Conscience of Queen Gertrude in Shakespeares Hamlet Essays -- essays

The Conscience of the Queen William Shakespeare’s play Hamlet is maybe one of his generally interesting and outrageous bits of work. One character who is at risk for a lot of this fervor and shock is Hamlet’s mother, Queen Gertrude. To certain perusers and pundits, Gertrude is imagined as a whimsical, shallow and arousing lady. Others observe the Queen as a sincere, scholarly and wise lady whose deplorable flaw is her longing for sexual fulfillment. All through the content, there are a few genuine contentions for the two sides, however at long last, Hamlet appears to summarize the Queen’s genuine persona with the words â€Å"Frailty, thy name is woman†. Proof of Gertrude’s genuine nature can be found in numerous examples all through the play, for example, experiences with Hamlet, other characters’ contemplations on her, and Gertrude’s discussions with a few distinct individuals. Gertrude’s first shortcoming, her absence of sympathy, is indicated right off the bat in the play when she asks Hamlet to stop grieving for his dead dad. â€Å"Do not always with thy vailã ¨d tops look for thy respectable dad in the residue. Thou know'st 'tis normal. Every one of that lives must pass on, going through nature to eternity† (1.2 68-75). Gertrude discloses to Hamlet that he can’t go through his entire time on earth with his eyes to the ground recollecting his respectable dad and that it happens constantly, that what lives must pass on in the end. This is an ideal case of Gertrude’s shallowness. Rather than comforting her child, she encourages him to proceed onward from his perished father. She exhibits no melancholy about her husband’s demise and no worry for her lamenting child. In act two, Gertrude uncovers that she thinks Hamlet’s abnormal conduct is a direct result of his father’s demise and her fast marriage. This is an ideal ex... ...er what was occurring, lastly, it took Claudius harming her to make sense of what was directly before her ravenous eyes from the start. The Queen had the right beyond words. Maybe the most honest and honorable line all through the play was Hamlet’s depiction of his mom as â€Å"Frailty, thy name is woman†. While some contend that Gertrude is solid disapproved and canny, it is evident through her activities that she is in truth a shallow, whimsical and arousing lady. All through the play she couldn't care less or consider anyone yet herself and is sufficiently idiotic to neglect to perceive what is before her eyes from the beginning. The fragility that Hamlet talks about is the shortcoming his mother’s persona and ethics. All through Hamlet, Gertrude shows a lack of levelheadedness, thought, great thinking and solid morals from the second her significant other passes on, to the most recent seconds of her own life.

Queen Isabella I Essay -- Biography

She was naturally introduced to a group of a long queue of imperial decedents. She became Queen at the age of twenty four. She was the principal ladies to be on a US commutative coin. Who is this cultivated individual? Sovereign Isabella. Strong and brave, Queen Isabella achieved numerous things in her thirty years of rein as Queen of Castile and Aragon. Sovereign Isabella was conceived on April 22, 1451 in Madrigal, Old Castile. Her mom was Isabella of Portugal and her father was John the II of Castile. Her mother and father were King and Queen of Castile. She had two siblings, Alfonzo and Henry (â€Å"Isabella of Castile† par13). At three years old Isabella’s father passed on. After his demise He4nry became King of Castile. A couple of years after he was delegated King he sent Alfonzo and Isabella to Segovia to be sheltered (â€Å"Isabella of Castile† par13). While they were in Segovia Henry got hitched twice, lastly had a child. After the infant was brought into the world the individuals of Castile accepted they required another lord, so they gathered Isabella and Alfonzo back. The individuals of Castile concluded that Alfonzo will be the beneficiary to the seat. Be that as it may, while there was a war going on in Castile Alfonzo was slaughtered. Presently Isabella was the beneficiary to the seat (â€Å"Isabella of Castile† par16). Henry accepted that Isabella ought to get hitched on the off chance that she needed the crown. In view of that he figured she ought to wed Don Carlos Prince of Vienna. Be that as it may, Isabella had different considerations as a main priority. She wished to wed Ferdinand Prince of Aragon. Her sibling would not battle with her so he permitted her to wed him. However, she would need to hold up until she returned from her outing. Isabella didn't tune in and wedded him during her excursion. Along these lines they got hitched in 1469 in Juan de Vivero (â€Å"Queen Isabella I† par3-5). At the point when they ... ...w nation of Spain. She for the most part affected religions. At the point when she was alive she generally instructed individuals that everybody in this world is equivalent (â€Å"Isabella of Castile† standard 5). She made enormous penances when she was youthful. She even turned down a proposal to be Queen. She accepted that except if both her siblings passed on it was not her entitlement to be Queen (â€Å"Queen Isabella’ standard 4). Being an informed Catholic young lady, Isabella was generally affected by god. Her folks instructed her to consistently follow the expression of god (â€Å"Isabella of Castile† par43). Isabella needed to be recognized as somebody to turn upward to. Today she has achieved that. Numerous individuals in Spain wish to make Isabella a Saint. Be that as it may, fro right now she is known as a hireling of god (â€Å"Isabella of Castile† standard 39). â€Å"The separation is incredible past firm conviction to the acknowledgment from concrete experiences.† Queen Isabella.

Scholarship Essay Samples For Colleges

Scholarship Essay Samples For CollegesScholarships for undergraduate students are offered to undergraduate students who are accepted into the participating colleges. This is not the scholarship for everyone, but this article will help you locate some scholarship essay samples for colleges.The common way to receive scholarships for college applications is to go online and fill out an application for scholarships. There are many scholarship sites that offer scholarship applications. If you look around and are willing to spend time doing research, you should be able to find one that you may qualify for.If you are going to apply online, it is important to have a good look at the rules of the scholarship site before you submit your application. Often times there are certain stipulations, and they must be adhered to if you want to get the award you want. You can get a good idea about the kind of scholarship that is best for you by looking at the requirements for the site.College essays are a lot like poems or pieces of prose. They are meant to express your feelings about what you want to study. Your essay should be brief and direct. It should not seem pretentious or overlong, but it should be concise and grammatically correct.Writing essays is easy with scholarship essay samples for colleges. These samples are designed to make it as easy as possible to write your essay. These essay samples will teach you how to approach writing and show you how to structure your essay in a manner that is meaningful and insightful.Once you have chosen which college you would like to apply to, you should have a short list of schools that interest you. You should do some research on the college, and talk to the admissions office. When you talk to the admissions personnel, tell them everything you know about the college and your motivations for being apart of it.Talk to your new friends and family and see what kind of activities they participate in. Also talk to others who have attended the college you are applying to. The information you gather from these people will help you understand the kind of students the college attracts.When you want to be competitive in college, you should take a look at the scholarship essay samples for colleges. Writing an essay about yourself is something you can do well, and it does not take a lot of effort.

Women And Women s Rights - 2013 Words

Throughout history, the role of women, what rights women should have, and the how women how women should equate to men has always been a popular topic and several majors events have occurred in regards to women s equality, role, and rights. Over the course of civilization, the rights and views of women have drastically improved, but there are still a few areas in which women are not treated as equals to their male counterparts. One popular social issue that is currently in debate is wage equality between men and women. Several early philosophers have voiced their opinions on the inferiority of women, but both some early and modern philosophers actions and arguments illustrate men and women as equals. The role and equality of women was a topic that a few philosophers have spoken about and their ideas can be used to help argue for wage equality in the workplace. The theme that men and women are equal that is present in several philosophers works and theses ideas can be used to cre ate an argument that illustrates women’s right to equal pay. There is a large amount of valid concrete evidence to prove the existence of the drastic wage gap between men and women in the workplace. A recent study completed by the Center for American progress concluded that â€Å"women [are] still earning 78 percent of what men make. This means that though women are the primary, sole, or co-breadwinners in nearly two-thirds of families, they continue to earn, on average, 22 percent less thanShow MoreRelatedWomen s Rights Of Women Essay1455 Words   |  6 Pagesa myriad of women have expressed through outlets such as public assemblies, literature, and speeches. There have been three waves of the women’s movement, each targeting a variety of issues within each era. The third wave was in 1995, where Hillary Clinton spoke in Beijing, China, claiming that women’s rights were the same as human rights, that every aspiring girl deserved the civil liberties that e very man was given around the world. Moreover, the movement had shifted towards women in developingRead MoreWomen s Rights Of Women1265 Words   |  6 Pagesstands in the way of women being equal to men? Journalist Carlin Flora suggests the following, â€Å"While not all claims to humanity are universal and no one context, culture or continent can truly represent all peoples, the following three examples from very different contexts, cultures and continents show that some violations of women’s human rights are universal. In particular, it is still the case the world over that a woman’s reproductive rights, which impact on her right to life, are still seenRead MoreWomen s Rights Of Women881 Words   |  4 PagesTwenty –first century ladies are discovering it a daunting task to keep up both sexual orientation parts as an aftereffect of the women s activist development. They are presently assuming liability for both the supplier and the nurturer, battling like never before to acquire and keep a superior personal satisfaction. Woman s rights has supported in equivalent vocation opportunity, battling to get ladies acknowledged into the employment advertise, and what initially began as ladies strengtheningRead MoreWomen s Rights Of Women Essay1647 Words   |  7 Pagesthe early 1920’s, women thought they had achieved the unachievable. They could finally work, keep their earned wages, marry whomever they please, and even vote. After reaching their goal and fighting vigorously, women could taste equality and the freedom they deserved. While women still have the right to work in today’s society, women are not exactly treated equal in the workplace. Regardless of the past and the extreme measures taken to ensure equal opportunities for both men and women, there are manyRead MoreWomen s Rights Of Women1590 Words   |  7 Pagesthe 1920s, women were ignored in every aspect of their life. From politics, to social situations, women w ere constantly looked at as lesser. The 20s was a decade of women ready to fight for their rights. From gaining social freedoms, to getting political rights, the 20s was the first decade of feminism. Many women played key roles in the fight for women s rights through speeches, marches, and much more. The women that fought for their rights in the 1920s completely changed how women live their livesRead MoreWomen s Rights Of Women1230 Words   |  5 PagesWomen’s suffrage has stretched from the 1800’s to present day, as women have struggled to have the same civil and constitutional rights as men in politics and be appreciated as equals in the workforce. Groups of women known as suffragists questioned the customary views of women’s roles. Eventually our nation has evolved and realized that male-controlled societies suppress women’s rights. From the beginning steps taken in 1850 to 2013 with women earning combat roles in the military, women’s rolesR ead MoreWomen s Rights Of Women1206 Words   |  5 Pagesto speak of women and the role of women in this election, the subject of women is tiresome but necessary in a world where gender is still existent as an obstacle for most. I cannot identify what woman is. I am basing my definition from our modern understanding of woman, our general view, and the popular experience. People are using younger women voting for Bernie Sanders as proof of gender’s irrelevant in this election, that women have achieved their rights. Even if women ‘have rights now’ it doesRead MoreWomen s Rights Of Women1393 Words   |  6 Pages Women all over the world are being treated different than men. Iran is one of the places that women are being treated the worst. From restrictions to punishments, women in Iran are being treated with no respect, and that is not okay. Women’s rights activists have tried to get it to change, and have traveled to many places to try and get more people to join their movement. There are many issues with women not having the same rights as men. One of the main problems is that they are treated lessRead MoreWomen s Rights Of Women1272 Words   |  6 PagesThroughout history, women have fought a strenuous battle for equal rights. Many men, and even some women, all over the world believe that women do not share the same value and importance to society as men do. On September 5, 1995, Hillary Clinton spoke at the 4th World Conference on Women, on behalf of women all over the world. Clinton raised awareness on how women s rights are being violated and why it is important to recognize women s rights as equal to everyone else’s rights. Even today, in 2016Read MoreWomen s Rights Of Women1052 Words   |  5 PagesThe family has traditionally been the basic unit of Chinese society where women have long been charged with upholding society s values in their roles as wives and mothers. Especially in the Qing Dynasty, women were required to balance society s i deals with the reality of raising a family and maintaining a household. Throughout the imperial period and into the beginning of the twentieth century, the relationship among family members was prescribed by Confucian teachings. The revered philosopher

Lesson for Children with Learning Disabilities - 1468 Words

Introduction Learning disability is a term misused severally. In essence, it applies to students who have different learning challenges. Most people associate learning disability to the development of a child, thus assuming that it is a short-term condition and disappears as the person matures. The accepted definition, provided by the National Adult Literacy and Learning Disability Center states that; learning disability is generic and refers to a composite group of disorders that become evident in the person; through observing that they have challenges in the acquisition and use of speaking, listening, reading, reasoning and execution of mathematical concepts, as well as, understanding social skills. As teachers process the learning†¦show more content†¦The child possesses difficulties understanding and manipulating problems from the visual aspect to mental understanding of word problems. Thus, the initial aspect of the strategy to employ is to help the student identify his weaknesses and strengths, which will make the strategies I apply effective in the learning process (Aster Shalev, 2007). Tackling the strand of geometry and spatial sense, I will draft a lesson plan that best fits the development and accommodation of all students in the class. Secondly, the practices will also entail, avoiding memory overload for the students, by giving them practice work for the skills learned that is manageable. I will build the retention ability of the student by providing review and short continuous assessment within a few days of learning. This way, I will evaluate the understanding and impact of the lesson on the students. I will also reduce the interference of concepts by separating closely related concepts, to give the student space to grasp the rules and their application without mixing them mentally. I will also incorporate meaningful practical aspects in the lesson, providing visual learning aids to help the student visualize the concepts, and consequently relate the concepts form the graphical aids to real word problems. Moreover, the use of real life situations as illustrations in the lesson will help the student to relate concepts in theShow MoreRelatedWhat Is A Learning Disability?1280 Words   |  6 PagesChildren are uniquely made by God and the parents that he has entrusted to have stewardship over their lives. There are no two children that are exactly alike. They may have similar tendencies or characteristics, but there is something different about each individual that will eventually come to the surface. This report will give in-depth insight on a student with learning disabilities that is included in a regular classroom, receives classroom modifications, according to his IEP, and receives additionalRead MoreThe Different Types Of Disabilities876 Words   |  4 Pages The different types of disabilities In today’s society, there are numerous of disabilities that people struggle with on a daily bases. These disabilities have to be address in academic environment, especially for children. In an academic environment educators have to be able to identify intellectual disabilities, autism, multiple disabilities, and design a curriculum that will help develop their learning skills.† As a matter of policy and mandate, meaningful literacy education must be providedRead MoreStudents With Intellectual Disabilities ( Id )1107 Words   |  5 PagesIntellectual Disabilities (ID) in a classroom setting. I had interviewed Ms. Chisolm (Special Education Teacher) for the Jersey City Public Schools District, who works with students of multiple disabilities. Intelligence disabilities (ID) mean the mental capabilities of a child’s knowledge and skills. Intellectual disability can be developed during childbirth or before the age of eighteen. It is imperative for me to know,  "What are the characteristics of students with intellectual disabilities? Ms. ChisolmRead MoreAuditory Processing Disorder884 Words   |  4 Pagesrelated to the brains inability to process auditory information correctly. Children with APD have normal development of their outer, middle, and inner ear. Thus, the hearing in the child is satisfactory. However the disability is in the brains lack of ability to understanding and decoding sounds, specifically sounds which compose speech. Children with APD have trouble processing the sounds heard into letters and words. Many children may hear fewer words which were really spoken, giving them the impressionRead MoreThe Education For All Handicapped Children Act (Eha) Had957 Words   |  4 Pagesfor all Handicapped Children Act (EHA) had an overall goal of desegregating disabled children in schools, as well as work on integrating them in classrooms with their non-disabled peers. Until the Civil Rights Movement, not much attention was brought to the fact that children with disabilities had very little rights and were kept isolated and not given a proper education, if any at all. Because of the attention brought to the poor and unjust treatment of children with disabilities and the significantRead MoreExceptionalities in Education1709 Words   |  7 PagesRUNNING HEAD: Exceptionalities Teaching for Exceptionalities Grashal Parker Grand Canyon University: SPE-526 December 2, 2011 Teaching for Exceptionalities Children with learning differences have always been a part of the community. Teaching children with learning differences began as a one on one setting, usually separate from typical schools. In the past, students’ with exceptionalities were often segregated from the regular classroom. Mainstreaming began the process of integrating themRead MoreHistorical Background Of Special Education Essay1605 Words   |  7 PagesStatistics 13 percent of the total number of enrollment in the public school were receiving federally supported special education programs†. (National Center for Education Statistics) The goal of special education is for all students with or without a disability to be educated in the least restrictive environment. It is the common belief that special needs students should be placed in the general education classroom with their non-disabled peers a term called inclusion. Inclusion hasn’t come easy! ThereRead MoreSpecial Needs : Teaching Needs1573 Words   |  7 Pagesclassroom and have just a little more help with learning how to read. Why did he need to go into a special needs classroom? How would going into the special needs classroom help him? I already knew that kids with special needs needed more help and that going to a special needs class would get them that help. I also knew that kids with a variety of disabilities went into a special education classroom. I didn’t know much more than that or how those children were taught. I needed to how these students inRead MoreEssay about Special Needs Research Results1313 Words   |  6 Pagesschool, and they must be fully included. Students with learning disabilities are not pulled out for science class: this method is only reserved for reading and math, generally. It is the classroom teachers duty to see that every student is working and participating in science. All teachers also said that it is helpful to obtain lesson ideas from the special education teacher to be sure that all of the students will have a beneficial science lesson. Mrs. G. added that team teaching with the special educationRead MoreStudents With Learning Disabilities Academic Needs Essay1069 Words   |  5 PagesOne of the challenges that can occur within integrated classroom is students with learning disabilities academic needs are not being meet. For teachers to successfully enforce integrated classroom they need all the same resources a special education classroom receives for the stude nts. What can occur unfortunately classroom population for teacher and student’s ratio is increasing, and can have a negative effect for student academic performance. For a classroom to be successful the classroom size

Feminism An Effective Challenge - 2207 Words

Feminism presents an effective challenge to orthodox approaches to international relations by criticising the absence of women in international relations in a number of key areas: the negative effect these policies have had on women, the emphasis on war and the dominance of masculinity. The main criticism of orthodox approaches is that they take a positivist approach to international relations; viewing the world as if there are set facts and truths. Feminist critical theory takes a post-positivist stance, rejecting realist and liberal theories of the world. Feminists criticise ‘the extent to which international politics is such a thoroughly masculinised sphere of activity that women s voices are considered inauthentic’ (Tickner 1992, p.†¦show more content†¦Feminist theory criticises orthodox approaches to international relations as they are positivist. Positivism uses a natural science methodology and applies it to social sciences. Therefore it treats internati onal relations as if there are definite facts to be discovered. Feminism, and other critical theories such as post-colonialism and poststructuralism, take issue with this approach as they believe that there aren’t definite facts when it comes to politics and international relations, and when looking at the world it is impossible to be value free. Feminists take a post-positivist view, arguing that we should not define international relations as merely being concerned with ‘high’ politics, such as national security, but that we should study ‘low’ politics, the politics of every day life, as well. Men dominate ‘high’ ares of politics and policy making which means in current approaches to international relations, where ‘low’ politics is not studied, men dominate and women are excluded. National and international policies are based solely, almost exclusively, on male experiences and opinions but women’s experiences are ig nored. By only studying the supposedly ‘high’ areas of politics, women are affected in devastating ways. For example, in current orthodox theories security is defined as national and between states, but by ignoring ‘low’ politics or the politics of everyday life, the security of individuals, of

Psychoanalytic Theory and Subjectivity †Free Samples to Students

Question: Discuss about the Psychoanalytic Theory and Subjectivity. Answer: Introduction Readers are informed of how Esther created an enthralling and compelling picture of a teenager undergoing her worst nightmare. This is because she was fighting against the identity of being called Esther. Based on some parts of novel such as I am not Esther. Im Kirby and in the second quote Im Kirby, I yelled. Im not Esther, for Gods Sake. When her mother informs Esther that she is going away and that she is going to leave her with relatives that she has not heard off, she becomes disappointed especially when she learnt that they belonged to strict religious cult (Beale, 2004). Her devastation arises from the fact that she is forced to change her name from Kirby to Esther and she is also forced to adhere to a severe set of social standards which have been put in place by the strange cult. It is quite apparent that there are rules which Esther is supposed to follow and among them is rule number 10 which quoted here A Daughter respects her elders. She is modest. She does not draw attention to herself Through this quotation, it is apparent that Aunt Naomi was telling Kirby (Esther) new rules to ensure that she lived by The Rule. This is clearly freedom of both identity and expression. About Uncle Calebs assertion that The women of our faith always dress with modesty (Sly, 2004). This is a clear indicator that Esther is forced to wear the garments that she is not comfortable with. Based on the above reading, it is quite apparent that the issue of identity has highly manifested itself. References Beale, F. (2004). I am not Esther. Disney-Hyperion. Sly, C. (2004). Re-membering the self: psychoanalytic theory and subjectivity in adolescent fiction. Papers management: Explorations into Children's Literature, 14(1), 40.

Discrimination Essays (1786 words) - Psychometrics, Market Research

Discrimination Discrimination against the disabled people in the workplace has been an issue for a long time and it is still a rife in employing these individuals. Although many organizations do use a pre-test to screen applicants, the HR department does not consider other employee?s attitude or discrimation in working with the disabled. In this paper, this writer will design a test that will help in determining this situation. Within this first part of this paper, this writer has chosen a construct that will be measured, scaled, in the second half of this paper, she will justify why she chose this topic of discrimination among disabled employees. The construct to be measured is how companies are discriminating against hiring disabled people. In order to determine if companies are discriminating against hiring people with a disability should have a direct or indirect advantage in taking a positive and proactive approach to employing disabled people (Williams, 2002). Although many businesses do have an obligation under the Disability Discrimination Act, a test will be constructed to focus on how co-workers and employers treat these disabled individuals. Within this test, specific questions will be presented to different employers to determine if the company is being discriminating against hiring these individuals. In addition, the test constructed will also take into consideration is the attitude and behaviors of the co-workers and the disable employees and how it affects these individuals to do his or her job will be part of this measurement. Several tests have been used to evaluate if a disabled person is qualified to work. Under the Equal Employment Opportunity Commission Act gives everyone the right to work in which the American with Disabilities Act outlaws employment discrimination. This act takes several forms that explicitly define the rights and status of opportunities of disabled individuals (Law Encyclopedia, 2010). Using the Vineland Adaptive Behavior Scale has been reliable and valid to test an individual?s adaptive level of functioning, this test has been useful in assessing a disabled individual?s daily functioning and is a process that has helped these handicap people adapt to working (Anonymous, 2010). Another test that has been used is the Lazar?s Attitude toward Handicap Individuals Scale of 1973, in which a six-point Likert type scale was used to determine the extent of the participant?s attitude towards discrimination against the handicap. Although this method of scaling and measuring was a study on a limited geographic area, different attitudes concerning disabled individuals have shown negativity in the study of Fichten and Amsel in 1986. Out of 21 traits that were attributed to disabled and non-disabled individuals on unsocialable, insecure, helpless, and undemanding, and honest are representative of these traits were considered on the negative side (Lucas, 2009). These individuals who possess these negative attitudes tend to perceive these disabled individuals as different, incompetent and inferior to themselves. This would show that the construct of discrimination against disabled individuals in the workplace can be considered valid. In surveying 700 businesses, 86% agreed to pick a non-disabled individual over a disabled individual while 92% said there was still discrimination against disabled people in employment and recruitment. This study found that the level of discrimination among disable people still face is all the more surprising given the perception among respondents that they are more loyal workers. Many organizations employ more than 25 disabled individuals, but 90% of respondents do not agree that the average turnover rate for the disabled workers would be higher than that of a non-disabled individual, 43% did not think that disabled people would be more likely to be frequently absent, so in the preconception of disabled individuals in the workforce taking time off because of his or her disability has been untrue and bias among employers (Faragher, 2007). Some characteristics that were measured and compared to respondents within Wal-Mart, CVS, Walgreens, Target and other organizations, three-quarters of employers were questioned and surveyed regarding accommodations, adjustments and cost, in which was found to be valid and reliable in measuring the requests in accommodating a work relationship among disabled individuals. Of course there are also other factors that was essential in this measure, in which 27% of employers felt that production would be disruptive to others and the cost was to

Impact of Interpersonal Skills and Capabilities of Leadership on Knowledge Based Organizations Essay Essays

Impact of Interpersonal Skills and Capabilities of Leadership on Knowledge Based Organizations Essay Essays Impact of Interpersonal Skills and Capabilities of Leadership on Knowledge Based Organizations Essay Essay Impact of Interpersonal Skills and Capabilities of Leadership on Knowledge Based Organizations Essay Essay Abstraction: The function of leading in the success of any organisation is really much of import. Although in Pakistan really small importance is given to this facet of organisations inspite of this its importance can non be denied. In other words. Leadership is the anchor of any cognition centric organisation. This research article shed visible radiation on the importance of effectual leading accomplishments and patterns which can take any organisation to its aureate epoch. The chief focal point of the survey is the altering nature of leading with the development in the significance of cognition based organisations. The survey is descriptive in nature and relies on secondary every bit good as questionnaire based study. Introduction Knowledge based organisations are normally considered to be those whose merchandises or services are knowledge -intensive. Knowledge based organisations ( besides referred as knowledge-enabled or knowledge- intensive organisation ) are normally described in footings of the cognition strength of their merchandise or service. The greater the grade to which cognition forms the nucleus of the merchandise or service. the more knowledge- based the organisation. However. utilizing merchandises or services as a mean for categorising the cognition – based organisation is unequal. Products or services reflect merely the touchable portion of the organisation. The primary resource that enables an organisation to bring forth is hidden within the â€Å"invisible plus – rational capital† . ( Itami. 1987 ) . Knowledge- based organisations ( KBOs ) lives and breathes knowledge. From day–to-day operations to long-run scheme. making and using cognition is ever in the head. Anterior researches have explored which factors are indispensable for pull offing cognition efficaciously. Most surveies of them have examined the relationship of cognition direction capablenesss. procedures and public presentation. Some research workers have focused on the relationship between capablenesss and procedures ( Hansen. 1999 ; Szulanski. 1996 ; Zander A ; Kogut. 1995 ) . Other surveies have focused on the relationship between capablenesss and organisational public presentation ( Becerra- Fernandez A ; Sabherwal. 2001 ; Gold. Malhotra A ; Segars. 2001 ; Simonin. 1997 ) . A key to understanding the success and failure of cognition direction within the organisation is the designation and appraisal of assorted factors that are necessary for the cognition direction public presentation measuring with a balanced position ( Arora. 2002 ; Gooijer. 2000 ) . In this survey. we examine the relationship among the interpersonal accomplishments and capablenesss towards the knowledge-based organisations. To function this intent we figure out the nucleus concepts of interpersonal accomplishments and capablenesss. Knowledge based organisation establish their fight on cognition. Interpersonal accomplishments and capablenesss can be critical for the cognition based organisation. Skills are linked with personal cognition direction in cognition focused organisation. Skills can be either basic or transverse functional. In basic accomplishments we develop capablenesss that assist in the acquisition of cognition on the other manus cross functional accomplishments are the ability to transport out the undertakings the can assist the organisation to hike up. Interpersonal accomplishments involve non merely how we communicate with others. Aside our assurance and capableness to listen and understand. job work outing determination devising and personal emphasis direction all these are related to the interpersonal accomplishments and capablenesss. Interpersonal accomplishments and capablenesss allow covering efficaciously with individuals of different dispositions. backgrounds and educational making in the organisation. Knowledge leading has a capableness to construct good relation with subsidiaries and covering with them. An organisation is successful when it posses good squad capablenesss and interpersonal accomplishments. Peoples create and portion cognition hence. pull offing people who are willing to make and portion cognition is of import. Knowledge and competency can be acquired by engaging new people with desirable accomplishments. In peculiar. T-shape accomplishments embodied in employees are most frequently associated with nucleus capableness. T-shaped accomplishments may enable single specializers to hold interactive conversations with one another ( Madhaven A ; Grover. 1980 ) . Although a company’s value is generated by intangible assets like cognition or trade names. Performance measuring is one of the most of import direction activities. Performance measuring becomes the footing of scheme constitution and accomplishment in the hereafter because it can decidedly convey a company’s vision and strategic mark to all organisation members. 3 Aims of Study ? The aim of our survey is to analyze the relationship among the interpersonal accomplishments. capablenesss and public presentation of knowledge-based organisations. ? To develop the consequences that the primary resources that enables the organisation to execute extraordinary prevarications within â€Å"intangible assets ( rational capital ) † . 4 Significance of Study Now intangible assets such as cognition instead than touchable fiscal assets are a step of a company’s value. Knowledge is the 1 of the of import resource that increases the value of organisations and gives them an border over rivals. Therefore assorted efforts to mensurate organisational public presentation in cognition direction have been conducted consequently. 5 Problem Statement Interpersonal accomplishments and capablenesss of leading have a strong impact on the public presentation of cognition based organisations. 6 Rational of Study With the displacement of industrial economic system to knowledge economic system there is a demand to acknowledge the value of continuing and sharing cognition among the organisational communities. This includes the development of strategic cognition focal point. knowledge leading factors which promote cognition civilization and its impacts on cognition workers and results of the organisation. LITERATURE REVIEW Organizational theoreticians have defined cognition based organisations ( KBO ) in assorted ways. Knowledge based organisations ( Perez- Bustamante. 1999 ) are organisations using a cognition based attack to the organisation. This attack perceives organisations as a agency for the development. integrating. saving. sharing and application of cognition. ( Wu. Ong A ; Hsu. 2008 ) add that cognition based organisations allocate resources to intangible assets in the quickly altering and extremely competitory concern environment in order to derive competitory advantage. Gold. Malhotra. A ; Segars ( 2001 ) examined an through empirical observation effectual cognition direction theoretical account from the position of organisational capablenesss. Sveiby ( 1997 ) developed an intangible plus proctor ( IAM ) to mensurate the public presentation of intangible assets such as human capital. structural capital. and market capital. Based on the analysis of secondary informations ( Nonaka A ; Tak euchi. 1995 ; Choo. 1998 ; Trunecek. 2003 ; Bartak. 2006 ; Calabrese. 2006 ; Bures. 2007 ; Medzihorsky A ; Medzihorska. 2007 ; Sladecek. 2007 ) by mean of the method of comparing. the undermentioned general features of cognition based organisation were identified. |Knowledge Based Organizations | |Creates. integrates. conserves. portions and applies knowledge ; | |Is efficient. advanced. flexible and proactive ; | |Is client focused ;| |Uses ITs ; | |Has a strong and unfastened corporate civilization ; | |Implements knowledge procedures ; | |Exploits knowledge resources ; | |Manage hazards ; | |Implements project direction ; | |Places accent on instruction and organisational acquisition ; | |Disposes of cognition employees ; | |Is process- oriented | |Supports squad work ; | |Encourages engagement in direction | ( Martina. Hana A ; Jiri. 2012 ) 1 Capability ( Competency- Based Approach ) â€Å"Competency† is a normally used term for people asseverating of their working potency in existent activities. The first characterizes competences as a power and a range of authorization associated with a certain individual or organic structure. The 2nd significance of competences refers to the capacity. i. e. abilities to execute a certain activity. to hold certain general and specific features and accomplishments. to be qualified in the given country. Generally it can be said that it is a set of specific cognition. abilities. accomplishments. traits. motivations. attitudes and values indispensable for the personal development and successful engagement of each individual in the organisation. This refers to the public presentation facet of a competence determined by the degree of inputs ( cognition. abilities. accomplishments. traits. motivations. attitudes and values ) and measured by the analysis of end product ( existent behaviour and consequences ) . Harmonizing to its development. it is possible to split competences into three chief development phrases. The first phrase consists of single competences ( White. 1959 ; McClelland. 1973 ; Boyatziz. 1982 ; Schroder. 1989 ; Woodruffe. 1992 ; Spencer A ; Spencer. 1993 ; Carroll A ; McCrackin. 1997 ) . The 2nd stage is based on the possibility of pull offing competences in an organisation by mean of competence theoretical accounts ( Mensfield. 1996 ; mcLagan. 1997 ; Lucia A ; Lepsinger. 1999 ; Rothwell A ; Lindholm. 1999 ) . The 3rd stage is the designation of nucleus competences. a amount of organisation cardinal organisational competences that may be exploited to derive competitory advantage ( Prahalad A ; Hamel. 1990 ; Ulrich A ; Lake. 1991 ; Gallon. Stillman. A ; Coates. 1995 ; Coyne. Hall. A ; Clifford. 1997 ; Rothwell A ; Lindholm. 1999 ; Delamare A ; Wintertone. 2005 ) . 2 Interpersonal Skills Surveies say 90 per centum of executive failures are attributable to interpersonal competences. factors such as taking squads. developing a positive work environment. retaining staff. inspiring trust. and get bying with alteration. If you lack the accomplishments to actuate your frontline employees to accept and optimally utilize new information engineerings. your organisation could be losing gross chances. This class grows out of what old research has referred to as interpersonal accomplishments involve societal insight ( Graham. 1983 ; Mintzberg. 1973 ; Yukl. 1989 ) to let for an consciousness of other’s reactions and apprehension of why they react the manner they do. The interpersonal accomplishment demand besides includes the accomplishments required for coordination of actions of oneself and others ( Gillen A ; Carroll. 1985 ; Mumford. Marks. Connelly. Zaccaro. A ; Reiter-Palmon. 2000 ) and dialogues accomplishments to accommodate differences among employee position and set up reciprocally hearty relationships ( Copeman. 1971 ; Mahoney. Jerdee. A ; Carroll. 1963 ; Mahoney et Al. . 1965 ; Mintzberg. 1973 ) . and persuasion accomplishments to act upon others to more efficaciously accomplish organisational aims ( Katz. 1974 ; mintzberg. 1973 ; Yukl. 1989 ) . Methodology 1 Data Collection and Sample Description Samples were restricted to the companies that adopted cognition direction or held similar procedure invention runs. The sample was designed to include people from different place. sections and industries. Respondents include executive rank directors of assorted organisations. In this survey. we conducted a questionnaire based study. The questionnaire’s informations is arranged in footings of assorted variables and five-point Likert graduated tables are used. Respondents are asked to bespeak the extent to which they disagree or agree with the given statement by choosing a point on the graduated tables for each inquiry. ( Where 1= strongly agree and 5= strongly disagree ) . 2 Survey Instrument This research uses a study questionnaire to prove the hypothesis. The questionnaire consists of 26 points about leading accomplishments. patterns and the public presentation of cognition based organisations. Items about leading accomplishments consist of cognitive accomplishments ( four points ) . interpersonal accomplishments ( three points ) . and strategic accomplishments ( two points ) . Leadership patterns consist of taking by illustration ( two points ) . coaching ( six points ) . squad interaction ( three points ) . Knowledge based organisations public presentation is assessed utilizing three points including: organisations merchandises ( two points ) . employees public presentation ( two points ) . and organisation repute in the market ( two points ) . 3 Theoretical Model The dependant variable is knowledge centric organisations public presentation. which is the variable of primary involvement. We attempt to explicate the discrepancy in this dependant variable by the two independent variables of ( 1 ) Leadership accomplishments and ( 2 ) Leadership patterns. By General Colin Powell’s: â€Å"Leadership is the art of routinely carry throughing more than the scientific discipline of direction says is possible† . Interpersonal accomplishments are â€Å"Considers and responds suitably to the demands. feelings and capablenesss of different people in different state of affairss. is tactful. compassionate and sensitive. and dainties with respect† . D. V I. V 5 Hypothesis Ho= Leadership does non impact cognition based organization’s public presentation. Holmium: P = 0 HA= Leadership affects cognition based organization’s public presentation. Hour angle: P gt ; 1 RESULTS AND DISCUSSION |Variables |Mean |S. D |N |Cronbach’s alpha | |Independent variables | |Cognitive accomplishments |1. 64 |0. 7795 |100 | . 564 | |Interpersonal accomplishments |1. 53 |0. 6276 |100 | . 371 | |Strategic accomplishments |1. 60 |0. 7695 |100 | . 289 | |Leading by illustration |1. 72 |0. 828 |100 | . 682 | |Coaching |1. 62 |0. 7848 |100 | . 781 | |Teaminteraction |1. 80 |0. 904 |100 | . 784 | |Dependent variables | |Organization’s public presentation |1. 85 |0. 8027 |100 | . 562 | |Organization’s offerings |1. 96 |0. 8795 |100 | . 676 | The leading skills requirement agencies range from 1. 53 to 1. 64 and the S. D ranges from. 6276 to. 7795. demoing a good scope and fluctuation. The leading patterns means range from 1. 62 to 1. 80 and the S. D ranges from. 7848 to. 904. while organization’s public presentation mean valued at 1. 85 and S. D. 8027 and organization’s offerings mean calculated 1. 96 and S. D. 8795. The correlativity between CONCLUSION AND RECOMMENDATIONS This research proposes and tests a theoretical account of leading accomplishments and patterns to better understand the part of leading towards the public presentation of cognition centric organisations. The chief aim of this research is to look into the relationship between the leading accomplishments. patterns and KBO’s public presentation. The findings show how leading improves the public presentation of cognition centric organisations. A cognition organisation focuses on developing interpersonal. structural and web relationships to accomplish its ends and aims efficaciously and to foster bring forth new cognition and capablenesss for organisational fight and success. Several facets of the leading accomplishments were tested. most of which attained empirical support. The major findings are as follow. First. leading accomplishments grouped into three- parts composite: cognitive. interpersonal and strategic accomplishments. Second. leading accomplishments were related to organizationallevels. That is. occupations at higher degree in the organisation have significantly greater overall leading accomplishment demand. These findings have of import deductions for organisational research and pattern. They provide empirical grounds of the utility of sing different classs of leading accomplishments. Practically. this indicates that careful attending should be given to direction development systems because as directors proceed from lower. to mid. to exceed degree occupations. the rate at which they get strategic accomplishments will necessitate to be faster than that for leading accomplishments in general. Our consequences imply that effectual leading accomplishments and patterns positively impacts cardinal facets of KBO’s public presentation. We hope that future research will take advantage of the conceptual and practical findings and farther trial the theoretical account in the other organisations and better direction development. arrangement and engaging system in cognition centric organisations.

Project guide 4 Essay Example | Topics and Well Written Essays - 1000 words

Project guide 4 - Essay Example In simple words it is the sum of all the expenditure that the company has to undergo in a particular financial year. Staff Costs Represents wages paid to employees and officers of the company. One effective way of controlling fluctuating staffing costs is to choose mature service providers who operate in multiple locations and have the capability of putting together an appropriate blend of experienced and entry level resources. 5 hours in the evening from 7 p.m. to 12 p.m. and 3 hours is in afternoon 12 a.m. to 3 p.m. In the evening of any weekend, the restaurant is most of the times completely packed for four hours and is occupied by around 25 people in the last hour. On an average a group spend around 1 hour on dinner. The bill generated is approx. 10$ per person at any given point in time. In the afternoon of the weekends generally 25 people can be seen in any particular hour. For the normal days the occupancy is around 25 people in the evening at any point in time and around 10 people in the afternoon. So the estimated revenue in FY08-09 is:- Each price will lead to a different level of demand and therefore have a different impact on a company’s marketing objectives. Demand and price are inversely related: higher the price, lower the demand. On an average ‘The Diners Park’ employees around 20 employees in a month and the salary cost of all employees is around 20,000$ every month. The cost of raw material is around 9000$ per month and the water and electricity bill cost around 2000$ per month. Apart from this, the miscellaneous cost is around 1000$ per month. The cost capital employed for the project is around 2000,000 USD. Taking the rate of interest to be around 6% per annum, the interest cost is around 120,000$ per annum. At Diners Park, we added more drivers to increase the speed of delivery. Even more importantly, we have introduced specially insulated, heat retaining,

Short answers Research Paper Example | Topics and Well Written Essays - 250 words

Short answers - Research Paper Example This is illustrated by Phillips curve where as unemployment falls, inflation increases. The government should step in to solve unemployment problems according to Keynes. This is done through Central bank that ensures that there is more money in circulation (Froyen, 1995). The classical would advocate that the Federal Government supply money so as to match the rate of unemployment growth. If the two do not match, then there will be excess supply, which could be as a result of increased price of labour. In addition, the government should restrain from applying any stabilization measures (Tucker, 2011). Despite being expensive, the procedures employed by the United State drug and food administration are essential. This is to ensure that they are quality and fit for human consumption. The government can however, subsidize the prices so as to reduce their prices and be able to manage inflation (Harris, 2006). On the other hand, the government should not eliminate such requirements on hot dog content since it is not a basic need. A combination of fiscal and monetary policy should be employed in the current U.S. economy. Some of the fiscal policies include; government purchases and transfer payments. On the other hand, monetary policies such as Open Market Operation among others could be employed (Tucker,

The biological and learning perspectives

The biological and learning perspectives Aggression remains a substantial problem today. According to Berkowitz (1975) aggression can be defined as any behaviour which is intended to cause harm to another person whether physically or verbally. This investigation is an evaluation of the biological and learning perspectives of psychology accounting for the development of aggression in children. Aggression from the biological perspective is seen as an innate behaviour which is genetically transferred from the parents to their offspring. Supplementary biological factors which cause aggression are low levels of the neurotransmitter serotonin, as well as certain brain structures such as the hypothalamus and amygdala, that when manipulated, may result in aggressive behaviour. When considering the learning perspective and environmental determinants of aggression in children there are key factors which play an essential role. The observations of others behaviour as demonstrated by Albert Bandura (1961) as well as the frustration aggression hypothesis suggested by Dollard (1939) have been found to be considerable factors in the development of aggression. Video games have also been identified as a contributing cause of aggression in children. This examination investigates the origins of childhood aggression and evaluates two differing perspectives, these being the biological and learning perspective, and collectively concludes that there are various factors which contribute to a child acting aggressively. However, a collective understanding and strong evaluation of both the biological and learning perspective has led to a stronger foundation of understanding childhood aggression. Therefore, to fully understand the origins of aggressive behaviour, both biological and environmental factors must be considered within their limited scope. This leads to the conclusion that there are multiple forces which lead a child to acting aggressively; hence biological and environmental factors which trigger aggression cannot be isolated. Word Count: 282 Contents Biological perspective v Evaluation of the biological perspective ix Learning perspective xi Evaluation of the learning perspective xv Conclusion xvii References xix Bibliography xxi Introduction There are many ways in which aggression can be defined. According to Berkowitz (1975) aggression is any behaviour which causes intentional harm to another person. There are many different forms of aggression which include verbal, physical and emotional behaviours that are apparent in some children. Studies conducted on children (ranging in age from approximately 3 to 15 years old) suggest that aggression develops in children based on their biological background or their environmental context. This essay is an evaluation of the biological perspective and learning perspective of psychology accounting for the development of aggression in children. This issue is worthy of investigation since aggression has become a substantial social problem amongst upcoming generations. Alarming news articles and reports focus on aggressive acts. Children and youth growing up all around the world are resorting to violence on a daily basis. It has always appealed to me to understand the basis of aggressive behaviour as I have seen this behaviour amongst most children and teenagers, as well as adults. It is my curiosity and eagerness to discover more about the development of aggression from two opposing views, these being the biological and learning, which have motivated me to undertake this research topic for my extended essay. This essay is aimed specifically to evaluate the importance of innate drives and the environmental determinants of aggressive behaviour. Biological perspective The biological perspective of psychology is based on the assumption that behaviour is biologically determined. In Weiten (2007) text, the biological perspective belief that is referred to is that all psychological issues stem from a physiological background. Therefore, aggression in children, according to the biological perspective, is considered to be an innate behaviour. Biological factors which trigger aggressive behaviour in children are inheritance, where aggression may be passed from the parents to their offspring, as well as low levels of the neurotransmitter serotonin, and the activity of certain structures in the brain, that when manipulated may trigger aggressive behaviour. Many of the theories and case studies that have been put forward to support the hypothesis that aggression in children is biologically determined will be discussed in further detail. The biological perspective suggests that aggression in children is inherited through the traits of parents. Many theories have been driven by findings from research on animals, which highlight that there is some genetic aspect to aggression. Selective breeding has been one of the longest existing methods to find the existence of a phenotypic characteristic. In 1979 a Finnish psychologist, Kristi Lagerspetz, took the most aggressive mice from an assembly and mated them with other aggressive mice, and similarly the same applied for those non-aggressive mice. Lagerspetzs procedure was repeated over 26 generations of mice giving birth to their offspring (cited in Grivas.J, Carter.L 2005). The significant outcome of this experiment was that the mice that had been bred for aggressive tendencies demonstrated immense levels of aggression; where they instantly attacked other mice sharing the same cage. Mice that were not bred with aggressive mice did not act aggressively; when other mice atta cked them, they did not illustrate the tendency to retaliate. Lagerspetzs experiment can be criticised on the grounds that it cannot be conducted with humans because it is clearly unethical. A significant contribution of this selective breeding experiment is its illustration of a genetic basis of aggression and how it can be passed onto the offspring. These mice had a practical advantage over humans because these species have a short gestation period, which is essential as aggressive behaviour can be monitored over successive generations in a short period of time. The mice can have their behaviours observed in a lab, unlike humans. This is also a practical advantage as the mice were all kept in the same environmental conditions; hence their behaviour would not differ from one mouse to another because they shared the same environment. Arising from this experiment is the criticism of extrapolating results from animals to humans. Despite some similarity between humans and animals; there is still a large difference between them, therefore a direct link cannot be made between mice and children. Mice species have differing logic and reasoning capacities as compared to humans, hence mice do not facilitate the opportunity to choose to be aggressive or not, whereas children have the capability of logically choosing to act aggressively. On the other hand, more efficient methods of demonstrating that aggression in children is an inherited behaviour is emphasised by other research methodologies such as twin studies. Twin studies suggest that aggression in children is an inherited trait passed on from parents to their offspring. Twin studies are very useful for the reason that identical twins are monozygotic, and their genetic makeup is identical. Hence, all additional differences in their behaviour are accounted by their environment and experiences as an individual. In one study, conducted by Caspi (1998), data was collected from identical and non-identical twins following a questionnaire asking various personal and non-personal questions. The results indicated that aggressive behaviour was only partly inherited, and that environmental factors played an equally contributing role. However, according to Baron and Richardson (1994), the tendency to be aggressive is not passed on from the parents to the offspring; rather the temperament which is capable of making someone more or less aggressive can be inherited. This twin study is clearly indicative of the inheritance of aggressive behaviour, yet it cannot be claimed that inheritance is the only key factor which causes aggressive behaviour or the tendency to be aggressive in children. Over time research has also consistently indicated that low levels of the neurotransmitter serotonin plays a central role in increased levels of aggression in children. In a study conducted at the National Institute of Mental Health (Bethasda MD), a positive correlation was found between low levels of the neurotransmitter serotonin and the levels of aggression in children with attention deficit hyperactivity disorder (Mitsis.E et al, 2000). In another study conducted by Russian researchers, silver foxes were studied. It was found that those foxes which had been bred for over 30 years for domestic behaviour, showed no defensive reactions to humans because they had high levels of serotonin in various structures of the brain, compared to the foxes which had been bred without freedom (Popova et al, 1991). These studies clearly highlight the role which serotonin plays in causing aggressive behaviour amongst children; the lower the levels of serotonin the higher the level of aggression. Once again, this research could be criticised on the grounds that it is difficult to associate these findings to children as they are different beings. The above experiments are of considerable value as the foxes could be trained and kept over an extended period of time where their behaviour is closely observed, unlike humans who cannot be kept in such environments. Certain parts of the brain have been found to be responsible for the development of aggression in children. The structure of the hypothalamus and the amygdala located within the brain are a leading biological cause of aggressive behaviour. Both structures communicate with each other via electric signals. The hypothalamus and amygdala can be manipulated using electrical currents, and they may be switched on or off disabling their normal operation using an electrode. Bard (1934) investigated the effect of lesions on the levels of aggression in cats. Bard found that when parts of the cortex were removed from the cats, they displayed sham rage where the cats acted aggressively. He also found that when parts of the hypothalamus were removed the sham rage disappeared, clearly demonstrating that the manipulation of the hypothalamus and cortex plays a role in the development of aggression. Evaluation of the biological perspective The biological approach of explaining aggressive behaviour in children is very scientific and is consequently regarded as reliable. It is based on many experimental studies which are conducted in laboratory conditions in order to eliminate any environmental influences on the findings. However, the location of the experiments is not only a strength but also a potential weakness. The biological perspective involves low ecological validity where most studies are conducted within laboratory conditions. Experiments conducted in the laboratory will most certainly produce different results then in real-life situations as participants will not demonstrate the exact same behaviour in real-life situations as they will under examination. Thus, this weakness does not implicate that such laboratory experiments are invaluable; rather they are limited to generalisabilty. However, positive correlations between real life situations can be drawn, highlighting that laboratory studies are considerably u seful. The biological perspective can be criticised on the basis that aggression in children cannot be related to studies that have been conducted on animals. An argument stemming from this point is that it is not possible to apply animal findings to humans regardless of the similarities because they are different beings. Parallels between humans and animals may be oversimplified, and therefore social, as well as learning processes, must also be taken into consideration. The analysis of animal results from the biological perspective requires cautious interpretation. However, using animals to demonstrate the link between childhood aggression and biological factors is also beneficial. Studies such as the breeding of generations as conducted by Lagzerspetz and lesions on certain parts of the brain, conducted by Bard, are contributing factors in the development of aggression which cannot be conducted on humans because it will cause psychological and physical harm to the participants and most li kely result in death. Similarly, there is always some sort of connection that can be drawn between animals and humans, therefore using animals can be a starting point to understanding the biological bases of aggression in children. Another weakness of explaining the development of aggression in children from the biological perspective is the reductionist nature of the biological approach. This is one of the main weaknesses which the biological perspective incorporates. The biological perspective does not regard or take into the account the interaction of the mind and body with the environment, rather it only takes into consideration neurological processes. Environmental factors are also not placed into perspective. This is a downfall as complex human behaviours cannot always be explained on a genetic basis; the surrounding environment also plays a central role in influencing and triggering aggressive behaviours. One certain structure of the brain cannot be the only factor which is responsible for the development of aggression in children, because most structures of the brain are connected and their influence or triggering of behaviour cannot therefore be based in one specific area. Correspondingly, the findings of all studies conducted cannot be generalised to all children. These findings are applicable to a small sample and findings cannot be predicted to be the same for a different sample of children as all children are different. Yet, this can be a starting point to understanding the basis of aggressive behaviour. Learning perspective The learning perspective is established on the basis that although everyone is born with a genetic endowment which is the root of instinctual behaviours, the majority of behaviour is learnt from the environment. The underlying principle of this assumption suggests that aggression in children does not purely develop as a result of biological factors, rather it accounts for a very minor part. According to Bandura (1961) aggression can be learnt from the observation of other people and their aggressive behaviour. Aggression in children can also be learnt through the observation of frustrated people who surround them and frustration also triggers aggressive behaviour (Dollard 1939). Alarming articles and studies have revealed that violent video games are linked to aggressive behaviour amongst children. Firstly, a theory proposed to support the theory of aggression from the learning perspective is the frustration-aggression hypothesis which was proposed by John Dollard (1939). The frustration aggression theory suggests that frustration is the main factor which contributes to aggression. For example, when an individual is frustrated, in a certain situation, they will immediately display aggressive behaviour. According to this hypothesis, aggression will only occur due to frustration and no other particular factor. Also, according to Glassman (2000) the level of aggression demonstrated is purely dependant on how frustrated one may be. For instance when a child is prevented from taking a course of action or possessing something it is most likely believed that the child will become aggressive; occurring as a result of being frustrated. Barker et al (1941) further investigated frustration as a cause of aggression in young children. In their study, children were shown a roomful of attractive toys which were kept out of their reach. The children were kept away from the toys for a while before they were allowed to play with them. The controlled conditioned group of the children were allowed to immediately play with the toys. Similar to Dollards findings (1939), it was observed from this conducted study that the children who were frustrated because they had to wait before being exposed to the toys, played aggressively with the toys by smashing and stomping on them. On the other hand, the children who were allowed to play immediately with the toys handled them carefully and played happily. One social determinant of aggressive behaviour is Albert Banduras social learning theory (1961) which highlights the role of observation and its consequences on the aggressive behaviour in children from the learning perspective. Albert Bandura views most human behaviour as learned by observing a model or simply another person, which affects a childs view of how this new behaviour can be developed and how this new attained behaviour is a guide for their actions. This provides the basis of explaining aggressive behaviour in children from the learning perspective. Banduras (1961) most well known experiment was the Bobo doll experiment; the Bobo doll being a plastic clown doll. In this experiment Bandura examined the consequential actions of children observing an adult behaving aggressively with a Bobo doll. During the experiment he had children watching models acting aggressively towards a Bobo doll. They watched the video of the model constantly acting aggressively by sitting on the do ll, punching it and kicking it repeatedly. Bandura had other children watch a non aggressive model playing calmly with the Bobo doll. Once the children were exposed to such models, they were taken into another room where there were many toys amongst them the Bobo doll. The results from this experiment indicated that children, who were exposed to the aggressive model and observed their acts, imitated aggressive behaviour towards the Bobo doll. In contrast, the children who were exposed to the non-aggressive model showed no or very little aggressive behaviour. Albert Banduras Bobo Doll experiment highlights the role of observation in childrens learning. Children were the subject as they are less socially conditioned unlike adults. However, this experiment raises the possibility that children may have thought that this experiment was a game as a consequence of the Bobo doll having a spring which causes it to spring back immediately after being knocked down. A criticism of this research is that it is not ecological the children may have not acted aggressively towards any human in real life. Another potential weakness is the fact that the children may have not been exposed to the Bobo doll previously, hence they did not know how to play with it. A criticism of the social learning theory is also that it does not take into account the physical and mental changes which a child undergoes as they mature. Children at different ages may respond to laboratory experiments in different ways. Much like observation of others behaviours, violent video games and television shows have also been proven to trigger aggression in children. The learning perspective suggests that children who play violent video games such as Doom, Wolfenstein 3D or Mortal Combat and others often experience aggressive behaviour, either physically or verbally. Violent video games have a supplementary impact on young children and trigger aggressive behaviour more than violent television shows because they are more interactive, engaging the child in aggressive acts and ultimately rewarding them for acting aggressively within the game. Dr. Craig A. Anderson, Ph.D. (2000) states, This medium is potentially more dangerous than exposure to violent television and movies. Dr. Anderson of Iowa State University in Ames and his colleagues found that in the U.S and Japan, Japanese and American children who played violent video games demonstrated more aggressive behaviour months later compared to their peers who didnt. In Andersons study, 181 Japanese students aged between 12 and 15 years old and 364 U.S. children aged between 9 and12 years old were tested. The U.S and Japanese children named their favourite video games and how often they played. The children from both groups were later on asked to rate their level of aggression and reports from their teachers and peers were also taken into consideration. From the results it was found that the children from each group who were exposed to more violent video games were much more aggressive than those who were less exposed. Comparisons were made between their prior levels of aggression and how there was a dramatic rise in this level (Cited in BBC News, Video games Increase Aggression, Health Section, 2000). Violent video games can impact on childrens aggression levels, as children begin to believe that the world is a hostile place, and aggressive acts are an acceptable part of normal daily life. Presumably, constant and excessive exposure to v iolent video games causes children to become desensitized to violence. Once they have been engaged in aggressive acts it impacts on the children emotionally, and as a consequence these children find it much easier and acceptable to engage in violence and aggressive acts. A criticism of this study is that the cultural context of the children was not taken into account. Japan and the U.S are two differing cultures; hence what is deemed as aggressive in Japan may not be aggressive in the U.S and vice versa. Hence, it is difficult to compare the behaviour of these children whilst ignoring cultural factors. Leonard Berkowitz (1989) investigated the effect of pain and discomfort on individuals to demonstrate their likelihood of acting aggressively. He induced pain by placing the participants hands in cold or warm water while they distributed rewards and punishments to a partner. Berkowitz identified that those who had their hands placed in the cold water caused greater harm to their partner than those who had their hands immersed in warm water. This is sufficient to draw the conclusion that pain is a contributing factor to aggression. Evaluation of the learning perspective The learning perspective also incorporates strengths and weaknesses. Similar to the biological perspective of explaining aggressive behaviour in children, it is reductionist. It explains aggressive behaviour in terms of a characteristic which is being learnt although it does not deny the genetic endowment of aggressive behaviour. The learning perspective argues that aggressive behaviour is learnt through observation, and triggered by the surrounding environment and conditions. It simplifies the occurrence of certain behaviours, especially aggression, into a few steps. For instance, the problem of reduction is evident in Albert Banduras study of the Bobo doll whereby aggressive behaviour is reduced to the process of imitation. Thus, it has overlooked other leading causes of the development of aggression including the childrens upbringing and home environment. Children were varied therefore some children may have been brought up in a violent home and exposed to many aggressive situatio ns. This may have affected the way they acted in the laboratory and the ultimate results of the experiment. It was also assumed that all biological influences such as levels of serotonin are identical for each participant. The frustration aggression hypothesis supported by Dollard (1939) is an inefficient method of demonstrating how childhood aggression develops as in some cases, such as learned helplessness, frustration may not lead to aggression; rather it may lead to depression. Therefore, frustration is not the only key factor which contributes to aggressive behaviour: there are other sources which may lead to this same outcome. The learning perspective also denies some very important mental processes which also result in the development of aggression in children. This perspective does not take into account how certain brain structures may trigger aggressive behaviour, in other words it does not take into account neurological processes, and rather it simply accounts for the influences of daily life and the environmental context which a person is brought up in. The learning perspective does not incorporate any biological or cognitive processes which are also responsible for the development of aggression. Nevertheless, the learning perspective focuses on the environment and the condition in which a child is situated to produce an aggressive response. It has many practical applications which have been effective in explaining the development of aggressive behaviour. It clearly highlights how certain behaviours, particularly aggression, can be learned by the observation of others. The learning perspective also has a low ecological validity, whereby the children who were engaging in the experiment may have acted differently in the laboratory than what they would have in a real life situation. To be specific, Albert Banduras Bobo doll experiment can be criticised on the grounds that the childrens aggression was measured away from their natural environment. However, if such experiments are conducted in a more realistic manner, then the results would be more beneficial in terms of understanding how aggressive behaviour in children develops. Conclusion This essay was specifically an evaluation of the biological and learning perspectives of psychology accounting for the development of aggression in children. Having considered the interpretations of the development of aggression in children from both the biological and learning perspective, and the criticisms which arise from the research conducted, it can be concluded that both the biological and learning perspectives contribute to the development of aggression in children. In terms of the biological perspective, aggression is viewed as purely being based on biological basis. It is regarded as highly reliable since it is based on science. However, the learning perspective views aggression as being unrelated to genes, rather aggression is learnt. The learning perspectives social learning theory is a useful explanation for the aggressive behaviour of children. It not only applies to direct experiences such as being disciplined by parents, but rather at all times such as when watching television. The frustration-aggression hypothesis has a weaker stance, because frustration does not always induce aggression, rather it may encourage retaliation. This hypothesis suggests that frustration accounts for all aggressive acts. For this reason it is not completely justified, because there are more determinants of aggressive behaviour. Both the biological perspective and learning perspective are based on evidence and practical studies which have been conducted. However, the learning perspective views aggression in children as having some sort of biological basis, yet through experience and reinforcement aggression becomes learned and evident amongst children. For instance, the role of the parent is paramount in using the biological factors of the child to mould the child and guide them through their development. If a childs genes are inclined to be aggressive, the parent within the environment will attempt to nurture and accommodate for their childs genes by attempting to provide a calm lifestyle. Parents may also choose to put their child in a hobby that is sports oriented to cater for the aggressive levels in order to use their energy in a positive way, where they stimulate thinking and reasoning skills preventing the child from resorting to aggressive acts. From this it is clearly evident that both the biologica l perspective and learning perspective account for and contribute to the development of aggression in children as it is difficult to isolate the contributing factors. It is clear that innate biological factors may be present in a child; however the environment sets the limits on how to behave and deal with social influences that influence a child to act aggressively. Understanding the underlying factors which contribute to aggressive behaviour will form the basis of combating the levels of violence all around the world where children, youth and adolescents often resort to violence. Through further investigation, the effect of cognitive and mental processes may now be evaluated to determine their influence on childhood aggression which will lead to educational programs being implemented in schools and for the general society. References Books Baron. R.A Richardson. D.C (1994). Human Aggression (2nd ed.). Plenum Publishing. Berkowitz, L. (1975). A survey of Social Psychology. Hillsdale, IL: Dryden Press Dollard, J. D. (1939). Frustration and Aggression. New Haven CN: Yale University Press. Glassman, W. (2000). Approaches to Psyhcology (2nd ed.). Philadelphia: Open University Press. Grivas.J, Carter. L. (2005). Psychology for the VCE Student (4th ed.). Australia: John Wiley Sons. Weiten, W. (2007). Psychology: Themes and Variations (7th ed.). Thomson Wadsworth. Articles Anne, H. (2009). Violent video games linked to child aggression. Retrieved July 18, 2009, from CNN, Health Section: http://www.cnn.com/2008/HEALTH/family/11/03/healthmag.violent.video.kids/index.html Video games Increase Aggression. (23rd April 2000). Retrieved July 5th, 2009, from BBC NEWS, Health Section: http://news.bbc.co.uk/2/hi/health/720707.stm Journals Barker, R. Dembo,T, and Lewin K. (1941). Frustration and aggression: An experiment with young children. University of Iowa Studies in Child Welfare, 18, 1-314. Berkowitz, L. (1989). Frustration-aggression hypothesis: Examination and reformulation. Psychological Bulletin, 106, 59-73. Caspi, A. Plomin, R., Corley, A, Fulker, D.W, DeFries, J.C. (1998). Adoption results for self-reported personality. Journal of Personality and Social Psychology, 75, 211-218 Bandura, A, Ross, D. and Ross, S.A (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582 Bard,P. (1934). On emotional expression after decortication, with some remarks on certain theoretical views. Psychological Review 41:309-329 and 424-449. Mitsis, Effie M,  Hampering. J.  M and Newcorn. J.H. (2000). Serotonin and aggression in children. Current Psychiatry Reports Journal, Volume 2, Number 2, (1535-1645). Popova N, Voitenko N, Kulikov A, Avgustinovich D (1991). Evidence for the involvement of central serotonin in mechanism of domestication of silver foxes. Pharmacol Biochem Behav.; 40:751-756

Essay --

According to Yount, the church should have evaluations â€Å"in order to make sure what God called one to do, is in fact getting done† (449). Evaluation is a word that many people are acquainted with, and although it is a familiar word, it seems to take on a different meaning in various settings, for example, in business, schools, trades, and particularly in the church. There are a lot of evaluation practices in existence within our culture which do not translate as easily when it comes to the life of the congregation, and that’s a good thing because, they should not, in fact, there need to be a means to sort them out, for example, when business practices are imported in the process of evaluation, the impact can be a negative one, although the congregation can benefit and learn from those members who possess valuable experiences in both business and the working world. The whole world belongs solely to God and he allows our Reformed theological tradition to be open to the vast knowledge and experiences that are gained from various settings in which Christians interact with the world. Ye...

Family Assessment and Intervention

Family Intervention Movie Assignment â€Å"Meet the Parents† One of our main objectives as future counselors is to understand individual clients is to first gain an understanding of family background. Working with family from a systems perspective, the counselor is able to gain an understanding to the ways in which family members interact, what the family norms and expectations are, how effectively members communicate, who makes decisions, and how the family deals with needs and expectations (Edleman & Mandle, 2002). In the concept of systems theory, a family can exist within a community (suprasystem) and at the same time have smaller relationships within that family (subsystems). By composing genograms, or family tree, one can see information on family relationships, health patterns, occupations, and religion. By composing an ecomap one can see information on how a family and its members interact with larger systems or smaller subsystems. The term family can be defined as â€Å"a group of individuals who are bound by strong emotional ties, a sense of belonging, and a passion for being involved in one another's lives (Wright & Leahey, 2000). After watching the movie, â€Å"Meet the Parents† I decided to watch the whole movie to see where it would be that the intervention would start. The scene where â€Å"Greg† tries to get the cat off the roof and ultimately to please Jack his girlfriend’s father he goes to a local animal shelter to purchase a look alike cat for the family cat that ran away, named Jinx (Which I thought in hindsight the cat’s name is the complete situation Greg finds himself in†¦jinxed). Once the family gets home and finds ‘Jinx’ has destroyed the dress and the house before his youngest daughter’s wedding everything hits the fan†¦emotions rage and Jack and Greg are starting to really express themselves. I think Greg does this because he feels he has nothing to lose. The interesting part is how this whole fiasco sort of brings the family and friends together†¦here is where I would begin my interview. The family members that I chose to conduct my interview and research on are the Burns and Greg (Gaylord Focker). By using the concepts of systems theory, genograms, and, I will be giving you an analysis of her amily and its relationships, health patterns, habits, customs, traditions, and how the members of the family interact with one another and also the outside community. People Characters Nurse Teacher Family Functioning Analyze, assess and suggest intervention Assessment of individuals Assessment of individual and Family dynamics and patt erns Behavioral issues and problems Family background Ask the fathers permission to marry the sister Teacher is motivated by what her dad thinks (smoking as a sign of weakness) Family values†¦compromised†¦living together Very pretentious Father is sarcastic and lacks sense of humor Parents still think their daughter as their little girl Mother is in denial and acts as if everything is wonderful Greg is Jewish not much of a family background for meals and family interactions and has problems with saying grace. Father has a lot of secretive ways—CIA psychological profiler Lie detector scene Burns family circle of trust†¦a tool of manipulation Son sneaks around and has limited freedom Everyone seems to want to please Jack Jack has at traditional mindset of a man’s role and a woman’s role Jack is controlling†¦. ven to training the cat how to use the bathroom Other son in law bought acceptance Jack’s friend the surgeon play’s into Jack’s machoism Wife was a voice of reason after the cat incident Address the following: What would a counselor look for or need to find out about this family? What would be essential or important How would the therapist go about doing this? Wh at is my assessment of family functioning What are unique things pertaining to this family to be aware of outside or developmental influences on the family (race, culture, stress, family development, remarriage, divorce, etc. What do I think the focus of the intervention should be? What are some treatment goals? What are some type of interventions or therapist interactions that would make a difference? Based on what I know about the family what strategies could be employed? If the family members were making their own changes or interventions, are they effective? Why or why not? If not changes or intervention is seen what do I feel is needed What dynamics need to change What would assessment, goals and intervention look like for this family/

An Introduction to Rogerian (Person-Centered) Therapy

Rogerian therapy, created by Carl Rogers, is a therapeutic technique in which the client  takes an active, autonomous role in therapy sessions. It is based on the idea that the client knows what is best, and that the therapist’s role is to  facilitate  an environment in which the client can bring about positive change. Rogerian therapy is sometimes called  nondirective  therapy because of the autonomy given to the client. The client, not the therapist, decides what is discussed. As Rogers  explained, â€Å"It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.† Overview of Rogerian Therapy Carl Rogers believed that all people have the capability to bring about positive change in their lives. He developed person-centered (or Rogerian) therapy as a technique for giving clients greater autonomy in therapy sessions.  Rogers’ approach to psychotherapy is considered humanistic  because it focuses on individuals positive potential.   In Rogerian therapy, the therapist typically refrains from offering advice or making a formal diagnosis. Instead, the primary role of the therapist is to listen and restate  what the client says. Rogerian therapists try  to refrain from offering their own interpretation of events or from making explicit suggestions about dealing with a situation. For example, if a  client reported feeling stressed about the fact that a coworker was receiving credit for a project the client worked on, the Rogerian therapist  might say, â€Å"So, it sounds like you’re upset because your boss isn’t recognizing your contributions.† In this way, the Rogerian therapist attempts to give the client an environment to explore their own thoughts and feelings and decide for themselves how to bring about positive change. Key Components of Rogerian Therapy According to Rogers, successful psychotherapy  always has  three key components: Empathy. Rogerian therapists attempt to develop  an empathic understanding of their clients thoughts and feelings. When the therapist has an accurate understanding of the client’s thoughts and restates what the client says, the client is able to figure out the meaning of his or her own experiences.Congruence. Rogerian therapists strive for congruence; that is, being self-aware, genuine, and authentic in their interactions with clients.Unconditional positive regard. Rogerian therapists show compassion and acceptance towards the client. The therapist should strive to be nonjudgmental and accept the client non-contingently (in other words, their acceptance of the client doesn’t depend on what the client says or does). Rogers’ Later Work In 1963, Rogers began working  at the Western Behavioral Sciences Institute in La Jolla, California. Later, he co-founded the Center for Studies of the Person, an organization that is still active today. In California, Rogers worked on applying his ideas outside of traditional therapy settings. For example, he wrote about education in Freedom to Learn: A View of What Education Might Become, published in 1969. Rogers supported student-centered  learning:  an educational atmosphere in which students are able to pursue their interests, rather than passively absorbing a teachers lecture. Rogers also applied his ideas about empathy, congruence, and unconditional positive regard to political conflicts. He led â€Å"encounter groups† between groups in conflict, in the hope that his therapy techniques could  improve political relationships. He led encounter groups in South Africa during apartheid, and between Protestants and Catholics in Northern Ireland. Rogers’ work earned him praise from Jimmy Carter and a nomination for the  Nobel Peace Prize. Influence of Rogerian Therapy Today Carl Rogers died in 1987, but his work continues  to have an enormous influence on psychotherapists. Many therapists  incorporate elements of client-centered therapy in their practices today, particularly through the  eclectic approach, in which they may combine several types of therapy into one session. Importantly, the essential components of therapy that Rogers put forward (empathy, congruence, and unconditional positive regard) can be employed by any therapist, regardless of their specific approach to therapy. Today, therapists recognize that an effective relationship between client and therapist (called the therapeutic alliance or therapeutic rapport) is key for successful therapy. Rogerian Therapy Key Takeaways Carl Rogers developed a form of psychotherapy called client-centered therapy, or person-centered therapy.In client-centered therapy, the client leads the therapy session, and the therapist serves as a facilitator, often restating  back what the client has said.The therapist strives to have an empathic understanding of the client, have congruence (or authenticity) in the therapy session, and communicate unconditional positive regard for the client.Outside of psychology, Rogers  applied his ideas to the areas of education and international conflict. Sources â€Å"Carl Rogers (1902-1987).† GoodTherapy.org (2015, July 6). https://www.goodtherapy.org/famous-psychologists/carl-rogers.htmlâ€Å"Client-Centered Therapy.† Harvard Health Publishing: Harvard Mental Health Letter (2006, Jan.). https://www.health.harvard.edu/newsletter_article/Client-centered_therapyJoseph, Stephen. â€Å"Why Carl Rogers Person-Centered Approach Is Still Relevant.† Psychology Today Blog (2018, Apr. 15). https://www.psychologytoday.com/us/blog/what-doesnt-kill-us/201804/why-carl-rogers-person-centered-approach-is-still-relevantKirschenbaum, Howard. â€Å"Carl Rogerss Life and Work: An Assessment on the 100th Anniversary of His Birth.† Journal of Counseling Development 82.1 (2004): 116-124. http://potentiality.org/drjwilcoxson/wp-content/uploads/2008/05/Person-Centered-theory-Carl-Rogers-100-yerars-Literature-Review-2.pdfâ€Å"Person-Centered Therapy.† Psychology Today. https://www.psychologytoday.com/us/therapy-types/person-cente red-therapyâ€Å"Person-Centered Therapy (Rogerian Therapy).† GoodTherapy.org (2018, Jan. 17). https://www.goodtherapy.org/learn-about-therapy/types/person-centeredRogers, Carl R. â€Å"The Necessary and Sufficient Conditions of Therapeutic Personality Change.† Journal of Consulting Psychology  21.2 (1957): 95-103. http://docshare02.docshare.tips/files/7595/75954550.pdfSarkis, Stephanie. â€Å"6 Amazing Things Carl Rogers Gave Us.† Psychology Today Blog (2011, Jan. 8). https://www.psychologytoday.com/us/blog/here-there-and-everywhere/201101/6-amazing-things-carl-rogers-gave-us