Risk and decision analysis in projects. (2 ed.). Newtown Square, PA: Project Management Institute, Inc. Turner, A. (2011). The birth of the 787 dreamliner. Kansas City: Andrews McMeel Publishing.

Racism and Anti-Semitism in America Essay

Stereotyping reflects expectations and belief about the characteristics of members of groups perceived as different from one’s response and discrimination refers to emotion (www.usnews.com). We all encounter some form of prejudice or stereotype in our life. What types are they? Would you see the lasting affects it has on someone you yourself had discriminated against? Would you recognize the effects it had on you? This author will introduce you to three different stereotypes, fallacious, hasty generalization, and false dichotomy. I will explain the damages being stereotyped does to a person and the lasting effects it has. Aggression, overeating, inability to focus, and difficulty making rational decisions, all are negative effects experienced by those subjected to prejudice, according to University of Toronto Study (Michael Inzticht, 2012). â€Å"Past studies have shown that people perform in situations where they feel they are being stereotyped,† said professor Michael Inzticht of psychology who led the study, published in the month’s edition of the Journal of Personality and Social Psychology. What we wanted to do was look at what happens afterwards. Are there any lingering effects of prejudice? Does being stereotyped have an impact beyond the moment when stereotyping happens (www.usnews,com)? A person that stereotypes based on negative feelings is a person that is indifferent to accepting cultural diversity and situations that they find dissonance with because that are either entrenched with prejudice from a psycho social paradigm, or make the conscientious choice to be prejudice because of their inferential way of thinking. In Nazi Germany people were imprisoned and even killed for trying to fight anti-Semitism. In America we are free to fight it, but too many of us choose to ignore this hate that dare not speak its name. Anti-Semitism is real, it is murderous and it is very much with us today (www.the-american-interest.com). Anti-Semitism involves beliefs that Jews are more clannish that other people and act in concert to support a specific Jewish agenda. Jews deploy ex traordinary wealth with almost superhuman cunning in support of the Jewish agenda. As a religious and national minority, Jews cannot flourish without attacking the traditional values of their host society. In every country Jews seek to weaken national culture, religion, values, and cohesion. Jews are not a national group or a people in the way that others are; they do not have the same rights to establish a nation state that other people do. Where Jewish interest is concerned, the appearance of open debate in our society and many others is carefully constructed illusion. In reality, Jews work together to block open debate on issues they care about and those who resist the Jewish agenda are marginalized in public discussion. These ideas are the five pillars of anti-Semitism; you don’t have to believe them all- any one will do. Being an anti-Semite does not necessarily make you a Nazi. You are an anti-Semite. That doesn’t make you a Nazi; Hitler added a sixth pillar of anti-Semitism that the only way to successfully oppose the Jewish agenda was to kill all the Jews. This idea have become so widely accepted that they are seldom questioned or examined; when that happens a whole society is poisoned and distorted. Stereotyping is one of the biggest issues in social psychology but relatively little is known about how and why stereotypes form. Conventional approaches to stereotyping assumes that stereotypes are based on erroneous and distorted processes, but others feel that they form in order to explain aspects of social groups and in particular to explain relationships between groups. In particular stereotypes have often been seen as rigid and distorted mental structure that lead people to make serious errors (McGarty et al, 2010). From a social functional point of view race is a social construction, on the one hand it has been a legitimating ideological tool to suppress and exploit specific social groups and to deny them access to material and cultural resources, work, welfare services, housing, political rights, etc. On the other hand, these affected groups have adopted the idea of race. They have turned the concept around and used it to construct an alternative positive self-identity; they have also used it as a basic for political resistance (Miles, 1993:28) and to fight for more antonomy, independence, and participation. There are several forms of stereotyping and prejudice, but I will give you examples of only three. I will explain the stereotype and elaborate on the meanings they present. Fallacious argument is the first stereotype that I will be discussing. A fallacious argument simply means false or not correct, but is usually used to describe someone being deceptively false. Fallacy is a misconception of a false belief. If someone is being fallacious they are trying to get you to fall for a fallacy (www.vocabulary-vocabulary.com). All African American men who drive big cars are drug dealers. Or if a group of African American youth or men stand around in a group they are gang bangers. This is a fallacious belief. African American men have driven large cars as long as I can remember. My uncle all my life has driven nothing but Lincoln Continentals. He is now a retired engineer from the railroad having driven trains for more than thirty years. I have friends that are firemen, teachers, and family men that wound not purchase a car if sit was not as it’s called a â€Å"Big Body.† Next, people stand around and talk, and socialize in crowds all the time, this does not mean they are gang bangers. I have made my sons stop standing around with their friends by a fence in the neighborhood because I did not want them harassed by the police if they should pass by and see them standing there. People assume the worst of people out of fear and or ignorance on their part. The next stereotype that I will discuss is one that I personally experienced. â€Å"Since you are so tall I know you can play basketball.† Being a woman of tall statue everyone assumes that I play basketball. All through Jr. High and High School my physical education teachers tried to get me to play ball. The head coach for the girls’ basketball team even tried to get me to leave band which I loved and play ball for her. I forever heard, â€Å"as tall as you are I know you can play.† I hated basketball, I still do. I never cared for the sport even when I had to play for physical education class. A person’s height and statue does not mean that they would have a passion for a sport that is l oved by others of this statue. Just because I was nearly 6 feet should not have been reason for anyone to feel that I like to play basketball. This argument is false dichotomy. False dilemma thinking or the fallacy of exhaustive hypothesis is a type of logical fallacy that involves a situation in which only two alternatives are considered, which in fact there is at least one additional option. The generalization was made that since I was tall I wanted and liked to play basketball. The third and final stereotype is one that I was questioned about years ago by a good friend of mine. She was a large young lady and short which made her look even larger. She would always seem down and stand offish around a group of people that we did not know. I have always been one to speak and socialize with anyone and somewhat stylish in dress. She questioned me on an outfit that I was wearing saying that I should feel self-conscious because my back was out in the dress and that she would never wear something like that because of her size. I simply informed her that this is her problem; you (she) allow others to dictate how you feel about yourself. They say you should be ashamed or embarrassed about your looks (i.e. weight) and because of this you should act and feel this way, not true. Just because you are not a size 3 and average height does not mean you are not beautiful and should have all the esteem, and pride in yourself as anyone could muster. This argument if fallacious because the inference from the premise to the conclusion is fallacy because of mistakes in the reasoning (Mosser, K. 2010). People who felt they were discriminated against-whether based on gender, age, race, religion – all experienced significant impacts even after they were removed from the situation. The lingering effects hurt people in a very real way, leaving them at a disadvantage. Even many steps removed from a prejudicial situation, people are carrying around this baggage that negatively impacts their lives. People are aggressive in their ideologies because they are adamant in their discriminatory beliefs. Negative stereotyping does have lasting affects because this construct is generally instilled in their children and if this cyclical deterministic view is not broken, such negativity will continue to manifest. Racism and Anti-Semitism is very much alive and still a major problem in this country, and around the world. References: www.ask.com/falsedichotomy www.blogs.the-american-interest.com/wrm www.Ksuweb.Kernesaw.edu/~shagin/logfal-emotion-hastygen.htm http://www.libcom.org/history/article/racism_brief-history McGarty, Craig, Spears, Bussell, Yzerbut, Vincent (1/2002), Stereotypes and Explanation Published: Cambidge University Press, Post Chester, NY, USA, Retrieved from: www.site.ebray.com/lib/ashford/docDetail?docID=10023552pg24=stereotypeing Mosser, Kurt, (2011), Logic and Introduction, San Diego, CA: Bridgeport Education, Inc. Retrieved from: http://www.content.ashford.edu/books Stereotyping has Lasting negative Impact: Prejudice has Lingering Effects Retrieved from: www.usnews.com/science/article/2010/08/12/stereotypes

Language of poetry Essay

When looking at the language used by a poet when creating a poem it is important we do this with a number of things in mind. What kind of image is the poet attempting to create in our thoughts? When was this poem created? How is it structured and punctuated? What context has it been written? and also how does the poet want us to feel when reading the work? No matter how long or short a poem may be the language used when creating it will be vital as to deciding how we respond to the poem. It is not just what the poet is trying to say but how they are attempting to say it that will define how this poem resonates within us. There are many reasons why an author might choose to use some words instead of others. A poet might choose words for the way they sound, compliment other words, shock value, for the tense they are in or even for the perspective they want to use. For the purpose of this essay we will be looking at three American poets with the intent of studying the language used in their works in order to better understand the meanings of these poems and to also figure out why they were written in a certain way. Look more:  first poem for you analysis essay When looking at the language used in each of these poems we will be looking out for many of the things mentioned above to aid the investigation into the language within them. The first poet that we will look at is William Carlos Williams and in particular his poem â€Å"This is Just to Say†. Just like all the poems he has written it is a short piece which is created using simple words and sentences that can be easily understood by the reader. The poem is full of enjambment and this means that we put particular emphasis on the words â€Å"breakfast, â€Å"delicious†, â€Å"so sweet† and â€Å"so cold†. If we didn’t observe the enjambment in this poem it would more than likely be mistaken for a short note for someone’s sister, mother, wife or father. The way that enjambment is used in this poem has a profound effect, it is a poem written in the past tense, and one that relies heavily on the creation of an image in the mind of the reader. This poem successfully creates that image nearly to the point where we can almost see the drops of moisture on the plums as they glisten in the sunlight prior to being devoured by the writer. How the poet uses enjambment enables this strong creation of an image. He uses the words delicious, sweet and cold to great effect and their placing within the poem adds hugely to how they aid this. They are all grouped together in the last section of the poem and this means we are quickly bombarded with a triple whammy of descriptive words in what is a very short poem. It is also important to note how Williams says the plums are â€Å"so† sweet and â€Å"so† cold rather than just sweet and cold. This little word has a huge effect and it compounds in our minds just how sweet and cold they really were and as such, one might even feel a desire to have the plums themselves if reading the poem on an empty stomach. The poem is structured in one long flowing sentence that is broken up into three sections of three lines, this structure makes it easy to digest and understand. The poem â€Å"Woman Poem† by Nikki Giovanni is about a black woman and what her life is like. The woman wants things in life; the men will not let her have what she wants. The author, Nikki Giovanni uses several poetic aspects in the poem. Throughout the poem she uses synecdoche’s to make her point, for example: â€Å"me getting fat as a hog† being used to describe gaining weight. The imagery created by this poem helps to describe the way that men hold her back. It is a completely different poem to the one investigated above but again it relies heavily on imagery along with words with a real sense of shock value to get a message across to the reader. The language of this poem is language of oppression, frustration, anger, devastation and hopelessness and the images it creates are such too. It describes the life of a black woman in the 1960s and when doing so she describes a yearning to be â€Å"free†. Free from the constraints of what she describes as a male dominated society, one where she almost feels as if she has been castrated. She does not mean this literally but the use of the word â€Å"castrated† is symbolic to the genuine feeling of being powerless she feels almost as a dog being castrated would. She is using words as a means of venting and conveying her feelings and it is obvious to see the emotion attached to what she writes. The third stanza reads: â€Å"it’s a sex object if you’re pretty and no love or love and no sex if you’re fat get back fat black woman be a mother grandmother strong thing but not woman gameswoman romantic woman love needer man seeker dick eater sweat getter fuck needing love seeking woman† This stanza is the one within the poem which is the most image provoking. The language used is vulgar and not everyday conversation etiquette. She most likely uses language of this sort on purpose in order to grab the attention of the reader and highlight her plight as a woman who can be regarded by men as merely an object for sex. She repeats this process throughout the poem to great effect using words like â€Å"whore† and â€Å"black dog†. As a whole this poem is difficult to read and find meaning from but when carefully studied it created in the mind an image of hopelessness for women. One of an existence devoid of happiness, an image compounded by the final lines which read: â€Å"face me whose whole life is tied up to unhappiness cause it’s the only for real thing i know† The third poem to be investigated is â€Å"Poppies in July† by Sylvia Plaith. This poem was written in July 1962. At this stage of her life, Plath’s marriage to Ted Hughes was in turmoil, and she was suffering from a severe bout of depression. < http://sylviaplathnotes. wordpress. com/poppies-in-july/>. With this poem she enables us to have an insight into the turmoil and pain she felt inside. The colour red is prominent and this symbolises anger and rage. The images created in the mind are very dark, vivid and disturbing, imitating what her thoughts were when she created the poem. At the start of this poem we are informed that bright red colour of poppies reminds the poet of the burning fires of hell. The poppies swaying in the breeze remind the poet of flames flickering. She begins to show a desire to self harm, thrusting her hand among the â€Å"flames† to see if it burns but there is something about these flowers that she cannot touch. This is the reader’s first real insight into the pain Plath must have been feeling. Throughout the poem we are reminded of her desire to cause harm to herself. Later in the poem she describes outward appearance of the flowers again, this time with a simile. Now she likens them to the wrinkled, red skin of a bloodied mouth rather than the flames of hell. This violent imagery is another hint towards her desire to self-harm. Continuing the idea that there is something about these flowers she cannot touch, she now states that she is unable to touch their fumes and enquires about their opiates. This represents a longing for heroin or opium which is a drug created from poppies. Complex imagery is used, referring to her mouth as a means of taking the drug. Exclamation marks indicate just how desperate the poet is getting. She needs these drugs and she needs them now! Throughout this poem there is a recurring theme of desperation from the poet, desperation for obliteration through drugs or self harm, it relies on graphic imagery to get the point across and gives us an idea of the darkness encased within the mind of the poet. She closes the poem with the words â€Å"colourless, colourless† which might represent how she feels her life and marriage have become. Through investigation of the above poems we are able to come to numerous conclusions regarding the language used within them. The first poem is nothing more than a short piece but it still manages to create not only a powerful image in the mind but also a longing for the peaches described within! The last two poems investigated however are far more deep and sombre affairs. They offer us a real window into the souls of their creators. The language used in each of these is powerful and it is impossible to read them without being left with a real sense of the turmoil felt by both these women. They both utilise the shock value element of language to make their poems that bit more hard hitting and employ similar punctuation techniques also. Through doing this investigation into language of poetry we can now understand how the language used by the poet is vital when it comes to determining the feelings we are left with having read a poem.

Two Ways Rococo Painting Differs from Baroque Research Paper

Two Ways Rococo Painting Differs from Baroque - Research Paper Example The first way that the two movements of Baroque and Rococo were different about was the choice of themes for the paintings that came as a result of major influences on the art during the different historical periods. The themes that Baroque artists used were often of religious, Catholic content or reflected some kind of dramatic events. For example, it is obvious when analyzing the painting The Entombment of Christ, where one of the most significant events in the life of God’s son is being depicted. Caravaggio, the author of the painting, is among the most famous artists who painted using the stylistics and themes of Baroque. This particular painting demonstrates the most conventional of the plots used for Baroque paintings. Rococo, as an art movement that initially originated in architecture and interior design, as well as variety of ‘minor arts’, and only later translated into paintings, is generally flirtatious, playful and delicate in comparison to Baroque pai nting. This was in part due to the choice of themes of a less grave or significant nature, which in terms of comparison of it with Baroque indicated departure from serious themes and almost altogether abandoning religious plots. Moreover, erotic motives also become important in this artistic movement, as can be seen on Boucher’s painting Cupid a Captive. This painting in additional indicates the development of theme of nudity that was seen with more orientation on pleasure and entertainment than nudity as depicted by Baroque painters.

Budget Law Essay Example | Topics and Well Written Essays - 3750 words

Budget Law - Essay Example The case of South Africa and Sweden are especially noted. According to Lienert(2005) many countries have adopted comprehensive and deep reforms as well new and amended laws to transform the role of the state and the budgeting processes that are involved in the working of the state. The issues that have been highlighted include fiscal transparency and political polarization, performance oriented budgeting and financial accountability. Modifications in the legal framework that have changed the role of the state and the budget processes involved or supporting it could be highlighted yet these modifications seem to have been strongest in countries that rely on laws and decrees to introduce changes The emphasis is on performance oriented budgeting and fiscal transparency and considering that the legal framework does help in shifting emphases to the process of budgeting and methodology, the central role of the legal aspect could be well documented and examined. However there are many obstacles to the proper working of the legal framework and its implementation to enhance budgeting and these could be differences between countries in terms of political systems and administrative arrangements or even legal cultures that could prevent the budgeting process from being efficient and transparent. ... Such cycles are usually thought to be present in weak or new democracies although Alt James et al (2006) prove that such electoral cycles could be present in advanced and more industrialized economies as well. The focus on fiscal transparency along with budgeting transparency would bring about questions on the nature of the economy and the kind of legal framework such economies have. Fiscal Transparency If the legal frameworks are strong enough, fiscal transparency could be expected. Fiscal transparency has become one of the most important aspects of governance and financial reporting A definition of fiscal transparency is given by Kopits and Craig: "Fiscal transparency is defined ... as openness toward the public at large about government structure and functions, fiscal policy intentions, public sector accounts, and projections. It involves ready access to reliable, comprehensive, timely, understandable, and internationally comparable information on government activities ... so that the electorate and financial markets can accurately assess the government's financial position and the true costs and benefits of government activities, including their present and future economic and social implications" (1998, p. 1). The authors use a sample of data from 19 OECD countries in the 1990s, to identify a persistent pattern of electoral cycles both in the low transparency, and largely developing countries, although such cycles could not be observed in high transparency countries. Thus the authors suggest that electoral cycles in fiscal balance could be a feature of many advanced economies but not found in high transparency countries. This highlights the fact that not all advanced and developed economies would have very transparencies although some advanced

Criminal Justice - Homicide Studies Research Paper

Criminal Justice - Homicide Studies - Research Paper Example Report on the Ethics Committee, 2010 The Ethics Committee reports regularly to the American Psychological Association. In its report of 2010 the committee has address the topics pertaining to the ethical issues such as psychologist consulting to reality TV programs, psychotherapy, issues related to psychologist, giving psychological treatment over the internet, etc. In 2010 the Ethics Committee responded to majority of the requests received by the office and attended 46 workshops and discussions on national and international level throughout the year. The responsibilities of Ethics Committee includes to consider the individual cases, cases of the state licensing board or court and finally those which result from committee’s own initiative after getting information from the public. The Ethics Committee starts its working when it receives an inquiry letter from an individual. The show case process starts with a notice from the state licensure board. Then the preliminary investig ations are made to decide whether the case should be closed or it should proceed to the level of formal case. These investigations provide detail information about complain. Formal cases are opened if the responded proved to be charged for ethical violation. The cases pertaining to ethics which meet the threshold criteria are then referred for resolution. The sanctions described in Rules and Procedures (APA, Ethics Committee, 2002) includes that the individuals should be terminated from the APA membership or they should be reprimanded or censured. In the cases reviewed by the committee in 2010 no reprimands were made, there were two cases of censure and five cases of loss of membership. Crime and Delinquency The American population is exposed to pictures of crime and delinquency through all the digital devices and social media which results in fear and affect the attitude of the people and their voting habits. Politicians are using crime and delinquency in their policy agendas to at tract people to vote for them. The relationship between crime, delinquency and political science is determined by deterrence theory, conflict theory, labeling theory and radical theory. All of these are related to the main topic because they are considered important by the political science, crime and delinquency scholars and the theories include the analysis of government and political institutions. The theories are useful in explaining the government and political processes about the criminal acts. After selecting the theories further research articles were obtained from J-store sociological database on the basis of contemporary theoretical trends and past development of the tactic. The results showed that the societal fears gives rise to criminal acts and ultimately ends on criminal punishment. Deterrence theory suggests that the criminals should be punished publically so that it discourages the public to involve in such activities. Conflict theory suggests that criminal acts hav e their roots in the instability between political and social groups. According to the labeling theorist the criminals should be labeled negatively but this negative label can encourage the criminals to act in the same way in future as well. Historical records have shown that the labeling

Global Managerial Economics Essay Example | Topics and Well Written Essays - 1000 words

Global Managerial Economics - Essay Example This essay presents answers on several questions about the United States and it's role and impacts on global managerial economics. Firstly, the researcher aims to explain why the United States would subsidize the short run costs of production for tobacco farmers in foreign countries and how does this practice shift the equilibriums (price and output) for tobacco and domestic food items. Any form of incentive is helpful to the tobacco farmer as well as the local economy which rely on the income of these industries to generate employment. Then, the researcher presents an analysis of both the local and international effects of this issue, such as an increase in marginal and average value of employment, because the incentives/subsidies could afford wage increase and this translates into an increase of production for existing firms and the incentive for new players to start-up with positive externalities. This essay then describes the case with Acme Motors and what are the production gain s to the entire company from the facility in Nuevo Laredo specializing in Autoturbo Quattro engines. The researcher also discusses why do they just make engines in Nuevo Laredo rather than the entire auto. In addition, the researcher analyzes why would Acme Motors shift its production of engines from Detroit to Mexico and then shift the engines back to the United States and what are the gains and losses for consumers in these types of international production and trading patterns, that were described.

Homework CH. 8 & CH.9 Assignment Example | Topics and Well Written Essays - 500 words

Homework CH. 8 & CH.9 - Assignment Example This practice was originally practiced by all Muslims when at war or on a long journey to avoid illicit sex. However, it was found to disenfranchise the women and the children born out of the marriage after the man had left even if he paid all the dowry and penalties of divorce. This is a big deal in Islam because inheritance rights have the capacity to influence ones fate in the now and in the hereafter. The other modern problem between the Shiites and the Sunnis is the practice of medical interventions, which are considered unlawful such as abortion and family planning including newer forms of treating sterility. The Shiites have democratic privileges of choosing a spiritual leader called an ayatollah that has the power to make edicts just like in the papal system. There is also lot mysticism in both religions and the elevation of religious martyrs into sainthood. Both religions have a strong dose in terms of its affinity for liberation of its peoples even endorsing violence as the need arises. They also have many sacred objects and shrines to which their faithful pay pilgrimage. They both believe in sacred intercessors among their faithful who had shown exemplary religious fervor. They are all monotheistic religions. They have the Old Testament (Protestantism), the Torah (Judaism) and the Taurat (Islam). They all believe in a hell and a heaven as well as a judgment day. They all believe in a creator God who rules over the universe. They are all eschatological in nature. He was the senior companion and father-in-law of Prophet Muhammad. He was the first to truly believe in the prophet and led two major successful invasions against other caliphates as well as battles in the name of Islam. He was very influential then and now The social power from the Sunnis came from shared practices and strict adherence to religious practices such as

The Future of Globalization Essay Example | Topics and Well Written Essays - 3000 words

The Future of Globalization - Essay Example The main person responsible for coining the term globalization is considered to be Theodore Levitt. He wrote an article for the Harvard Business Review in the year 1983 titled ‘Globalization of Markets’ in which he emphasized the whole phenomenon and as to what he actually meant by coining this term in the first place. With the passage of time, the phenomenon has grown at a steady rate whereby the setting under which it is held is one that focuses on the global patterns related with the sociological findings. Globalization, for that matter, is also remarked as Internationalization since the nature of the two terms is on a worldwide scale more than anything else. However, on the part of the two terms, the one thing common however is the fact that these have identified themselves well with the changing (and growing) trends, where most of these are credited on the shoulders of the World War II, after which there has been a resurgent rat race nonetheless. The movement of com modities, people, information, money, technological developments, organizational infrastructures, legal frameworks and so on and so forth have only proved to all and sundry that globalization is a phenomenon and it is one that is here to stay for long. The world has become a global village due to globalization and it is a good omen if seen in the proper perspectives, which we intend to delve further in this paper. Globalization entails within it the changing technological innovations, the improvement in structures and different infrastructures, the advancements in basic thinking mindset of man, his ability to break loose from the ordinary and reach out towards the unknown and in all essence do something which can bring about an ultimate change, for the better. Having said that, we need to understand that globalization is not just a phenomenon, it is the science of human evolution and since man has for long held fast to this belief, there can be no reason as to

Case study analysis Essay Example | Topics and Well Written Essays - 1000 words - 4

Case study analysis - Essay Example It is also a growing market. The countries in consideration in Latin America are Argentina, Brazil, Chile, Ecuador, Mexico, Peru and Venezuela. These countries have fairly stable governments and political environment and it is possible to do business here on long term basis although the economic and geographical conditions vary from country to country. The immediate problem is future strategy. It is the course of action needed to increase profitability and market penetration in Latin America. There are several options before Supermercados Disco. However, the main options are whether the company should choose to go ahead with a joint venture with Royal Ahold or continue independently. Other than this problem, there are choices to do with pestel analysis. There was strong economic growth in the 1990s, making it vital for the political dispensation to frame policies to maintain the growth curve. Economic prosperity made it imperative for political factors to go along with economic parameters and shun despotic influences. Argentina and Brazil became the favored destinations for retailers in the 1990s. Argentina was favored because of its wealth and Brazil because of its purchasing power due to its large middle class population. Brazil, Chile, Mexico, and Venezuela were roughly equal in terms of disposable income, but they had unequal distribution of wealth excluding up to 40% of these countries’ populations from normal consumer activity. The region was projected to growth continually in the ensuing decades producing increase in the size of the working population. Due to foreign investments, there was also the fact that cities would grow disproportionately in size and wealth improving communications and infrastructure. These changes were bound to favor retailers. State-owned enterprises were thrown open for privatization. Most of the steel mills, chemical, petrochemical, shipping and aircraft companies were sold to private

Employment contract Essay Example for Free

Employment contract Essay To raise a grievance at work the first step would be to talk to your line manager, explain the situation and see if the problem can be solved informally. If, however, the grievance cannot be resolved informally then the issue can be raised formally using the following procedure: Stage 1 Employees may request in writing a formal meeting with the line manager to state the grievance. Where the issue involves the line manager, this request should be made to the manager’s manager (area manager). Grievances should be made as soon as possible and in any event within 3 months of the issue complained about taking place. A hearing will be arranged, normally within 10 working days, for the employee to discuss the issue with the manager. A decision will be made once the matter has been fully investigated and the manager will communicate their response in writing within 5 working days. This should include details of the employee’s right to appeal. Stage 2 If the employee is dissatisfied with the decision then they have received in stage 1 then they can take their grievance further and request in writing a formal meeting under stage 2 of the grievance procedure. This will be conducted by a manager other than the manager that carried out the stage 1 meeting. The employee will receive the decision of this hearing in writing within 5 working days. Stage 3 If the employee is still dissatisfied with the decision then they may appeal in writing to the Chief Executive of the Trust within 10 working days of receipt of the stage 2 decision. A further meeting will take place and the decision will be confirmed in writing within 5 working days of the hearing. The decision at stage 3 of the procedure is final, in so far as the Trusts internal procedures are concerned. Bv 1. Data Protection All confidential information should be kept secure by employees in order to protect customers and their families. Confidential information (e.g. customer support plans, support notes and medication administration forms) must not be left in a place where non-authorised individuals may view it. Data should not be passed on to anyone without the consent of the customer or their next of kin. 2. Grievance Any grievances should be reported to the line manager to try to resolve the issue informally. If, however, it is not resolved at this level then there is a grievance procedure in place which enables employees to pursue the matter formally. 3. Conflict Management If employees have a problem with another member of staff and it cannot be resolved between themselves then they should contact their line manager for assistance with resolving the issue. If the conflict involves the line manager or if the employee feels that they are not receiving adequate support then they should report to the area manager. 4. Anti-discriminatory Practice All employees are expected to act with dignity and respect towards each person’s individual beliefs and identity. Customers, accessing Oaklea care and support services, should not be treated less favourably based on their; age, sex, disability, race, religion or belief, sexual orientation, marital status or pregnancy/maternity or gender. 5. Health Safety All employees have personal responsibility in ensuring their own and others health, safety, and welfare at work. We are required to read and apply organisational policies and procedures regarding health and safety, undertake necessary training, wear personal protective equipment (PPE) provided, use safety equipment and safety devices where required and report any hazardous conditions to the line manager or Health and Safety Officer. 6. Confidentiality All information concerning customers and/or their families must be treated  with the upmost respect and all employees have an obligation to protect this information. Confidential information must not be disclosed to a third party either formally or informally (gossip). The sharing of information may be necessary for continuation of good care and support of customers (e.g. between other employees or professions). If employees are asked to disclose information about a customer and are concerned that doing so may breach confidentiality then clarification should be sought via the line manager. 7. Whistle blowing If employees need to raise concern about a risk, malpractice or wrongdoing that affects others such as customers, other staff members, the company or the public then the company’s whistleblowing procedure should be followed. The first stage of this procedure would be to raise concerns with the employee’s line manager either in writing or through a meeting. If the issue involves the line manager or if the employee has already raised their [emailprotected] ?U: concerns with the line manager and feel that they have not been adequately addressed then the second stage of the procedure should be followed. At this stage, issues may be raised either in writing or through a meeting with a Director. If stage 2 has been undertaken and the employees concerns are unresolved or if they feel that the matter is so serious that it should be investigated by the Chief Executive immediately then concerns should be raised either in writing or via a meeting. Any employee raising concerns under the whistleblowing procedure has the right to remain anonymous. Bvi As a Community Home Carer, my role is to provide individualized care and support to people with social care needs so that they may continue to live in their homes and in the community. A care plan is in place for each customer that explains their specific needs and what care they require from us. My duties/responsibilities may include: Assisting customers with washing, bathing, personal hygiene, dressing, toileting, continence and catheter care. Meal and drink preparation and help with feeding where necessary. Helping customers to comply with their prescribed medication and fill out Medication Administration Records (MAR). Supporting customers  with cleaning, laundry, shopping and other household duties as required. Helping customers with mobility skills, transferring them safely where required (e.g. from bed to chair) and helping them to use aids and personal equipment. Providing end of life care. Documenting the care given at each visit in the Daily Support Notes (DSN). Liaising with other carers and health care professionals to ensure continuity of care. By carrying out these duties to a high standard and conforming to all policies, procedures and guidelines, customers will receive a quality service that will help them to maintain as much independence as possible in a safe environment within their own homes. The safeguarding carried out by carers is essential in protecting the health, wellbeing and human rights of vulnerable adults, and ensures that they live free from harm, abuse and neglect. It is our duty to report any safeguarding concerns to the appropriate person(s) so that action may be taken to protect the wellbeing of service users. Bvii a) Following best practice within my work role helps to safeguard vulnerable adults living in the community and ensures that they receive a quality service that promotes health and wellbeing. It is important that I stay within my job role, follow policies and procedures, keep up to date with changes in policies and legislation and keep up to date with training to develop my skills in the workplace. It is also important to work as part of a team, passing on skills where necessary (e.g. to new staff members) and gaining feedback from colleagues. Good communication skills are essential between team members and other professions involved in the care of the service user as this enables continuity of care. b) Failing to carry out the requirements of my role by not following policies, procedures and legislation and not complying with regulatory bodies endangers the health and wellbeing of service users and may put other team members at risk. Not following manual handling procedures, for example, would put me and the service user at risk of injury and not wearing personal protective equipment  when necessary may put me and others at risk of infection. Poor practice may also result in complaints from service users, disciplinary action and in severe cases it may lead to me losing my job, being prosecuted and/or prevented from working in the health and social care setting. Bviii As a Community Home Carer I must follow best practice within my work role and work to the company policies and procedures that mirror laws and legislation. There are also external factors which influence the standards that I must adhere to in my work such as the Care Quality Commission (CQC) essential standards, Skills for Care’s Common Induction Standards (CIS) which are the standards people working in health social care need to meet before they can safely work unsupervised (e.g. manual handling, first aid, health and safety training), the Health and Care Professions Council (HCPC) codes of practice and ADASS’ ‘Safeguarding Adults: A National Framework of Standards for good practice and outcomes in adult protection work’, which sets out a framework of best practice standards. Government initiatives also have an influence on the roles of carers such as ‘Our Care, Our Health Our Say’ which sets out policy goals to make health and social care ser vices that are designed around the patient rather than the needs of the patient being forced to fit around the service already provided. ‘Putting People First’ also aims for a personalised approach to the delivery of adult social care. Bix a) Two different representative bodies which influence my area of work are the care quality commission and the health and care professions council. b) The role of the care quality commission (CQC) is to regulate, inspect and review all adult health and social care services in the public, private and voluntary sectors in England and make sure that they are meeting national standards. These services include hospitals, care homes, GPs, dentists and services in the home (e.g. home carers). The Health and Care Professions Council (HCPC) are a regulatory body set up to protect the public by keeping a register of health and care professionals that meet their standards for training, professional skills, behaviour and health. If professionals fail  to meet these standards then they may be removed from the register and prevented from practicing. The HCPC replaced the General Social Care Council (GSCC) which was abolished in 2012.

Psychology Coursework Essay Example for Free

Psychology Coursework Essay We have studied various aspects of organization, its structure, strategy, effectiveness, changes and other aspects. Study of organizations by psychologists has attained much importance in recent times. The broad study includes perception, attitudes, motivation, and interpersonal relationships among members. Every organization is a group of members working towards a common goal. Every organisation has a structure and purpose. It may be a social, political, or a commercial organisation or one for any other purpose. Psychologists ‘research in this field assumes much importance so that suggestions can be ade and implemented for obtaining the optimum results . Several theories are proposed with regard to organizations. M L Blum states that group theory views that associations and human affiliations are primary work motivators in a group. He states that the degree of cooperation in a primary group is critical for its success. So we find that all the members’ contribution go to achieve the goal. So it is essential that each member is properly motivated. Regarding the question put forth about the factors inhibiting or supporting performance,  It can be said that a person could have achieved one part of his target but might have not achieved in another of the same task. The major reason for achieving could be motivation. Among the various factors which go to contribute to achievement , motivation has the great role. The very formation of a group brings in motivation in its members. Clifford T Morgan puts in that motivations are inferences from behaviour. We can never observe motivation but can infer their existence. Motivation ,according to him is a powerful tool for explaining behaviour. Incentive motivation like wages, bonus play a major role in the group work. A member has to be motivated according to his needs. It makes common sense to say that When a person’s needs are taken care of, his performance would increase. Various studies have shown that a person may have upto thirty seven needs. Anyway they can be classified into biological and socio psychological needs. The first one is about his body’s necessities like food, nutrition, rest and so on. The next one is about security, freedom, care, recognition, approval , self respect and so on. It can be safely deducted that any achievement or non achievement can be attributed to the above causes. As an Industrial psychologist, his role would be to ensure that all or atleast most of the motivations are taken care of. This would bring in the best results. Having studied the lesson , we have gained in depth knowledge about the various dimensions about groups. The author goes in detail about the need for changes in groups that is, introduction of new ideas or behaviour due to current technological; changes, global competition and so on. It is suggested in many experiments that resistance would occur for adopting any changes. This can be measured by survey feed backs. The most mportant factor making implementation difficult would be insecure feeling among members particularly if the group is one of working group. It may be a fear of losing jobs or fear of inability to cope with the new methods of work. Let us now take the example of failure to perceive benefits stated in the Lesson. as a reason for resistance for changes. This failure is due to lack of information about the changes. The member is unaware of the reasons or the mode of changes. So communication is essential from the highest level to the lowest level and vice versa. The changes proposed have to be iscussed and analysed with all the members . Their views heard and clarified and convinced. . This gives them the feeling of importance. This again goes on to motivate the member. David G Myers emphasizes the need for group discussions where ideas are pooled and discussed jointly. Just hearing to a person’s arguments is of no use. Active participation brings in better attitude change than merely listening passively. Again ,this may bring in more resistance arguments but a thorough debate with proper information will ultimately result in the members understanding the benefits of the change and being convinced . The industrial psychologist has to see that the members are given assurance of their benefits and all apprehensions removed. Let us now imagine what a person would talk to the CEO if just a few minutes are at his disposal. An Assistant Regional Sales Manager would probably assure the CEO on the lines that his department would welcome changes . He would be keen on impressing the CEO in the short time. He would even go to suggest ignoring resistance and going ahead with changes. He would not miss to suggest a salary hike to all along with changes , which would be beneficial to the organization.

Legal Requirements for Working With Children

Legal Requirements for Working With Children Identify the current legal requirements covering those working with children. Kindegartens, childminders, preschools, schools must be guided after Early Years Foundation Stage (EYFS) which is required by OFSTED. The EYFS requirements includes: the seven areas of learning and development; the early learning goals which must be achieved by the end of Reception school; the assessment requirements for assessing young children to ascertain their achievements and how and when practitioners have to discuss childrens progress with their parents. In the EYFS there are outcomes for each Area of Learning (ELG) which children have to achieve according to their age. Ill write few goals for each area: 1. Personal, Social and Emotional Development – children must be support and encourage to develop a positive sense of themselves and of others, to understand their feelings, to have confidence in their own abilities. Early Learning goals are: to be confident and enjoying playing in group; to form a good relationship with teachers and children; to work as a part of a class: take turns, sharing, nice behaviuor to be interested and motivate to learn. 2. Communication and Language – involves giving children opportunities to express themselves, to listen and speak in different situations. Early Learning goals are: interact with others, taking turns in conversation; use talk to express their feelings; listen and repeat words, phrases. 3. Literacy this goal aims to provide children with a large range of poems books and other reading materials and we have to encourage them to look in the books, to read and to write. The Early goals are: to hold book in right way and to turn pages; to explore sounds, words and phrases; to retell what they have read; to link sounds to letters of the alphabet. 4. Mathematics – children must be provided with opportunities to develop and improve their skills in describing shapes, spaces, measures, counting, using numbers, to understand the concept between â€Å"big† and â€Å"small† , â€Å"short† , â€Å"long† , â€Å"heavy† , â€Å"light† to notice shapes and patterns in pictures to represent numbers using fingers, sticks or other objects; to show an interest in representing numbers, shapes. 5. Understanding the World – this area involves to guide children to understand the world and community they live in through opportunities to explore, observe the environment, places, people, technology. The Early Learnings gols are: to ask questions about why things happen and how to work; to notice detailed features of objects in their environment; to match parts of objects that fit together; to understand and to know how things are used in different ways. 6. Expressive arts and design – involves providing children with a wide rage of media and materials to explore and play with it, as well to share their ideas, thoughts and feelings through a variety of art, dance, music movement, design and technology. For this area few goals are: to sing songs, to make music and dance and then to experiment with ways of changing them; being imaginative using what they have learned about media and materials in original ways; to express their feelings, thoughts through music, paint, craft. 7. Physical development – involves helping and encouraging children to be active and interactive and to improve their skills of coordination, manipulation and movement. As well we have to encourage children for healthy food choice. Childrens goals must be: move with control and safety in large or small movements; handle tools, objects, build towers from blocks; walk around, under, over, climbing equipment; children have to manage their own basic hygiene and personal needs such as: dressing/undressing, washing hands/face, going to the toilet independently. Understand the need for valuing individuality and how this can be supported in the child care setting. Usually in the setting there are children from different cultural backgrounds and all settings requires Children act 1989 which take account of childrens religion, cultural background, racial origin and linguistic background. All children have the right to a cultural identity and settings should recognise, respect and value the cultural identity of that child. Children learn quickly though playing, images, stories, songs that why practitioners should promote in the setting with positive images of all people, reflecting the wider society. Also, we have to ensure that people are shown in a positive light. For children, to understand diversity of society, one of the activity is to collect baby dolls from different ethnicities or to add to the doll house a ramp or a dollwith a wheelchair or crutches. Another way to support children to understand diversity is to ensure the dressing corner with clothes from different ethnicities. As well we can use images that can encourage positive discussion and perception of the world. Im working in Jewish setting and we have a topic â€Å"Festivals of light† which we discuss about different celebrations around the world and we have different activities according to these festivals. Below I will write a weekly planning for this topic for three areas of development. Personal, social, emotional development Physical development Expressive and design Monday Introducing the topic, circle time, talking about different celebrations around the world (Christmas, Chanukah, Diwali) Climbing steps to decorate the classroom with decorations. To make globes=liquid glue+glitter Tuesday Talking about different people celebrating different festivals. Who is celebrating from our class Chanukah, Christmas? Holding hands each other and dancing in the circle. Painting big candles= candle shape+yellow paint Wednesday How do we celebrate this festival in our own family? Dressing up and undressing with festivals clothes. Making Christmas tree=print circles on tree shape Thursday Talking about giving presents to our friends, be nice, kind with each other. Wrap presents with colourful paper. Decorating gift boxes with stickers Friday We make a summary of the topic. Party! Moving whole body: stamp feet, claps hands, twist, turn around, jump. fireworks=on black paper=paint=cotton sticks But respecting and valuing individuality is not just respecting childrens culture, also including children with special needs. All children have a right to a high quality childcare provision that meets their individual needs. And as a practitioner, we have to identify and remove the environmental barriers, for example: in consultation with childs parents, practitioners need to find out what lightings is good for a child with visual impairment. Or if a child uses crutches to move, the furniture in the setting should be altered to a better position to be more space and to put fewer activities in the same time but to be changed more frequently. Or if a child, or even a parent who uses wheelchair cannot get in the setting, a ramp need be built from concrete. 3.3 Identify the benefits of consistency with regard to positive and negative behaviour. Disciplining children take dedications and effort. Childrens character and their behaviour are forming from a very early age and consistency is the key to managing positive and negative behaviour. If we are offering positive consequences for good behaviours will encourager them to continue to have that behavior. But if we will provide negative consequences for misbehaviours will discourage the child to do that again. Also, consequences work best when applied immediately. Children understand better when they receive immediate feedback for their negative or positive behaviors. There are few points to encourage childrens good behavior: To be a good role model children usually copies adults actions; to show and say how we feel- we have to tell honestly how his behaviour affect us; to listen and communicate with children to understand their needs, to explain to them our expectations; to make the child feeling important- to ask him for help (â€Å"Please, can you help me to tidy up the toys†) and then to praise him. Another strategies to promote a positive behaviour are: Rewards systems-works well for young children, to help them manage their behaviors. We can use sticker charts which it should be displayed prominently in the classroom. For older children, sticker chart can work in another way: for example, if they earned three stickers they can have their favorite activity. Praise-is effective strategy which increase positive behaviors. Children love to get attention from adults and is good to let them know that we noticed how they are playing independently, waiting patiently, getting along with others or other positive behaviors. Positive reinforcement is a technique of behavior modification that is used to encourage good behavior. Positive reinforcement doesnt need to be a clear item, can be: giving a hug; using praises; giving a high five; or telling to another adult while the child is listening how proud you are of childs behavior. One of the best ways to provide a positive behavior is to allow children to help build the consequences if the rules are broken. Children are adept at pushing boundaries and its teacher responsibility to set the boundaries and to say â€Å"no† when children exhibit negative behaviors. Its very important to explain with a normal tone of voice to a child why they shouldnt repeat the behavior and teaching them how to behave. If they are pushing too much the boundaries, as adult, we have to apply immediately a negative consequence to deter them from repeating mishbehaviour. As I said, consistency is a key of addressing negative behaviour. As long we remind to the child of the consequences all the time they behave negatively, they soon will learn what is acceptable and what is not? Time-out is a good strategy for childrens disciplines and should be used as a consequence and not a punishment. The time out is effective because removes the child from all reinforcements that may encourage mishbehaviors and we need to have a specific place for time-out free of distractions and can provide to child with opportunity to calm down and to think at his behavior. We can use a timer and usually oneminute per oneyear of age. 3.4 Discuss ways in which conflict can be managed between children, and children and adults. Many children have difficulty with sharing, taking turns or finding appropriate ways to get their unmet needs. In this situation, teachers issue is how to manage a childs behaviour and to resolve a conflict. Is important in the nursery to be set few rules for childrens mishbehaviors and to ensure that are clear. Is good to involve children in making the rules and we have to explain why the rules are important. Usually children in nurseries have misbehavior such as bite or kick other children because of frustration or curiosity, but it can be it can be painful for children and adults involved. In this situation we have to: hug the child who was hurt and to give the minimal attention to the child who the aggressor; explain in simple words/sentences that biting/kicking is not good; and reminds to the child that he has to use words to ask for what he wants, rather than using aggression. There are few simple steps that adults can use immediately to assist children and learning them how to resolve a conflict: Help children to calm down- children when are faced with conflict, they can be full of emotions and not ready to cooperate with adult that why adult first need to speak with child using a calm voice; Discuss wants and needs- all children who are implicated in a conflict need to have a chance to say what they want or what they need. We have to listen the child and to approve nodding, to say short phrases or repeating what he said: â€Å"You really wanted that toy, but Jack had it in his hands?† Define the problem- after the child had a chance to say what he wants or what he needs, you will have to make this â€Å"want† or â€Å"need† into one neutral statement saying: â€Å"Hmmm, I see that both off you want to play with the same toy† Help the child to find a solution- in many cases it can be more ease just to tell children what they should do, but its not an opportunity to learn them how to solve their own problems. Children can learn this skill just from trial and error. That why we have to support and encourage children to find solutions to solve a conflict and both parties should be involved coming with solutions. Take a look at the solution- not all solutions that children suggest can work, and if a problem will continue adult need to begin the process over. Adult need to stay nearby to support the solution and praise the children when problem was solved: â€Å"Well done children, I see you found a way to take turns with the toy†. Reference list: Department for Education. (2012). The Learning And Development Requirements. Statutory Framework for the Early Years Foundation Stage. 1 (2), 3-10. Department of education. (2012). Statutory Framework for the Early Years Foundation Stage. The learning and development requirements. 1 (1), 6-31. Innis, G. (2013). Young children can learn how to resolve conflicts with adult guidance and support. Available: http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s. Last accessed 30.10.2014. Morin, A (2014). Discipline Kids with Positive and Negative Consequences. Available: http://discipline.about.com/od/disciplinebasics/a/Discipline-Kids-With-Positive-And-Negative-Consequences.htm. Last accessed 29.10.2014. Raising Children Network. (2006). Encouraging good behaviour. Available: http://raisingchildren.net.au/articles/encouraging_good_behaviour.html. Last accessed 29.10.2014. Road, A. (2004). OBSERVING CHILD BEHAVIOUR. Available: http://www.newchildcare.co.uk/page6.html. Last accessed 01.11.2014. Smith,M. (2010). Valuing and respecting individuality. Develop positive relationships with children, young people and others involved in their care. 3.5 (3), 154-157. Thornes, N.. (2012). Basic Behaviour Theory and Techniques. Analysing the Antecedents and Consequences of a Behaviour. 5 (1), 50-64. Walker, M(2011). Childrenyoung peoples workforce. 3rd ed. Cheltenham: Nelson Thornes Ltd.. 52-63. Legal Requirements for Working with Children Legal Requirements for Working with Children To summarise the current legal requirements for those working with children. This should include reference to the 6 learning goals and how they could be implemented in a child care setting. History The Childcare Act 2006 became a law on 11 July 2006, and it is the first ever legislation exclusively concerned with early years and childcare, ‘according to‘: [1] â€Å"Northamptonshire.gov.ukâ€Å". This Act is concerned with providing positive outcomes for a child at risk of poverty, focusing on child matters like (safety, health, economic wellbeing, enjoying and achieving a positive contribution) and is also concerned with bringing the inequalities that may exist between children. The Act introduces the Early Years Foundation Stage (EYFS) for terms regarding children aged up to 5 years and this is a frame work that aims to support child care providers in delivering integrated early education and care for children. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The Childcare Act 2006 provides for the early years foundation stage learning and development. THE EARLY LEARNING GOAL This is knowledge, skills and understand which young children should have acquired by end of the academic year until they reach the age of 5. The areas covered under the learning goals are set below: [2] www.gov.uk/government. Personal, social and emotional development Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They can speak among regular friends in a group, and share their ideas, and will choose the means they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: Children can talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. For instance, ‘washing hands before eating.’ Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. Understanding the world People and communities: Get children to talk about past and present events in their own lives and in the lives of family members. This method can open children’s mind about different culture maybe and so forth. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: To make children aware of different technology is offered in different places and depending on situations is needed such as laptops at home and in schools they have computers for instance. This is good to keep children mind entertained with information on technologies. Physical development Moving and handling: Keep in track of children’s body control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing or colouring and so forth. Literacy Reading: Can children read and understand simple sentences? The phonic system is used to decode regular words and read them aloud accurately. With practice children can pick up words and say them easily next time. This can demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple  sentences which can be read by themselves and others. Some words are spelt correctly  and others are phonetically plausible. Mathematics Numbers: Children count reliably with numbers from 1 to 20. Anything after 20 will be difficult for young children so with practice this can be done. Shape, space and measures: Children use everyday language to talk about size,  weight, capacity, position, distance, time and money to compare quantities and objects  and to solve problems. They recognise, create and describe patterns. They explore  characteristics of everyday objects and shapes and use mathematical language to  describe them. Expressive arts and design Exploring and using media and materials: Children like to look at their song on TV and listen to the song and sing it at the same time. They can also safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture,  form and function. Being imaginative: Children use what they have learnt about media and materials in  original ways, thinking about uses and purposes. For example, they can sing back to their friends the song they have learned by watching it in the TV. Explain what is meant by respecting and valuing individuality, and devise plan of how this can be implemented in the child care setting, a table format may be used in this task. Each member of staff within a childcare setting has a responsibility for the children in their care for the children’s well-being, learning and development. Each child therefore is valued and respected by all staff showing that they respect each child as a individual, realising each child has different strengths and weaknesses. By valuing and respecting children, positive relationships can be build up between staff, parents and children, this shows good practise by the setting, and if the setting has a proportion of children from different culture background, there could be a set day each month where a world day celebrates a particular child’s culture. This includes food, religion, cloths, songs etc†¦ and involves the rest of children by knowing and researching about different cultures. ACTION HOW BY WHOM ACHIEVED BY COMPLETED ALL STAFF TO EXPLAIN IN SETTING THE DIFFERENT CULTURES. The child care setting should be filled with images that encourage positive discussions and perceptions of the world offering different cultures and positive role models. Every child contributes to their culture. Get parents also involved in this task to see and observe how their children value others and respect them. Set the date completed of this task. REALIZE THE STRENGHTS AND WEAKNESSES OF CHILDREN. Providing good routines when children are interacting in a formal environment such as sitting down in a one place and have lunch together using the right cutlery and table manners, talking politely to each other and instilling good hygiene habits like washing hands or plates. This action can be observed from the staff and parents. Children achieve this themselves. Set the date completed of this task. Evaluate the benefits of consistency with regards to positive and negative behaviour and identify strategies that can be used to encourage positive behaviour in the child care setting. Making Consistency More Effective in negative/positive behaviour. If parents shows consistency in disciplining the child then this is a good thing, For example, if a younger child is hit by an older child and no consistency in punishment is being taken against the older child then he she will repeat it but if rigorous punishment is taken all the time then the child thinks twice on repeating their negative behaviour and the same can be said about positive behaviour. For example, If kids have to wait two weeks to earn a reward, it may not reinforce good behaviours today. Offering an immediate positive consequence will increase the chances the child will repeat that behaviour. Strategy (1) QUIET TIME. Quiet time, is a perfect time for children to just sit quietly and calm down and it helps staff to simply get on with work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when staff simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way staff are far more likely to end unwanted behaviour rather than temporarily distract a child from it. [3] Strategy (2) INTERACTION Read books with children, or play games with them. This is a great way to interact with them. Strategy (3) ROLEPLAY Role play examples of appropriate behaviours to teach children how to succeed in social interactions. Give children scenarios such as â€Å"What if you want a toy that someone else is using?† Discuss possibilities and help children try out their ideas. For example: â€Å"Can I use that puzzle when you’re done?† or â€Å"can I borrow your book when you are finished?† Strategy (4) WATCH CLOSELY Give great yet positive re-marks when a child does good like, ‘I’ve noticed you said hello to your friend’. ‘Well done for this so I will give you a sticker of achievement for this.’ Strategy (5) BEING SPECIFIC Be specific with feedback when giving attention, so children understand what behaviour is appropriate. Try: â€Å"The two of you were so helpful working together to bring chairs to the table.† instead of â€Å"Good job.† Describe the process involved in managing conflict between children and adults. You should at least refer to at least one behavioural theorist in you answer. What is conflict? Killen and Nucci define conflict as two children independently pursuing personal goals that happen to bring them into conflict (Arsenio Cooperman, 1996). [4] Conflict is a common occurrence for children. Many have asked â€Å"Is conflict healthy or unhealthy?† When looking at discipline, should conflict be seen as misbehaviour or a learning experience? Piaget believed that conflict in children was healthy, and if worked through, would help children to overcome their egocentric thought patterns (Arsenio Cooperman, 1996). Many young children have difficulty sharing, waiting their turn, or finding appropriate ways to get their needs fulfilled. Conflicts between children can be a daily occurrence with preschoolers and Michigan State University Extension states that â€Å"guiding children’s behaviour is an ongoing process.†[5] There are some worthy steps that adults can begin using immediately to assist children in learning how to resolve conflict. The steps take practice by the children who are learning them and patience by the adult who is modelling and teaching the steps. Help children calm down. Often when children are faced with conflict they are full of emotion and are not ready to begin a process of calmness. Approaching the child gently at his/hers eye level and use soft touch. Acknowledge that there is an issue and suggest some ways to calm down. â€Å"I see that you have a problem. It looks like you might need to take a few deep breaths to relax a little.† Stay neutral! When adults attempt to find blame in a conflict the situation can easily escalate strong emotions. Children at this point need to feel they are being heard in order to calm down. Talk about wants and needs. All children who are involved in a conflict need to have an opportunity to express what it is that they want or need. Stay focused on the ‘want’ and don’t focus on what happened. Reflect what the child is feeling by acknowledging his feelings with a head nod, short phrases, or repeating what he is saying in a clear manner. â€Å"You really wanted that toy and Joey had it in his hand.† Give the child’s feeling a name. â€Å"It is frustrating to want something that someone else has.† Define the problem. After getting the child to voice his want or need you will have to turn the issue into one neutral statement. Repeat what the children involved in the conflict are saying in a clear statement. â€Å"Hmmm, I see that two children want to play with the same toy.† WORD COUNT: 2027 REFERENCES: [1] Northamptonshire.gov.uk. [2]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.PDF. [3]http://www.parenta.com/2010/10/22/quiet-time-positive-promote-good-behaviour/. [4]http://www.kon.org/urc/dennis.html. [5]http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s.

superman for president Essay -- essays research papers

When we think of the office of President, what kind of person comes to mind? Does he have to be wise and make good decisions? Does he have to look good in a suit? Maybe he should just be a person that you trust in to keep The United States of America running smooth. Well if that is what you think of when you think of the President, my candidate is all of that plus much more. Superman would be the perfect commander in chief of these United States. The first of my candidates multiple qualities is respect for the people. Past presidents didn’t have that characteristic. He realizes that the people come first, that is the whole purpose of becoming the president. Serving the citizen would be his number one priority. When he was working for a newspaper company, he used to secretly go out and save people’s lives, putting his own life in danger. Rescuing old ladies from burning buildings, helping the police bring down some of the toughest villains, he even will get a cat stuck in a tree to come down. The second of my client’s endless amount of outstanding qualities is his ability to make quick and precise decisions. We need a president that will not crack under the pressure of making an important choice for this country. The September 11th incident would be the perfect example. There is a better way to handle this than just bombing everywhere. If Superman were president the planes would have been stopped in their tracks and placed safely on the ground. The economy is another area t...

The use of symbolism in rappaccinis daughter Essay -- essays research

The use of Symbolism in Rappaccini’s Daughter Nathaniel Hawthorne’s work is unique. His writings are full of subtle imagination, analysis, and poetic wording. His short stories are known for their originality and for their ability to provoke the reader’s thoughts. Although a large portion of his stories are allegories, Hawthorne’s preference is to draw more heavily on symbolism (Pennell 13). His use of symbols adds depth to his stories and helps to reveal different aspects of his characters. In Rappaccini’s Daughter, Hawthorne uses symbolism to create a modern day tale of Adam and Eve in the Garden of Eden. There are two settings for this story. The first and main setting is an eye appealing garden next to Giovanni Guasconti’s room which is located in Padua, Italy. This garden is used in this story as a symbol for the Garden of Eden. The garden is described by Hawthorne in such a way that the reader can almost picture a garden that is alive with vibrant colors and an array of flowering plants and shrubs. There are a variety of types of plants and herbs growing in the garden. Some of the plants are vines, some are growing in decorative urns, and some have grown wild until they were wrapped around statues (2217). The entire garden was â€Å"veiled and shrouded in a drapery of hanging foliage† (2217). The plants in the garden â€Å"seemed fierce, passionate, and even unnatural† to Giovanni (2225). Some of the plants in the garden â€Å"crept serpent-like along   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the ground† (2217). In the middle of the garden is a marble fountain. While it is in ruins, it is â€Å"sculptured with rare art† (2217). The fountain continues to flow and provide water for the plants of the garden. This fountain is comparable to the tree of life and the river that waters the Garden of Eden (Norford). Giovanni associates this fountain as an â€Å"immortal spirit† (2217). The shrub with the purple flowers that is growing at the base of the fountain can be equated to the tree of knowledge of good and evil in the Garden of Eden (Norford 179). Within both gardens, the fall of man takes place. In Eden, it is the fall of... ...od created Eve as a mate for Adam so that he would not have to be alone. Rappaccini feels he has given Beatrice and Giovanni a marvelous gift. He is proud of the fact that he has given Beatrice and Giovanni the power to keep the outside world away (Kloeckner 335). Similarly, God gave Adam and Eve the wonderful gift of everlasting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   life. Throughout the story, Hawthorne shows a pronounced respect for Rappaccini’s intelligence. In the Garden of Eden, Adam and Eve lost their innocence and their purity when they did not listen to God. When they ate from the tree of knowledge of good and evil they disobeyed God. This was a direct result of pride. In Rappaccini’s Daughter, innocence and purity are taken from Beatrice by the conflict between Dr. Rappaccini and his adversary Professor Baglioni. Innocence is lost for Giovanni through his involvement in Beatrice’s death (Pennell 61).

Spaniards in Southwest America :: essays research papers

The Spanish began their movement to Southwest America in the late sixteenth century. From that point on, their influence both on the Native Americans and the environment was extraordinaire. The goal of the Spaniards with regards to the Native Americans was to transform them â€Å"into tax-paying Christians.† This is in contrast to the idea that their goal was to eradicate the Indians form the Americas. Consequently, the Spaniards took many Indians so that they may plant their religion in the Natives and to use them as cheap labor. This led many Indians to learn the customs and language of the Spaniards so they could to be able to thrive in the Spanish culture. Thus, some Natives acquired Spanish, which was the main source of their Hispanicization; this was the notion of Indians becoming encompassed by the Spanish society. Furthermore, Indians gradually learned skills, obtained land, and sometimes found Hispanic spouses, thus furthering their Hispanicization. They now began to live in a Spanish manner and blend into the bottom of the Spanish societal ladder. This â€Å"acculturation† of the Native Americans was in contrast to the models of early English colonization. Spanish goals and plans sought to involve the Indians so that they may live in their society even if at the lower end of it’s ladder. English colonies viewed the Natives as savages and looked to them for slave labor or to rape their women. They did not plan to take the Indians into their society as the Spaniards did so throughout this era.   Ã‚  Ã‚  Ã‚  Ã‚  Spanish influence was not only apparent through the Native Americans; the southwest region of America had also experienced its affect. The Spaniards bringing of animals and use of land speedily and greatly changed their environment. Cattle and horses brought by the Spanish extended well across northern New Spain. As a result, these grazing animals flattened grassy areas and packed down soils, which broke down the lands. Through these worn down paths of grazing, water was able to ensue. Overgrazing however, left vegetation scarce and soils eroded. Furthermore, abundant grasslands and wildlife disappeared with these trends, some turning into deserts. Bad agriculture practices also contributed to such turn of events. The Spaniards set to change their environment had not realized the profound negative consequences their actions would have.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Racial purity, a requirement for elite status in Spain and its American colonies, proved less essential to upward mobility on the frontier than in core areas of the empire.

Little Albert

Assignment One – Mini Lit Review. The Little Albert Study. Not everyone believes that biology is our destiny. Many scientists whole-heartedly believe it is our experiences in life that count. They believe that it is our up-bringing, education, and our environment that form our behaviour, beliefs and characteristics. Chief among scientists in this field of thought is psychologist John Watson. Watson developed a theory that we are not restricted to our genetic make-up, but instead we arrive into the world as a blank slate and all our information is learned.There is continuous dispute over this theory with the nature nurture debate strongly in play (McLeod, 2007). On the nature side of the debate, it is believed that individual’s differences are determined by their unique genetic make-up. They argue that all other characteristics that develop later in life are caused by maturation (McLeod, 2007). The other side is nurture which John Watson strongly supports. This side says that we come into the world as a blank slate and through experiences our slate is gradually filled (McLeod, 2007).To support the theory that environment is more powerful than genetics, Watson designed an experiment on an infant commonly known as the Little Albert experiment. This experiment focused on Ivan Pavlov’s process of classical conditioning. Watson believed and wanted to prove that all human psychology can be explained by this process (McLeod, 2008). The other studies that I will be comparing the Little Albert experiment to will be â€Å"Elevated fear conditioning to socially relevant unconditioned stimuli in Social Anxiety Disorder† (Lissek, Levson, Biggs, et all, 2008) and the study of Pavlov’s dogs (Pavlov, 1928).These studies will enable me to make a justified evaluation of the Little Albert study by making comparisons to these two other studies. The Little Albert experiment was conducted by John Watson and Rosalie Rayner in 1920. They chose nine mo nth old Baby Albert for the study because Albert had been reared almost from birth in Harriet Lane home for Invalid Children where his mother was a wet nurse. Albert was deemed extremely stable and well developed which determined his suitability for the experiment (McLeod, 2007).The focus of their study was to continue on from Pavlov’s experiment involving the classical conditioning of dogs, and determine whether this empirical evidence was also evident in humans (Watson, 1924). More specifically, they were focusing on conditioned emotional responses. In determining these aspects they conducted a series of different tests involving a variation of stimulus. Before the experiment commenced, they gave Albert a sequence of baseline tests to determine his initial fear responses to stimuli.They presented him with burning paper, a monkey, a dog, cotton wool, a fur coat (seal), various masks and a white rat. During the baseline, Albert showed no initial fear to these items. Throughou t the study these items (fluffy white objects) served as the independent variables. The dependant variable was whether or not Albert cried or showed distress. During the study Albert was positioned on a mattress on a table. Albert was presented with a white rat and just as he reached out to touch it, a metal bar was struck with a hammer behind him.Albert jumped and fell forward, burring his head into the mattress, but did not cry. After these two stimuli were paired on several occasions, Albert was presented with only the white rat. As the rat appeared in front of him he became distressed and turned away, puckered his lips, began to cry and crawled away (Watson, 1924). From this, it became obvious that Albert’s fear had been conditioned. Albert had associated the white rat with a loud noise producing fear, thus having conditioned fear of the white rat. The experiment showed that Little Albert generalized his response from furry animals to anything furry.Albert showed the same reactions as the initial experiment when Watson presented him with a furry dog, seal-skin coat and even a Santa-Claus mask (Watson, 1924). The way in which Albert’s responses were measured was through the amount of distress to the stimuli he presented. The Little Albert study is a highly popular study especially across the field of Psychology. Although the study has provided valuable knowledge and understanding of learned behaviours and the development of phobias, it’s procedures considering ethics are questionable.The fact that Albert was only nine months old deems this study unethical. Albert’s mother was obviously desperate for money to support her son, so the bribe of money probably out-weighted the possible harm caused to her son. Albert’s mother probably wasn’t entirely aware of the potential risks involved. Albert’s fear was supposed to be extinguished at the end of the experiment, but he moved away. Other ethical codes that have bee n violated in this study are that of the distress that it caused.Little Albert was never desensitized from the conditioning undergone meaning that because he had a conditioned fear of white furry objects, he would forever be terrified of white furry objects (Watson, 1924). In today’s code of ethics, the welfare of the participant/s is the most important factor and under no circumstances should this protection be hindered, unless the participant has given consent to be put under this distress. It is also now deemed unethical to purposely cause distress to a participant in laboratory circumstances (Weiten, 2008).These unethical procedures could have been corrected quite simply. In the study of fear conditioning in people with social anxiety disorder, they conducted what called an extinction process where the participants were desensitized from any fear conditioning that took part throughout the experiment (Lissek, Levson, Biggs, et al, 2008). This experiment is clearly ethical as it was only conducted in 2008 and would have had to have been passed by the ethics board in order to be conducted. The Little Albert study is a valid study; however it was not measured effectively.The way in which Little Albert’s fear was measured was just whether or not he cried or showed distress. The way in which they measured this could have been improved in order to get more valid and reliable results. In this case, the studies operational definition was not valid. The Little Albert study could have used apparatus in order to get more valid results. For example, they could have measured Albert’s fear by assessing his skin conductivity. This would have measured Albert’s distress through measuring the arousals in his skin i. e. weat. They also could have used the blink-startle response measurement as used in â€Å"Elevated fear conditioning to socially relevant unconditioned stimuli in Social Anxiety Disorder† (Lissek, Levson, Biggs, et al, 2008). T his method measures how much the participant blinks when presented with a stimuli. If the participant is startled (scared) by something, they will blink a lot more than if they are not startled. The reliability of the Little Albert study is not strong. If the same study was conducted today, the same results would not be found.Little Albert’s responses to the stimuli that he was presented with could have been a result of his general fear of animals, not that he conditioned a fear of white fluffy objects. Most people would agree with me when I say that if you were a nine month old baby and an animal was jumping up at your face, you would be scared and would become distressed. Being a nine month old baby, Albert also could have just been tired, bored, and hungry or just missed his Mother. None of these factors were accounted for during the trials.If the same study was conducted today, it would become extremely obvious that times have changed and so too should the design of the s tudy. The reliability of the experiment is hindered by the fact that the method of measurement is simply observation and there is no concrete evidence being analysed. For example if they were to measure brain activity or use the blink-startle reaction measurement, these results would be a lot more concrete and therefore the study would be classed a lot more reliable.In comparison, the 1928 study of Pavlov’s dogs (Pavlov, 1928) is a lot more reliable even though it is only a few years newer than the Little Albert study. If Pavlov’s experiment was replicated today, very similar if not the same results would be found. The fact that Pavlov used concrete methods of measuring his data deemed his study a lot more reliable. If he was to measure the amount that the dogs salivate by just observing them, it would not be as valid.To conclude, through the evaluation of the Little Albert study and comparison to â€Å"â€Å"Elevated fear conditioning to socially relevant unconditio ned stimuli in Social Anxiety Disorder† (Lissek, Levson, Biggs, et al, 2008) and Pavlov’s dogs (Pavlov, 1928) it has come to my attention that the Little Albert study does not comply to today’s code of ethics, the reliability is not strong and could be improved on however it is a valid study, but the operational definition could be improved.I feel that the contributions to knowledge of conditioned fear are valuable to society and has proved useful in various situations and other studies. Future studies on this topic would prove extremely valuable to society and our understanding on fear conditioning. References McLeod, S. A. (2007). Simply Psychology; Nature Nurture in Psychology. Retrieved 3 April 2012, from http://www. simplypsychology. org/naturevsnurture. html McLeod, S. A. (2007). Simply Psychology; Pavlov. Retrieved 3 April 2012, from http://www. implypsychology. org/pavlov. html McLeod, S. A. (2008). Simply Psychology; Classical Conditioning. Retrieved 3 A pril 2012, from http://www. simplypsychology. org/classical-conditioning. html Pavlov, I. P. (1928). Lectures On Conditioned Reflexes. (Translated by W. H. Gantt) London: Allen and Unwin. Watson, J. B. & Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1, pp. 1–14. Weiten, W. (2011). Psychology: Themes and Variations. Belmont, Calif: Wadsworth Cengage Learning.