Motion-Detecting Animal Deterrent free essay sample

Marketing plan for imaginary pet product. Examined in terms of target market, demand, economics, competition, objectives, advertising, projections. Includes tables. I. Introduction This marketing plan is for The Motion-Detecting Animal Deterrent, a new product designed to keep pets from leaving and undesired animals from entering an owners property. It is a fully automatic device that uses infrared sensor technology to detect heat and motion up to 35 feet away and in a 105 degree arc. When the sensor is activated, a built-in pulsating water sprinkler head sends out a three-to-four second spray of water. The device can be adjusted so the target spray area can vary from 20 to 40 feet from the device, and the spray pattern can vary from as narrow as 10 degrees to as wide as 360 degrees. Housed in sturdy ABC plastic, the device attaches to any standard-sized garden house and is secured to the ground by a zinc-plated steel spike. We will write a custom essay sample on Motion-Detecting Animal Deterrent or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Operated by an on/off switch, it is powered by a 9-volt..

Cross Cultural Management the UK

Cross Cultural Management the UK Introduction According to studies done by scholars and other researchers, the aspect of leadership style or type closely relates with the particular culture of a country. In other words, countries adopt their own unique leadership styles that match their culture and belief in the society (Hur, 2008, p. 359).Advertising We will write a custom essay sample on Cross Cultural Management: the UK specifically for you for only $16.05 $11/page Learn More This paper seeks to undertake an elaborate assessment of literature on leadership styles that are common in the United Kingdom. The paper also considers two other countries, the United States of America and Japan, in attempting to draw out comparisons in the leadership styles that are adopted in these countries. Leadership Style in the UK There is a tendency among managers in the UK to focus more on generalisation rather than specialisation. It is less likely that a manager in the UK would be expected to be technica lly the most competent person. In other words, UK’s leadership and management offer relatively little consideration on the aspect of pure academic consideration (Simons et al. 2003, p. 347). Instead, a lot more emphasis is placed on relevant experience, as well as on a ‘hands-on’, realistic approach (McCarthy, 2005, p. 222). UK managers will rarely be referred to using their academic titles, such as doctor or professor. This can easily be seen as a sign of affectation. Acquisition of man-management skills is critical for UK managers in order to enhance their team management capabilities. UK managers demonstrate solid interpersonal skills. These skills enable them to form and maintain very strong teams and work groups. Managers work towards cultivating a close, humorous and soft relationship with their subordinates as a way of making them understand their needs and influence their performance. However, the managers are also firm in their decisions and are not nece ssarily affected by the closeness with their subordinates (Salis Williams, 2010, p. 436). In giving their instructions and directions, British managers often adopt an indirect way of doing things. British managers have the tendency of asking their subordinates to offer a helping hand in order not to be seen as explicit. The laissez faire economic background that has strongly been established in the UK brings about an aspect of individualism in the society.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More To a greater degree, managers in the UK are informal in their practices as far as personal exchanges are concerned (Haynes, Marchington, Boxall, 2006, p. 226). This is mainly caused by the value accorded to humanitarianism. There is a greater realisation among the managers on the need to achieve greater social achievement. The managers often take pride in their ability to influen ce and shape up things. In essence, managers look at conflict, particularly at the workplace, with a negative view. Most managers accept and use democratic management style as their main practice of doing business (Choi, 2007, p. 243). During the decision-making process, managers give a chance to their subordinates to provide their views and opinions. The opinions and views are later considered in the final decision adopted. The managers also show greater willingness to entrust their subordinates with some level of decision-making. To the managers, the subordinates’ ability to be responsible means a lot for the firm and for their own ability to manage it. The English people are widely a conservative society. They have greater love for traditionalism, conservatism, and the past, while they are also reluctant to change. The conservatism has seen most British managers take a lot of time to consider and adopt new styles and technology in their management practice (Fisher Simmons , 2012, p. 31). There is too much trust in the tried and tested management practices that it appears a bit difficult for the managers to try out innovations and recent practices on management, particularly where such new practices are proposed in foreign countries. Leadership Style in the USA American CEOs often adopt a leadership style from five different types, which include directive, empowering, participative, celebrity, or charismatic (HamedoÄŸlu, Kantor GÃ ¼lay, 2012, p. 320). The lack of a congruent culture in the country is mainly due to the mass immigration of various world cultures.Advertising We will write a custom essay sample on Cross Cultural Management: the UK specifically for you for only $16.05 $11/page Learn More However, it is still notable that some of the common tendencies amongst Americans include functionalism, individualism, non-compulsory thinking, and dominance on nature. Additionally, Americans put much of their attention to w hat the present and the future holds, rather than focusing more on the past. They equally categorise people as either good or bad. According to Hofstede’s cultural studies, Americans make up some of the world’s most individualist nations, where personal particulars and successes are used mostly to define people (Herrera et al. 2011, p. 2629). The supervisors or managers would hardly select staff from amongst their friends or other relatives. More value is put on the work, with planning being considered as an important way of helping planning and decision-making. It is a common feature and thinking among American managers that they have the ability to control the environment, with the belief that strikes at work places and economic events problems are because of poor managers. Americans have a high affinity to natural resources, as well as financial equipments. This is a feature that has enhanced their self-centredness. Americans, to a greater degree, consider themselve s as superior and powerful over other cultures or nations (Celani, 2007, p. 119). This aspect has brought about self-consciousness within the society and in its leadership. Leadership Style in Japan The Japanese consider being human as a special value. They believe that the force of human beings is endless and, thus, it is important for training. The firms consider their employees as a great asset and give greater emphasis on training and skill development (Yuhee Takeuchi, 2010, p. 1931). The existing regulations and laws mainly dictate leading of staff, with cultural emphasis also forming dominance on staff. Unlike the USA, Japan is a collectivist culture (Sun, Horn, Merritt, 2004, p. 318). Workers are often organised into groups or working teams and the managers supervise the group as a unit rather than individuals. The leaders admonish individualism at the place of work and promote teamwork as a perfect way of achieving their objectives. The leader-follower value-based model co nsiders kindness and friendship as being important (Wade-Benzoni et al. 2002, p. 87).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The managers take much of their time attempting to solve problems that emerge at the workplace involving their inferiors. Comparatively, Japanese managers tend to have a stronger liking for sorting out of problems that afflict their subordinates (Abramson, Keating Lane, 1996, p. 123). Equally, the middle level managers also enjoy offering their support to the superior managers to ensure that they collectively play a role in helping to achieve their objectives. Because working in groups require close coordination, the managers are often very good at building relations with both their colleagues and superiors. The leaders, however, have a lesser power of control. Because they consider closeness in working together as teams, the managers consider maintaining warmness and relationships as more important to more power and control. This provides room for followers to make some of the decisions on their own (Paik Sohn, 2004, p. 61). Consideration of Management Practices for UK Managers W orking in the USA and Japan Both the USA and UK are highly individualistic societies. A UK manager working in the USA will find it easier to handle workers in the country because of the similar individualistic characteristics. However, Japan scores lowly in individualism compared to the UK. A manager from the UK working in a subsidiary in Japan will have to adopt a collectivistic approach in order to achieve greater success. For instance, it would be more appropriate for the manager to organise his workers into teams and groups in order to create a closely-knit workgroup (Fukushige Spicer, 2011, p. 2110). The approach should be to consider groups as more important to his performance than placing emphasis on individuals. The manager should determine the objectives for the groups and hold meetings with the groups rather than its individuals. Working in the US, a UK manager will face the challenge of high self-centredness from his workers. Because Americans consider themselves to be h ighly superior compared to other societies in the world, the manager is likely to face some level of strong ego from the workers. This would require great democratic leadership from the manager. In making decisions, the manager would need to involve the subordinates so that they would greatly feel to be part of the decision-making system. If the decisions arrived upon by the organisation will seem to encompass the workers’ own input, there will be greater commitment on their part than if the manager would appear to do it on his own (Hofstede, 2001, p. 112). Equally, working in the USA would require that a UK manager adopt a lot of delegation of roles to his junior managers and supervisors. This would imply that the junior managers, most of whom would be Americans, would directly handle and deal with the subordinates. This is critical because, in a way, it would shield the UK manager on most occasions from directly dealing with his subordinates. It would, thus, help in avertin g unnecessary resistance and conflict from the workers (Bass, 2000, p. 18). Conclusion Different countries in the world have varying cultural practices that affect their styles of leadership. Most managers in a country would generally adopt a similar or a uniform practice in their leadership and management. The United Kingdom is synonymous with the practice of managers using informality while undertaking their roles. British managers value humanitarianism and consider the fact that skill development is critical for improving the performance of their organisations. There is some level of democratisation in management, where leaders allow their followers or subordinates to contribute in the decision making process. On the other hand, Japan is a collectivistic society where managers consider groups with greater emphasis than they do to individuals. Managers in Japan will tend to condone poor performance from workers as they seek to achieve greater performance going forward more than wo uld be the case in the USA. Although the US managers adopt democracy in their practice, there is greater individualism within the society. Workers strive to achieve as individuals more than they would as a team or group. List of References HamedoÄŸlu, MA, Kantor, J GÃ ¼lay, E 2012, The effect of locus of control and culture on leader preferences, International Online Journal of Educational Sciences, vol. 4, no. 2, pp. 319-324 Abramson, N, Keating, R, Lane, H 1996, Cross-national congnitive process differences: A comparison of Canadian, American and Japanese managers, Management International Review, vol. 36, no. 2, pp. 123-147 Bass, BM 2000, The future of leadership in learning organizations, The Journal of Leadership Studies, vol. 7, no. 3, pp. 18-37 Celani, DP 2007, A structural analysis of the obsessional character: A Fairbairnian perspective The American Journal of Psychoanalysis vol. 67, pp. 119–140 Choi, S 2007, Democratic leadership: the lessons of exemplary model s for democratic governance, International Journal of Leadership Studies, vol. 2, no. 3, pp. 243-262 Fisher, R, Simmons, R 2012, Liberal conservatism, vocationalism and further education in England, Globalisation, Societies Education, vol. 10, no. 1, pp. 31-51 Fukushige, A, Spicer, D 2011, Leadership and followers work goals: a comparison between Japan and the UK, International Journal of Human Resource Management, vol. 22, no. 10, pp. 2110-2134 Haynes, P, Marchington, M, Boxall, P 2006, Workplace union-management partnership: prospects for diffusion of contemporary British Approaches in New Zealand, Asia Pacific Business Review, vol. 12, no. 2, pp. 225-241 Herrera, R et al. 2011, The relationship between attitudes toward diversity management in the Southwest USA and the GLOBE study cultural preferences, International Journal of Human Resource Management, vol. 22, no. 12, pp. 2629-2646 Hofstede, G 2001, Culture’s consequences: Comparing values, behaviours, institutions, a nd organizations across nations, 2nd ed, Sage Publications, Thousand Oaks, CA Hur, M 2008, Exploring differences in leadership styles: A study of manager tasks, follower characteristics, and task environments In Korean Human Service Organizations, Social Behavior Personality: An International Journal, vol. 36, no. 3, pp. 359-372 McCarthy, G 2005, Leadership practices in German and UK organisations, Journal of European Industrial Training, vol. 29, no. 3, pp. 217-234 Paik, Y, Sohn, J 2004, Expatriate managers and MNCs ability to control international subsidiaries: The case of Japanese MNCs, Journal of World Business, vol. 39, no. 1, pp. 61-71 Salis, S, Williams, A 2010, Knowledge sharing through face-to-face communication and labour productivity: evidence from British workplaces, British Journal of Industrial Relations, vol. 48, no. 2, pp. 436-459 Simons, H et al. 2003, From evidence-based practice to practice-based evidence: the idea of situated generalisation, Research Papers In Education, vol 18, no 4, pp. 347-364 Sun, T, Horn, M, Merritt, D 2004, Values and lifestyles of individualists and collectivists: a study on Chinese, Japanese, British and US consumers, Journal of Consumer Marketing, vol. 21, no. 5, pp. 318-331 Wade-Benzoni, K et al 2002, Cognitions and behavior in asymmetric social dilemmas: a comparison of two cultures, Journal of Applied Psychology, vol. 87, no. 1, pp. 87-95 Yuhee, J, Takeuchi, N 2010, Performance implications for the relationships among top management leadership, organizational culture, and appraisal practice: testing two theory-based models of organizational learning theory in Japan, International Journal of Human Resource Management, vol. 21, no. 11, pp. 1931-1950

Realism vs. Phenomenalism Essay Example | Topics and Well Written Essays - 250 words

Realism vs. Phenomenalism - Essay Example It is also possible for people to perceive qualities under conditions whereby no physical object exists at all. However, Barnes does not agree with this point of view and terms the sense-data argument a myth. According to Barnes, people have the capacity to perceive by seeing, tasting, smelling, feeling, and hearing; it is an indisputable fact. He proceeds to give three arguments that dispel the existence of sense data. For instance, he gives the example of a penny placed on a table. When observed from above, the penny appears circular, but when viewed from miles away, it appears elliptical. The elliptical and circular appearances are not the aspects of the penny, but entities of some kind. Another example is a stick that appears straight in the air, but bent in water. This is an aspect of sense-data. The third argument Barnes presents is that people seem to see objects which do not exist in reality. For example, mirages that appear in the desert (Barnes 92). This suggests that what people observe in some cases are not physical entities. The non-physical entities are what phenomenalists refer to as sense-data. Barnes arguments favor realism. Realism asserts that the existence of physical objects is independent of the human mind; therefore, the universe exists independent of the human mind. Barnes argument is convincing as it follows the tenets of logical reasoning. Therefore, physical objects exist whether human beings perceive them or

Key Elements of HR Strategy of Disney and How it is Linked With Its Co Case Study

Key Elements of HR Strategy of Disney and How it is Linked With Its Corporate Strategy - Case Study Example Training and development of the employees are tailored in a manner which allows the company to train and develop the employees in a manner which delivers consistent value to the customers. However, this has been only possible after the involvement of top management of the company at all levels of management. Â  (Perkins, Shortland and Perkins, 2006) However, it is clear that reward and recognition system may not have been clearly defined. The overall recognition criteria were not well-defined and it is also evident that the employees were allowed to communicate with each other at designated places and during particular times. Â  (Miner, 2007) The overall communication and relationship between the employees and the managers were excellent as managers clearly outlined the expectations from the crew members and what was exactly required of them. Learning and development was the key point which was integrated into the overall HR strategy of Disney as employees were specifically trained in various areas of operations while at the same time allowing them to build on their multi-dimensional expertise. The overall general HR policies regarding hiring, training and developing employees were well-defined and most of the tasks were performed by in-house employees hired and developed over the period of time. (Kreitner, 2009) More focus on developing employees and their personalities so that they can deliver superior value to customers. A supported environment for employees has been created which fosters responsibility and creativity. Leadership and communication skills, which are vital for working in an environment which is client facing. Employees are trained in a manner which improves therefore skills. HR Strategy is further focused towards empowering employees to face the clients in real time. HR Strategy is aligned with the overall corporate strategy as it supports the overall vision of the company. Overall, HR Strategy of Disney was focused on hiring, training and developing employees who can deliver more value to the customers.

Compare and Contrast Opportunity and Risk Components Research Paper

Compare and Contrast Opportunity and Risk Components - Research Paper Example Project manager (Learner) may need to make assumptions about the project. Be sure to document the assumptions in the description of the risk and consider both project and product based risks. The project manager should also take in to account external as well as internal risks and consider risks to the project budget, its schedule, its resources and the products quality. Ensure that the risks are categorized and quantified. The estimated costs and worth of a classic kitchen remodeling plan are briefed below. Elevated estimations for greater urban areas and the diminished estimates where home values are below the countrywide average need to be made. Modification for prices for replacements or enhancements is in the last fragment. For size variances of up to 25%, total expenses need to be scrabbled in direct percentage to the size of the project under consideration. The modified costs can be used as a basis for locating a material financial plan and for matching supplier bids (if experts are chosen to do the work) (Homewyse, 2011). This is amongst the major decisions that property-owners have to ultimately deal with when scheduling a project management.   What are the risks?   Effectiveness, length of timeframe, financial plan and class of work are the key factors that one has to consider when determining on such a critical point. For a small kitchen, budget for remodeling is usually restricted. Amidst of a family kitchen remodel, it’s very likely to lose sight of precisely how much money one is spending, crossing over the economical line, every now and then quite significantly. Here are some cautionary cryptograms that during the remodeling; the plan may be heading towards choking terrain (Admin, 2010). The inexpensive cupboards/piece of equipment/sink came about to be backordered for 6 months and extra charges need to be paid for a more exclusive one (and additional variations may chute from this change, accumulating even more to the

Psychological Perspectives on Children’s Behaviour

Psychological Perspectives on Children’s Behaviour THE PSYCHOLOGICAL PERSPECTIVES AS APPLIED TO THE UNDERSTANDING OF CHILDREN’S BEHAVIOUR The main psychological perspectives as applied to the understanding of the development of children’s behaviour are; behaviourist, cognitive, social, psychodynamic, humanistic, cognitive and the developmental perspective. The behaviourist perspective is the influence of the outer environment on children’s behaviour. It discards the idea that children pass through set developmental stages or milestones. But are affected by the environment to which they are exposed to. The behaviour perspective focuses on how the outer environment influences how a child behaviour. It also focuses on how the environment affects their behaviour. â€Å"The behaviourist perspective looks at learning as the result of conditioning and that behaviour is learnt by positive and negative reinforcement† (Foster, S., Green, S and Kellas, S. (2008) BTEC National Children’s Care, Learning and Development , Nelson Thornes) A key theorist linking to the behaviourist theory is Albert Bandura. His theory was the Social Learning Theory (Observational Learning). It was most recently called ‘Social Cognitive Theory’. This theory looks at the moral and social behaviour in humans. He believes we learn through conditioning and by observing others. Bandura’s experiment was called the ‘Bobo Doll experiment’. The responses were all convoyed with verbal responses. I.e. one of the types of behaviour the adult showed was aggressive behaviour. The clip showed the adult punching the Bobo doll on it’s side, placing it on the floor and sitting on it and punching it on the nose. Whilst the adult was punching the Bobo doll on it’s nose. The adult continued to kick the Bobo doll around the room. The television clip also showed the adult using a mallet and whacking the doll with it. After the television clip had finished the children were left in a playroom with the Bobo doll for ten minutes. The children were then let into a room to play with the Bobo doll. The children showed hostile and aggressive behaviour toward the Bobo doll. Some of the objects used were mallets, like the adult had. However other objects were used such as guns. The experiment revealed that beha viour can be copied through observing and imitating others. An example of this in placement would be when I was sitting at the table with the children during dinner time. During this time two children were playing around with their food and they throwing it. I showed them that we eat this type of food with our hands. I then then ate some to show them that it tastes nice and they shouldn’t be afraid to eat with their hands. This then resulted in two children copying me and eating their dinner with their hands. The second psychological perspective is the cognitive perspective. The cognitive perspective or approach is the â€Å"psychological perspective emphasising active and interpretive nature of human information of human information processing† (Coolican, H., Cherchar, A., Walley, M, Cassidy, T,. Penny, G and Harrower J Page 367). The cognitive perspective is about how children make their own choices. This perspective focuses on how what a child learns affects their actions. This means this what a child learns influences their actions. This is done by a child’s thoughts and how a child processes and stores information. The third psychological perspective is the social perspective biological perspective. This perspective looks at how a child’s behaviour is done to their genetics. This means this perspective looks at a child and how they develop an understanding of the world and their surroundings around them. A theorist that believes this is Vygotsky. Vygotsky believed children learn best through social interaction with other peers and through adult intervention and through this is, is how they develop other skills. Vygotsky felt that children were capable of achieving past their potential and their stages of development however only with support and assistance from adults. â€Å"The difference between these two levels was known as the ‘zone of proximal development’, and this has huge implications for the adult who would help extend the child’s learning and reinforce it†. (Hill., K., Tassoni P., Page 256)An example of this would be if a child who suffers from OCD. O CD is a biological condition. If something is not in the correct place, or doing certain actions. A child at one of my placements suffered from Autism and OCD, if that child didn’t have snack at a certain time, the child would get very upset. As I worked with him during reception, snack time was available throughout the whole day and was not at a specific time, he found this difficult time. To help this child, me or another teacher would go through what activities were available to him that day and what he would like to in order. This was very effective and beneficial as he knew what was happening during the day. An example of this in placement would be through free play, the children have a chance to interact and integrate with other children. Adult intervention is very important in my setting. We welcome each child into the setting and talk to them about how they feel and what they would like to do. Communication goes hand in hand with adult interaction with adult intervent ion. I and the other staff at my placement scaffold the children’s learning when needed with certain tasks and activities. An example of this would be me helping a child to build a tower with wooden blocks. I helped the child to build a tower, thus helping them reach their goal. The next time they were able to build a tower on their own. The fourth psychological perspective is the psychodynamic perspective. This perspective focuses on the subconscious and the part in plays in us making the decisions we do. Freud is a key theorist that links into this perspective. Freud’s theory is the ‘Psychosexual stages of development’. Freud’s theory is based on the early childhood experiences form the behaviour we acquire as adults. Early attachment relationships with parents form a great impact on this. The fifth psychological perspective is the humanistic perspective. Freud believed that â€Å"the unconscious mind has a large part to play in how we feel and that the influences of the unconscious mind come from past experiences and form our instincts.† (Foster, S., Green, S. Kellas S., Page 112) Freud’s developed five stages and these were ; the oral stage, the anal stage, phallic stage, laterncy stage and the genital stage. The oral stage is the first stage is about how a child finds pleasure in putting objects in their mouth. The child is intent on satisfying their libido, by placing all sort of objects in their mouth. This can however be replicated at a child’s later life by thumb sucking or nail biting. The oral stage is when a child is first born to the age of one. The anal stage takes place between the first, two years of age. The pleasure zone in this period is the anus. This stage focuses on a child controlling their bowels and bladder. This when the eg o starts to develop and starts to control the id, this is done by the child asking to achieve potty training and toilet training. The next stage is the phallic stage, this takes place between the ages of two and six. The pleasure zone during this period is the phallus. This stage focuses on how a child has developed an awareness of their genitals and how a child plays with their genitals and gain pleasure from it. At this stage the superego develops. The laercy stage follows and takes place between the ages of six and eleven years. This stages’ pleasure zone doesn’t have one. This perspective focuses on what makes a child an individual by focusing on what makes a child an individual, and that is their characteristics. The Odeipus (boy) and Electra (girl) issues are resolved. A child can now build on a relationship with a same sex parent without feeling jealousy. The last stage is the genital stage. This is between the ages of 11 years into adulthood. The pleasure zone for this is the genitals. Its main characteristics is how a child can develop having sexual feelings (puberty) to then in adulthood settling down into a relationship. Freud believed though that if an adult is fixed at a certain stage such as the oral stage, their only pleasure of the relationship would be from kissing and not from sexual intercourse. This theory may be linked into practice by if a child is fixed at a certain stage such as the oral stage (this may be nail biting or thumb sucking) may be experiencing anxiety at home, thus not being able to move on to the next stage. Freud believed that if a child didn’t progress through these set stages, then it would cause problems later on in life. He also believed that a child could stay fixed at a stage and this again would cause problems. This links into children’s development because this perspective believes that children are influenced by the world and what they see and what they do. The last psychological perspective is the developmental perspective. This perspective looks at the behaviour of a child and sees if they are meeting the requirements for their age and stage of development. A key theorist that links into this is Piaget and his four stages of cognitive development. This links into child development by seeing if children are meeting the development requirements for their age. An example of this at my placement is a behaviour specialist works closely with the school. She takes account of each child’s needs and see if they are meeting the requirements for their age and stage of development and if there is any issues. And if there are any issues, what can then be done to help the child to meet their targets. Theories have informed practice in early years settings majorly. A lot of theories are using the theories in practice every day. Each theory can be placed into a different category of development. B.F Skinner’s theory is that children use cognitive behaviour when given verbal communication. A key element in his theory is through trial and error. They will keep on trying until they succeed. A way a child learns this is through observing other adults and copy and repeats what they have heard or see. An example of this in placement would be was when I was sitting at the table with the children during dinner time. During this time two children were playing around with their food and they throwing it. I showed them that we eat this type of food with our hands. I then then ate some to show them that it tastes nice and they shouldn’t be afraid to eat with their hands. This then resulted in two children copying me and eating their dinner with their hands. One way to achieve this is by speaking clearly and getting down to their level and using eye contact. Another example of this in placement would be when a child was hitting another child. I got to the child’s lev el/ and used eye contact. I also used their name and said what that their behaviour was wrong and that we use ‘kind hands’ here and that their behaviour had made the child sad. I also said that you need to give the child a cuddle and say sorry. B.F Skinner also links into another theory of behavioural management. His This theory is that child should have a consistent behavioural management system. At my placement we respect that parents may have a different technique to the ones we use at placement, we take on board their wishes and use their technique to remain consistency so the child does not get confused about the consequences of their behaviour. There are many behavioural techniques to help manage behaviour, these are reward charts, child empowerment, inclusion games and assertive discipline. Vygotsky’s theory is linked to intellectual development. His theory is that children learn new skills with the help of adult intervention. His theory also supports that a child should be supported doing a new activity or during a new learning experience. I and the staff support this theory by assisting the children with new tasks and scaffolding their learning. This means giving them the resources they need to fulfil or complete the task and letting them find a way of completing the task, without showing them. We also give verbal praise when a child shows good social interaction skills with other children. John Bowbly is the theorist that is linked to emotional development. He links into the biological perspective. His theory focuses on that importance of early relationships a child has with their main caregiver. Bowbly believed children who had a positive attachment with their caregiver have more of higher self-esteem and children who have negative attachment their caregiver have a lower self-esteem. At my placement we support this by slowly introducing and easing a child into a setting. We had a new child recently who started. We believed it would be for the best if we slowly eased the child into the setting. This helps the child to ease into the setting, make themselves feel comfortable and familiar with the setting. This also helps prevent separation anxiety with the child and their main caregiver. References Foster, S., Green, S and Kellas, S. (2008) BTEC National Children’s Care, Learning and Development , Nelson Thornes, Nelson Thornes – 15/11/14 Squire, G., 2007. BTEC National Children’s Care, Learning and Development Student Book, United Kingdom: Heinemann 15/11/14 Image http://fateslayer99.hubpages.com/hub/Understanding-Psychological-Perspectives-and-the-Motives-Behind-Our-Actions Last Accessed on 15/11/14 at 18:12 1 Tejal Thanki

Abraham Lincoln and Calamity Jane :: essays research papers

In The Boys’ Life of Abraham Lincoln by Helen Nicolay and Life and Adventures of Calamity Jane, By Herself, tone is employed to more effectively display the purpose of the essays. In The Boys’ Life of Abraham Lincoln, Nicolay uses a tone that demonstrates triumph through tragedy, weaving specifics about Lincoln’s ancestors with the trials he faced. In Life and Adventures of Calamity Jane, By Herself, Mrs. Burk (Calamity Jane) uses a tone that is familiar to the world of documentaries, starting her story at her birth and ending with where she was when she wrote the autobiography. One must remember that The Boys’ Life of Abraham Lincoln is a biography, and Life and Adventures of Calamity Jane, By Herself is an autobiography. The contrasting of these two fine pieces of literature makes some specifics about tone and purpose stick out in one’s mind. The Boys’ Life of Abraham Lincoln uses a tone that is personal and endearing in order to inspire the reader to face circumstances in their life with the notion that a sunnier day will come only if they try their hardest to make the best of their current situation. Tone is also used to display Abraham Lincoln as a man who did just that to become â€Å"the greatest man of his time†. The biography begins nearly 175 years before Abraham Lincoln was born. It traces its way through the pioneering of his forefathers into the â€Å"west† by specifically pointing out hardships faced on the unfriendly trail. (They faced solitude, privation, and all the dangers and hardships that beset men who take up their homes where only beasts and wild men have had their homes before.) However, â€Å"they continued to press steadily forward† even though they lost most of what they had when they started their journey. The determined family continues on through the death of Abraham ’s grandfather, till Abraham is born â€Å"in deep poverty†. Throughout this initial background, it is hinted that Abraham will be â€Å"a wonderful man†, and it is noted how ironic it is that such a great man is to be born and raised in such a humble place. It is stated that of his early childhood â€Å"almost nothing is known†. The author still manages, however, to dig up an anecdote which portrays Abraham as a â€Å"generous child†. He was â€Å"large and strong for his age†, and when a â€Å"severe mysterious sickness† breaks out, Abraham pulls through, though many die around him.