Analysis Of Emily Dickensons C :: essays research papers

Analysis of Crumbling is not an instant Act by Emily Dickinson "Crumbling is not an instant’s Act'; is a lyric by Emily Dickinson. It tells how crumbling does not happen instantaneously; it is a gradual process occurring slowly and cumulatively over time. The structure of this poem is complex and it tied directly into the figurative meaning. This poem consists of three quatrains written in iamic meter but with no set number of feet per line. Also, the second and fourth lines of each quatrain thyme somewhat. Perhaps the most perplexing attribute of the structure is that Dickinson capitalizes words in mid-sentence that would not normally be capitalized. This could represent decaying objects; capitalized words represent things still standing and lowercase words represent things decayed. This poem is choppy at timed, but it flows smoothly at others. Long hyphens throughout the poem slow down reading speed. This could be compared to the rate of decay. Sometimes decay is rapid, sometimes it is slow. the last three parts of the poem’s structure help create its figurative meaning. Imagery is Dickinson’s main figurative tool in this poem. the idea that crumbling is progressive is supported by the last two lines of the first stanza, which state, “Dilapidation’s processes Are organized Decays'; This means that crumbling is a result of dilapidation, which is caused by gradual decay. The deterioration that results is progressive: one stage of decay leads to the next until crumbling inevitably comes along. The second stanza contains four images of decay: “cobweb, rust, dust and borer in the axis.'; These images are combined with specific details which give them a deeper meaning. The dust is a “cuticle,'; which suggests that it is at the edges. The “cobwebs on the soul'; suggest spiritual deterioration (cobwebs symbolizing neglect). “Elemental'; rust means basic corrosion and corruption. the “borer in the axis'; represents something that eats a person from the inside out. In the third stanza, the word “ruin'; is perhaps the most suitable word for describing both physical and spiritual collapse. “Devil’s work'; speaks for itself--the devil is evil, ruin is evil. this poem can describe any type o f ruin: personal, emotional, financial. The literal meaning of this poem is simple--ruin does not happen suddenly. It is actually a gradual process that is the result of continuous, small-scale decay.

The Internet Does Not Have Everything Essays -- Argumentative Persuasi

The Internet Does Not Have Everything Everyone needs to know that the World Wide Web (a subset of the Internet; see Internet for a definition of "Internet") is a tool, not the be-all and end-all of research. Many students begin their research assignments with the "fact" from their teachers that they'll be able to find, from now on, everything they need on the Web. Not true. Students do need to be made aware that the Web is a great resource when you need some very current information--today's Dow Jones average, currency exchange rates, score in your favorite baseball team's game, news headlines, etc. Furthermore, through libraries there are increasing numbers of indexes that before were available on CD-ROM or in printed books, that are now accessed via the Web (only to authorized users); these are not "on" the Web per se. The term used to differentiate these proprietary and other directly inaccessible sources is the "invisible Web." The invisible Web is much larger than the visible Web. However, some students seem to think that they can find EVERYTHING on the Web. They can't. They probably never will in their lifetimes either. There is simply too much information out there to have it all transferred to an electronic--and widely accessible--format. Other issues that keep things from existing on the Web: Costs can be astronomical--and who is going to pay them? Scanning in images is expensive and time consuming (think of the millions of photographs in archives around the world), Copyright concerns play a major role in keeping things from being widely accessible; companies want to make a profit (there are hundreds of databases that can only be used by au... ...-and help them to identify more readily trustworthy sources. It is doing everyone in society a disfavor to lead citizens (whether young or old) to believe that the Web has every piece of information that one might need. In this increasingly technologically-dependent world, it is critical that the citizens in it are finding reliable information before they start inventing, improving, building, cleaning, renewing, destroying, exploring, etc. They need to be able to critically evaluate their options, and make sure that they aren't ignoring sources that happen not to be available on the Web. The exclusively techno-reliant are, in their own way, as unreliable a source for trustworthy or thorough information as the techno-phobes who won't use the Web at all. Using the best tool for the job or information need is the only way to be certain that you get the best results. The Internet Does Not Have Everything Essays -- Argumentative Persuasi The Internet Does Not Have Everything Everyone needs to know that the World Wide Web (a subset of the Internet; see Internet for a definition of "Internet") is a tool, not the be-all and end-all of research. Many students begin their research assignments with the "fact" from their teachers that they'll be able to find, from now on, everything they need on the Web. Not true. Students do need to be made aware that the Web is a great resource when you need some very current information--today's Dow Jones average, currency exchange rates, score in your favorite baseball team's game, news headlines, etc. Furthermore, through libraries there are increasing numbers of indexes that before were available on CD-ROM or in printed books, that are now accessed via the Web (only to authorized users); these are not "on" the Web per se. The term used to differentiate these proprietary and other directly inaccessible sources is the "invisible Web." The invisible Web is much larger than the visible Web. However, some students seem to think that they can find EVERYTHING on the Web. They can't. They probably never will in their lifetimes either. There is simply too much information out there to have it all transferred to an electronic--and widely accessible--format. Other issues that keep things from existing on the Web: Costs can be astronomical--and who is going to pay them? Scanning in images is expensive and time consuming (think of the millions of photographs in archives around the world), Copyright concerns play a major role in keeping things from being widely accessible; companies want to make a profit (there are hundreds of databases that can only be used by au... ...-and help them to identify more readily trustworthy sources. It is doing everyone in society a disfavor to lead citizens (whether young or old) to believe that the Web has every piece of information that one might need. In this increasingly technologically-dependent world, it is critical that the citizens in it are finding reliable information before they start inventing, improving, building, cleaning, renewing, destroying, exploring, etc. They need to be able to critically evaluate their options, and make sure that they aren't ignoring sources that happen not to be available on the Web. The exclusively techno-reliant are, in their own way, as unreliable a source for trustworthy or thorough information as the techno-phobes who won't use the Web at all. Using the best tool for the job or information need is the only way to be certain that you get the best results.

Recruitment Plan

Executive Summary The main purpose of this report is to establish guidelines for the recruitment and selection of a Restaurant hostess for the Waterfront Hotel, New Plymouth. This report is comprised of identifying job positions, job analysis, job description and selection process, so as to follow a systematic procedure during the recruitment process of the Restaurant Manager. Objectives The objective of this report is to develop a systematic recruitment plan for the Restaurant Manager. Contents The contents of this report are:- * Literature review of recruitment plan * Steps of recruitment plan * Job description Job advertisement * Recommendation * Conclusion Literature review of recruitment plan RECRUITMENT:- Recruitment is the process of searching for prospective employees and stimulating them to apply for jobs in the organization (EDWIN FLIPPO). It’s the process of identifying and hiring the best-qualified candidate (from within or outside of an organization) for a job vac ancy, in a most timely and cost effective manner, as the human resource is the most valuable belonging to an organization. NEED FOR RECRUITMENT:- * Fulfilling the vacancies generated due to promotion, transfer, retirement, termination, death or employee turnover. Creating new vacancies due to growth, expansion and diversification of the business activity of an organization. OBJECTIVE:- * It determines the present and future requirements of personnel of an organization * Increases the organizational effectiveness in long term and short term * Identify potential job applicants suitable for the post * Provides opportunities to procure human resource. RECRUITMENT PLAN:- is an organized written strategy that identifies the recruitment objectives for a position and contains different components like job analysis, job description, recruitment announcement and advertisement, interview plans etc.Steps of recruitment plan JOB IDENTIFICATION: Job identification collects the specific descriptio n of a position with the skills required to perform the task of the position. The job identification process initiates the recruitment process to determine when a position is needed and the position entails. After identifying the job need, the job description and requirements are written and the job is assigned for a compensation level. JOB ANALYSIS: Job analysis may be defined as a study of jobs to identify the observable work activities, tasks and responsibilities associated with a particular job.It focuses on work behaviours, tasks and outcomes. It helps to prepare job description and job specifications. JOB DESCRIPTION: Job descriptions are systematically prepared written down narrative of duties, responsibilities and the reporting structure of jobs. It also includes the authorities provided to the employees in a particular designation and what level of performances is expected from the employees. It also includes * Job simplification and job design * Job enlargement * Job enric hment RECRUITMENT METHODS: There are mainly two types of recruitment methods:- * Internal recruitment * External recruitmentInternal recruitment:- In internal method of recruitment an employee is recruited for a specific designation from the organization itself. Internal recruitment is generally done either by promoting an employee (succession planning) or by transferring a potential employee from a department to another. An organization advertises the employment to its employee by putting it in notice board, newsletters or staff magazines. While recruiting through internal recruitment, the recruiters are generally aware of the potential, strength, weaknesses, personal traits, performance, skills and knowledge of the employee.In the same way the employee is also aware of the work culture and environment, and knows his colleagues, seniors and sub-ordinates in the organisation. Internal recruitment saves a lot of money and time of the organisation. But internal recruitment also leads to de-motivation of the employees who gets rejected in the recruitment process. Different methods of internal recruitment are:- * Transfer * Job posting * Employee referral External recruitment:- In external recruitment, the employees are recruited for a specific designation from outside the organization. This helps to welcome fresh ideas in the organization.The different methods of external employment are:- * Online recruitment * Consultancies * Campus selection from educational institutions * Advertising in newspapers * Govt. Agencies like employment exchange * Walk-ins External recruitment is more time taking and costly than internal recruitment. SELECTION PROCESS: Selection is the process of picking the most suitable candidate who would meet the requirements of the job best and will be successful if hired. The basic purpose of selection is to choose the best suited individual for the job from the pool of qualified candidates. The basic steps of selection process are: Application blank * Selection tests * Selection interview * Reference checks Application blank/form:- it is one of the most common methods used to collect various information about the candidates. As:- * Personal data * Marital data * Educational and academic data * Experience * Extra-curricular activities * References and recommendations It’s a commonly used selection tool as it is a formal way of introduction between the candidate and the recruiter. It also helps the recruiter to compare among the candidates against the eligibility criteria and can screen candidates who fail to meet the eligibility criteria.Selection tests:- The selection tests or the employment test attempts to asses intelligence, abilities, aptitude of the candidates. These tests are important selection tools which enables the recruiter to select the most suitable candidate from the pool of the qualified candidates. The different selection tests are:- * Intelligence tests * Aptitude tests * Personality tests During these tests the recruiter also checks the leadership skills, Communication and soft skills, competency, computer-based skill and knowledge of the candidate. Interview:- Interview is a kind of oral examination of candidates for employment.The recruiter (interviewer) asks a set of questions to the candidate through which he/she tries to asses and evaluate the personality of the candidate, the enthusiasm and intelligence of the candidate, situation handling capability of the candidate and different subjective aspects of the candidate as facial expressions, appearance, nervousness etc. The different types of interviews are:- * Non-directive interview * Patterned interview * Structured/situational interview * Panel interview * Appraisal interview Reference check:- Once the interview is over the reference check of the candidates are done.The candidates are required to mention 2-3 references in the application forms, which may be from the individuals who are familiar with the candidateâ₠¬â„¢s academic achievements of may be from the candidate’s previous employer who is well acquainted with the candidate’s job performance. ACCEPTANCE/ HIRING DECISIONS: The final decisions are taken – whether to select or reject a candidate after soliciting the required information through the different techniques and selection tools. The recruiter has to take adequate care in taking the final decisions Job description for a Restaurant Manager: POSITION:-Restaurant Manager – Waterfront Hotel, New Plymouth. SCOPE OF THE POSITION:- * Attend to the customer’s complaints and grievances. * Provide direction, leadership and supervision to the restaurant staffs in accordance to the goals, objectives and standards set up by the organization. * Monitor departmental cost controlling to meet the budget * Ensure the staffs are properly trained and groomed, to maintain quality standards. * Ensure to attend any emergency without any delay and take the necessary s teps. * Ensure to perform with high professionalism as per the standards of the organization. Assist the F&B Manager. ORGANIZATIONAL RELATIONS:- * The restaurant manager will directly report to the F&B manager. * The restaurant manager will be responsible for the day-to-day operation of the restaurant, as well as for providing guidance to the captains and the staffs of the restaurant. DUTIES AND RESPONSIBILITIES: * Overseeing the day to day operation of the restaurant. * Co-ordinating the entire operation of the restaurant during scheduled shifts. * Meeting and getting feedback from the customers. * Responding to the customer complaints. * Advising customers on menu and wine choices. Managing the staffs and providing them with feedbacks. * Analysing and planning the restaurant sales levels and profitability. * Organizing marketing activities. Such as promotional events and discount schemes. * Planning and co-ordinating menus. * Ensure the grooming of the staffs and the hygiene of th e restaurant and food-preparation area. * Check the quality of deliveries from the suppliers. * Recruiting, training and motivating staffs. * Checking stock levels and ordering supplies. * Preparing cash drawers and providing petty cash as required. * Maintaining high standards of quality control, hygiene and health and safety. Helping in any area of the restaurant when needed. ELIGIBILITY CRITERIA:- * Bachelor/Master’s Degree in hospitality management. * Minimum 4 years of working experience in any restaurant * Candidate should have good business/managerial skills. * Candidate should have a basic knowledge in computer and PMS. * Candidate should have an excellent communication skills, organizational and time management skills. * Prior experience in cash-handling in restaurant is required. Recommendations: I recommend that the Waterfront hotel should prefer to recruit external employee, as in that case the candidate will have a prior experience of the uties and responsibiliti es associated with the designation of restaurant manager, hence he will be well versed with the level of performance expected from him. There should be a proper panel of qualified, experienced and skilful people for the selection process of the restaurant manager. Conclusion: I would like to conclude this report by saying that by following this recruitment plan, the organization (Waterfront Hotel) will certainly be able to recruit the suitable person required for the restaurant manager position. Bibliography:

Government cut-backs

High youth unemployment and cutbacks in government funding for post-secondary education are the new realities confronting students. The implications for most working and middle class students are either to abandon education altogether and to accept a future of McJobs and unemployment, or to be saddled with a lifetime of debt. Since the end of WW II, science and technology have been playing a dramatically increased role in the process of capitalist production in Canada. As a result, there has been an increase in the demand for a more highly educated labour force. For example, between 1971 and 1986, jobs primarily concerned with the creation and utilization of data and technical knowledge have represented two-thirds of net job growth. This has led to a rapid expansion in school enrolment. Between 1951 and 1993, the number of full-time post-secondary students has increased over tenfold, growing from 91,000 to almost 1 million. However, accompanying the scientific and technological revolution, is a tremendous growth in productivity that has led to higher levels of unemployment. Between 1980 and 1993, youth unemployment increased from 12% to 17.5, leaving many with no other alternative but to remain in or return to school. Since 1984-85, tuition fees have more than doubled across Canada, pushing more students into the labour market in search of income. While in 1980, 31% of full-time students, aged 15-24, held jobs during the school year; by 1989, this number had reached 41%. This worsening economic situation has also seriously interfered with the studies of college and university full-time students, as almost a third of them were forced to work 20 or more hours per week during the school year. Another reflection of the economic hardship of students is their growing debt burden. In 1984, 114,000 Ontario students received around $4000 million in student aid, by 1993-94, as tuition continued to increase, about 180,000 students (representing almost half of full-time students) took out over $1 billion in loans. The average value of loans in 1994-95 was around $6800. By 1998, the federal government is scheduled to eliminate a total of $7 billion in transfer payments to the provinces for medicare, social assistance, and post-secondary education. The expected effect on Ontario university students is a doubling of their tuition. But this is only the tip of the iceberg. Ontario's education minister, John Snobelen, has already made clear his government's intention to move toward a â€Å"market-based tuition fee†. If both levels of government abandon their financial support for Ontario universities, tuition will reach minimum levels of $7500-$8000. To counter the danger of a dramatic growth in defaults as it increases tuition fees, the federal government has transferred liability for student loans to the private banks. While increasing the role of the private banks in the short term, these changes set the pace for the full privatization of the student loan system. Another plan, currently under discussion, proposes collecting the loan repayments through the taxation system, i.e., Revenue Canada, through an Income Contingent Loan Repayment Plan (ICLRP). If the direction of government â€Å"reforms† is not reversed, it is only a matter of time before students who are at a high risk of unemployment (disproportionately women) or who are expected to have a low income after graduation (again disproportionately women) are refused access to loans, while most of the rest are burdened with a lifetime of debt. But the class nature of the privatization process has already become apparent. For 1995-96, the demand for first-year places is down by 5% in Ontario–20% in some faculties–leading many schools to turn toward recruiting drives and to lowering their admission requirements. Evidently, higher tuition is an obstacle for better qualified, poorer students, while offering an opening to less qualified, richer students. Cut the deficit by taxing the big corporations By focusing attention on expenditure reduction, the big corporations and the right-wing aim to deflect attention from the cause of the national debt: the decreasing tax revenues from corporations, which have declined from 20% of total federal revenues to only 7% in the last 20 years. Canada continues to have one of the lowest corporate tax rates in the industrialized world. Even the same level of corporate taxation as in the U.S. would provide an additional $9 billion a year–more than enough to cover all the cuts in social spending scheduled by the federal government. The ongoing cutbacks to education follow more than a decade of political and financial pressures promoted by federal and provincial governments in relation to social spending in general. Indeed, the education crisis cannot be separated from the overall crisis of the capitalist economy in Canada. The critical challenge before us today is to bring together all the social elements that are hurt by the implementation of the big corporate agenda: to build wide coalitions of youth and students, workers, women, seniors, environmentalists, peace groups, farmers, aboriginal people, immigrants, and many others–in support of a genuine â€Å"People's Alternative† program. This program would provide for decent wages, stronger public health and child cares systems, job creation programs, while restoring and increasing public funding for education. Reversing the current cut-backs and building the people's alternative depend on escalating the student protests. As a first step, we must build strong grassroots organizations on campuses which can ensure wide student involvement in the mobilizations. Students and working people have fought a long battle to win the right to higher education, health care, UI, and other social programs. Today, we have to build the fightback against those who are bent on destroying our social programs and our right to a quality, accessible education.

Brain and Social Learning Theory Essay

1. What aspect of behaviorism made it attractive to critics of the psychoanalytic perspective? How did Piaget’s theory respond to a major limitation of behaviorism? Psychoanalytic theory emphasized on the individual’s unique life. However the theory was criticized because many of its ideas were too vague to be measured or tested for. They mainly focused on case studies. Behaviorism studied directly observable behaviors through stimuli and responses, thus allowing researchers to be measure and test behaviors. Piaget’s theory acknowledged the biological aspect of learning in a child’s development, which was a major limitation in behaviorism. He also argued that children take an active part in their learning. 2. Although social learning theory focuses on social development and Piaget’s theory on cognitive development, each has enhanced our understanding of other domains. Mention an additional domain addressed by each theory. Social learning theory is also known as imitation or observable learning, it is a powerful source of development. Bandura made huge contributions to the social learning theory. His experiment explained the reasoning behind why children modeled others. Children imitated others based on their history of reinforcement or punishment for a behavior. He then revised his theory because cognition also played a huge role in this theory. He theory soon to be known as the social-cognitive theory. Social-cognition theory ​is the view that people learn by watching others. In  psychology, it explains personality in terms of how a person thinks about and responds to one’s social environment​. Children gradually become more selective with imitation because through watching others self-praise or self blame and through feedback, a child develops personal standards and self-efficacy. (belief that their own abilities will help them succeed). In Piaget’s cognitive-developmen t, a social aspect can be recognized in his stages. He believed that children’s learning depended on reinforces, for example rewards from adults. Piaget  believed that as the brain develops, a child’s experience expands. He characterized these stages into four broader stages based on distinct ways of thinking (sensorimotor/preoperational/concrete operational/formal operational). Not only did he explore how children understood the physical world, but he also looked into their reasoning of the social world. Through developing the stages, it also sparked the research for how children saw themselves, other people and human relationship. 3. A 4-year-old becomes frightened of the dark and refuses to go to sleep at night. How would a psychoanalyst and a behaviorist differ in their views of how this problem developed? A psychoanalyst believes that fears are from experienced events or the fear is a symbol of something that happened in the past. So if a child was afraid of the dark maybe the child was left at a young age and is afraid of being alone. Freud theorized that all phobias are a direct result of unresolved conflicts between the id and the superego. The id is the part of our brains that acts solely based on emotions, while the superego is our conscience, the part of our brain that acts based on value judgementsÍ ¾ acting contrarily to the judgements of the superego will create a sense of guilt, and  that sense of guilt can lead to unwanted behavior, like phobic behavior. More specifically, Freud theorized that phobias result from the superego repressing the desires of the id, and one of the most common repressions is the desire. A behaviorist believes that a child acts a certain way due to a response that has been rewarded. In other words if the child acts scared of the dark, he or she is expecting to be able to have a light on or be comforted by the adult. That is what happened the previous time. According to a behaviorist the way a child reacts to something can be ultimately affected by conditioning. To explain why the child has now become afraid of the dark, many would look to the parents for an answer. If the child relates an event or occurrence that happened in the dark it may then cause a long lasting fear in that child’s mind. An example could be something as simple as a book that the child’s father read about monster’s under the bed which could then  lead the child to believe that there really are monster’s under their own bed. A behaviorist would suggest for the parent to reassure the child that being in the dark is in fact not scary and reinforce the idea until the child lets go of this fear. Behaviorists will want to diffuse the behavior and then educate the child on how to control that behavior. 4. Explain how each of the following recent theoretical perspective regards children as active contributors to their own development: information-processing, evolutionary developmental psychology, Vygotsky’s sociocultural theory, ecological systems theory, and dynamic systems perspective. ââ€"  Information processing – The theory states that at the time information is presented to the senses at input until it emerges as a behavioral response at output. The information we obtain is continuously being coded for, transformed and organized. Therefore children actively engage in thinking processes where they decided what action they should pursue for the task they are accomplishing. ââ€"  Evolutionary development – Focuses on seeking understanding the adaptive values of species-wide cognitive, emotional and social competencies as they change with age. Evolutionary psychologist believes that human’s large brain and extended childhood resulted from the need to master complexities of human group life. Therefore, newborns play an active role as they continue to grow and explore the world around them. The brain continues to be stimulated through experiences that contribute to many other factors such as emotion and social interaction. ââ€"  Vygotsky’s Sociocultural theory – Children actively acquire their ways of thinking and behavior that make up community’s culture through social interaction. In particular through conversation with knowledgeable members of society. Adults and peers help children master culturally meaningful events. Children are active and constructive beings, but in regards to Vygotsky’s theory, cognitive development relies more so on social interaction. ââ€"  Ecological Systems Theory – Focuses on a bidirectional  relationship between the child and aspects in his environment from four levels: the microsystem, mesosystem, exosystem, macrosystem, and macrosystem. The child is an active contributor to their environment through the bi-directionality of their relationship with their environment. For example, an  easy-going and happy child will receive more positive stimulation from their parents, and other aspects of the environment. ââ€"  dynamic systems perspective- It is a system that combines the child’s mind, body and physical and social worlds form an integrated system that guides mastery of new skills. Stage like transformations occur as children reorganized their behavior so components of the system work as a functioning whole. 5. Why might a researcher choose structured observation over naturalistic observation? How about the reverse? What might lead the researcher to opt for clinical interviewing over systematic observation? Researchers may choose structured observation over naturalistic observation due to their ability to control the experiment. In naturalistic observations, researchers are limited to observe particular behavior in everyday life, due to the limitations of this technique. By setting up a laboratory situation, structured observations allow the researchers are able to evoke the behavior of interest and also allowing participants an equal opportunity for them to display the reaction. One would choose clinical interviewing over systematic observation for several reasons. Clinical interviewing allows participants to think as close as possible to their everyday lives and large amounts of information can be collected in a short period of time. Whereas in systematic observation the accuracy of the study can be reduced by observer influence and observer bias. 6. Explain why, although a research method must be reliable to be valid, reliability ​ does not  guarantee ​  validity.  Reliability is referred to consistency or repeatability of a measures of behavior. In order to be reliable, observations and evaluations cannot be unique to a single observer. Reliability does not guarantee validity, because reliability cannot be measured. For it to be a valid study, the experiment must be able to be measured. Often times, it is difficult to measure clinical and ethnographic studies because it does not yield quantitative scores. In order to guarantee validity researchers must examine the content of the observations and self-reports to make sure all behaviors of interest are included. In regards to research designs, there are two broader types of validity used. Internal validity refers to the participant influencing the result, but not any other unwanted variable. Whereas external validity refers to the extent that research can b e generalized or extended to others. 7. Why are natural experiments less precise than laboratory and field experiments? Often times when researchers cannot randomly assign participants or manipulate conditions in the real world, they use the natural experiment to avoid these limitations. Natural experiment use treatments that already exist, which are compared. The participants are carefully picked for groups in order to get the most similar characteristic. Creating an opportunity for the desired situation can prove problematic in a naturalistic experiment.. There also isn’t a way to have a control in a natural experiment, so the results cannot be compared as easily. Natural experiments are less precise because it is harder to isolate one variable than in a laboratory or field experiment. In field experiments, participants are randomly assigned to treatment condition in a natural setting. However in laboratory experiments, researchers assigned participants equally to two or more treatment conditions. There are two variables being tested for, independent and dependent variables. They are categorized through events and behaviors of interest. 8. Explain how cohort effects can distort the findings of both longitudinal and cross-sectional studies. How does the sequential design reveal cohort effects? The cohort effects both longitudinal and cross-sectional studies because it dismisses their findings because it does not represent the entire population. In longitudinal studies, there are chances of a bias sampling therefore the participants in this particular experiment may only represent  the population who are interested in this experiment. Often times, selective attrition takes place where participants either drop out or withdrawal from the experiment. Longitudinal may study different ages over time, but it does not take into consideration of the participants in different cultures. Whereas in the cross-sectional studies, it doesn’t account for an individual’s development, since people are studied in groups this causes a cohort effect. Through sequential design, cohort effects can be dismissed by comparing multiple experiments which present the same ages at different years. If both longitudinal and cross-sectional studies are similar, comparisons of both experiments can too be compared and further adding confidence to the data. 9. Cite evidence indicating that both heredity and environment contribute to the development of children with PKU and Down syndrome.  PKU is caused by the inheritance of two recessive alleles which causes inhibit individuals from digesting the amino acid, phenylalanine. If left untreated, the child can become mentally retarded by the of age 1. However, in the US, all babies are given a blood test for PKU and if the disease is found, the child is placed on a diet low in phenylalanine. Even the smallest amount of phenylalanine can be damaging. Children with PKU often show deficits in cognitive skills like memory, planning, decision making, and problem solving. If the diet low in phenylalanine is kept persistent than those affected by PKU can show average intelligence and normal development. st​  Down Syndrome is caused by inheriting an extra 21​  chromosome. Brian studies of those affected  by down syndrome shows reduced brain size, along with mental retardation, memory, and speech problems, and slow motor development. Most individuals affected by down syndrome who live over the age of 40 usually contract alzheimer’s, which is linked to the 21st chromosome. Environmental factors that could affect down syndrome are the mother’s age and health. Children with Down syndrome smile less readily, show poor eye contact, and explore less than those without. For this reason, it is very important for caregivers to encourage their child to be more engaged in their  surroundings. This encouragement can help them to develop better. These children also benefit from intervention programs, which helps them develop better socially and emotionally, however not as much intellectually. 10. Referring to ecological systems theory, explain why parents of children with genetic disorders often experience increased stress. What factors, within and beyond the family, can help these parents support their children’s development? In the ecological system, the relationship between the child and and the parents (part of the mesosystem) is seen as bidirectional. The parent’s of child with genetic disorders would feel increased pressure and stress from their child, because the may demand more from their  environment. The parents can benefit from support from third parties outside of their system. However, its also important that parents receive support within their system, their spouse. Children with genetic disorders tend to have behavioral issues that could affect their parent’s marriage. If the parents have an unstable relationship, it can cause problems for the child. If the parents have a stable relationship, than more positive attitudes will be proj ected towards the child. Positive attitudes will positively impact the child’s development. It is also helpful for a family to have a positive neighborhood connections and environment, especially in low income families, for support. 11. Why is the period of the embryo regarded as the most dramatic prenatal period? Why is the period of the fetus called the â€Å"growth and finishing† phase? The period of the embryo is regarded as the most dramatic prenatal period because this is the most rapid prenatal changes. During this stage, the groundwork is laid out for all body structures and internal organs. Since all parts are developing, this would be consider the most vulnerable stage for the embryo and it would be most susceptible to teratogens and serious defects. The period of the fetus is referred to as growth and finishing phase because this is the stage in where the organism is rapidly growing in size. Not only will the organism grow rapidly in size during the fetus period, but towards the end of pregnancy will mark the finishing product after the fetus is fully grown. the muscle and nervous system become more refined. Sex of the fetus can also be detected. 12. How  is brain development related to fetal capacities and behavior? What implications do individual differences in fetal behavior have for the baby’s temperament after birth? The human brain is not fully developed at birthÍ ¾ much human brain development continues after birth. Nevertheless, a baby is not a blank slateÍ ¾ they come equipped with a surprising range of abilities and capacities. Babies have the beginnings of sophisticated sensory capabilitiesÍ ¾ sensitive to range of frequencies of women’s voicesÍ ¾ sensitive sense of smell. Brain development is related to fetal capacities and behavior because babies come into the world with a built-in learning capacities that permits them to only profit from experience immediately. Infants are only capable of two basic forms of learning, classical and operant learning. They also learn through natural preferences for novel stimulation and eventually through observing others. Infants have an impressive statistical learning where they can rapidly analyze speech stream for patterns. The acquire a stock of speech structures for which they will later learn meanings, long before they can start to talk. Immediately after birth, babies demonstrate differences in temperament (inclination to engage in a certain style of behavior) †¢ Approach (react positively to new stimuli) vs. withdrawal (react negatively to new stimuli, i.e.: cry, fuss, etc.) †¢ Easy (don’t cry as often, not as demanding) vs. difficult (fussy, demanding) †¢ Some aspects of temperament tend to remain stable over the course of development, as a result of early nurturing experiences 13. What is epigenesis, and how does it differ from gene–environment interaction and gene–environment correlation? Provide an example of each.  Gene-environment interaction means that because of a person’s genetic-makeup, individuals differ in responses to qualities environment. For example, in an experiment to test intelligence, Ben would score a higher score as the stimulus was enriched, whereas Linda’s would rise and then fall sharply due to the enriched stimulus and Ron would only respond to the environment as it becomes more stimulating. Gene-environment correlation is a concept that states our that our genes  influence our environments. There are three categories to explain this idea. Passive correlation refers to a child having no control over their genes and the environment. Instead, parents play a huge role in passive correlation for they may encourage their to be athletic because they both grew up playing sports, thus assuming their child would too have the same preference. Evocative correlation refers to the responses a child elicit from others are influenced through heredity. Thus this stimulation strengthens the child’s original style. For example an active baby will gain more attention and social stimulation than a child who is passive and quiet. Active correlation refers to children being actively engaged in their experience and environment. This is process that is described as niche-picking. Both of these theories focus on a one direction exchange. Epigenesis sees development as a bidirectional exchange, the environment influencing the genes and the genes influencing the environment. For example, an aggression gene found on the X chromosome in males showed no correlation of them being more aggressive than the ones without the gene, UNLESS, the child with the gene was exposed to child abuse. The combination of both the gene and the environmental factors contribute to the expression of aggression. The more aggressive a child acts, the more maternal anger or criticism they would receive, this shows how the environment can act on a gene and vice versa. External and internal stimulation both affect the expression of a gene. 14. How do the diverse capacities of newborn babies contribute to their first social relationships? Newborns are considered to have plastic brains because they are able to mold into their environment or recover from traumatic experiences due to the plasticity of their brain. Neurons are yet assigned a location in the brain to perform specific functions, therefore their first social interaction is crucial in the first few moments that newborns are brought into the world. Their first social relationship is extremely important to create a bond with whom the child first meets, for example, their mother. 15. Cite evidence that motor development is a joint product of biological, psychological, and environmental factors.  Environmental – Parental encouragement plays a huge role in a child’s  motivation to complete the task they set forth to accomplish. With constant praise and reinforcement, a child will continue to strive to complete more tasks. As new skills are being acquired, there is a joint process occurring  when mastery these motor skills. The central nervous system, body movement capacities, the goal the child has in mind and the environment supports the skill being developed. Biologically – In the early weeks of life brain and body growth are especially important as infants achieve control over the head, shoulders, and upper torso. Psychological – Through curiosity, a baby will be motivated to explore their surroundings, therefore desiring to master new task. A baby’s goal to get a toy or crossing the room will motivate them to accomplish the task. Through multiple attempts and practice, the infant will eventually master that particular motor skill and continue to integrate and redefined their already mastered skill. 16. Explain why either too much stimulation or too little stimulation over an extended time negatively disrupts early development.  Early stimulation and late stimulation can both be harmful to newborns. Early stimulation on newborns can enhance one specific skill, but also hinder many other skills in future development. Stimulation too late in development can also hinder skills because they lag behind other developmenting babies due the lack of stimulation. This refers to the developmental aspect of the brain where pruning occurs. Information that is not stimulated enough that is crucial for further development will be negatively affected. 17. What implications do findings on children from Eastern European orphanages have for the controversy over the lasting impact of early experiences on development? Studies done on children adopted from Romanian orphanages show significant findings in their physical and cognitive development. The majority of the orphans adopted before 6 months that were adopted all catch up in physical and cognitive development. Whereas, babies who were adopted after the 6 months period were unable to catch up physically and cognitively, which subsequently impaired their intellectual  abilities. Thus the findings found indicate that early, prolonged institualization leads to a generalized reduction in activity in the cerebral cortex, especially in the prefrontal cortex which governs complex cognition and impulse control. 18. How does stimulation affect brain development? Cite evidence at the level of neurons and at the level of the cerebral cortex. Stimulation is vital when the brain is growing most rapidly. Stimulation allows the neurons to create synapses within the brain to stored newly learned information. However, information which are continually stimulated will more likely to remain in long term memory rather those that are not, also known as pruning Formation of synapses are most rapid during the first 2 years, especially in auditory, visual and language areas. The cerebral cortex is the largest brain structure and the last structure to stop growing, therefore it is the more sensitive to environmental influences. It also contains the greatest number of neurons and synapses. The prefrontal is responsible for movement and thought, this particular area in the brain undergoes rapid myelination and formation and pruning  of synapses during preschool and school years also followed by another accelerated growth in adolescence, when it reaches an adult level of synaptic connections.

Class discussions Assignment Example | Topics and Well Written Essays - 500 words - 4

Class discussions - Assignment Example Whereby, Straight line method, allow property, plant and equipments to be depreciated on a uniform basis. On the other hand, declining balance helps to determine the value of an asset whereby; the present value of depreciation is normally lower that the past values (Financial Accounting Standard Board, para360). On the contrary, unit out method utilizes units of assets as a base value rather than periods that an asset had undergone via depreciation. Therefore, this indicates that accountants utilize different valuation methods to come up with a fair and true value of an asset (Financial Accounting Standard Board, para360). Normally, accountants determine the net realizable values of property, plant and equipment by estimating its future benefits. This means that accountants should use different methodologies and techniques because some assets vary from time to time depending on their nature (Financial Accounting Standard Board, para360). However, accountants should not utilize different methodologies and techniques to prepare misleading information but rather they should use different methodologies and techniques to prepare information that reflects the true value of an asset. Therefore, it is ethically right to use different methodologies and techniques to determine the true value of an asset. On the other hand, it is ethically wrong and contrary to the accounting conventions to prepare information that may mislead users of accounting information (Financial Accounting Standard Board, para360) Intangible assets involve all those assets that do not have a physical existence, such assets include; good will, patents, copyrights, licenses, trademarks franchise to mention just but a few (Financial Accounting Standard Board, para350). According to FASB intangible assets should be valued at their fair value whereby, commercial substance received should be added or subtracted during valuation. Additionally, all intangible assets that were purchased separately should

Research Proposal What attributes of eco-labels are important to Essay

Research Proposal What attributes of eco-labels are important to consumers - Essay Example This research proposal seeks to ascertain the eco-label attributes that consumers consider important. Eco-labelling has the fundamentals of information economics written all over it. Eco-labels help consumers in understanding the impact of a product on the environment. They use the information to make a decision on whether to support the product or not (FAO, n.d.). In economics, Stigler portrays information is a valuable resource. For example, a consumer will go around asking for product prices from different sellers. The consumer will continue asking until he or she gets the lowest price. It is apparent that the consumer will not relax until the marginal cost of the product equals the marginal cost of obtaining additional information (FAO, n.d.) Eco-labels provide valuable information on product characteristics, history, and cost, which influences consumer decisions (Delmas & Lessem, 2014). The level of importance that consumers attach to eco-labelling is high because eco-labels contain information about the product quality (Teisl, Roe, & Hicks, 2002). Research has shown that information of product quality is very difficult to obtain in the marketing compared to information on prices (Leopold Center & Iowa University Business Analysis Laboratory, 2004). Consequently, consumers are willing to pay higher for the information product quality (Loureiro & Lotade, 2005). It helps them avoid purchasing disappointing products. The level of uncertainty that come with product labels can push consumers to prefer information on quality. Therefore, consumers prefer the quality attribute of eco-labels on products (Delmas, 2010). Eco-labels influence consumer product preferences. A comprehensive theoretical analysis of the economics of analyzes reveals that some consumers will make purchasing decision based on the eco-labels. Typically, consumers make purchase decisions based on product quality and price. In fact, some consumers can purchase products at