Cognitive Theory And Jean Piaget Cognitive Development...

Introduction: All children are unique as they learn, progress, develop at different rates and in a variety of ways. Nearly all theorists agree on the principles of children’s learning expansion in general and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive development theory. This report style essay will provide an overview of the two theorists, a comparison between the two in relation to the image of the child, teaching, learning and development, and an analysis of how these two approaches align with the Early Years Learning Framework (EYLF). Subsequently, details of both theories will be discussed and explained to illuminate the differences and connections to how children learn. These two extremely well-known theorists’ approaches are stimulating, cause reflection upon learning methods and ensures thought provoking teaching. Overview of B. F. Skinner’s Behavioural Theory: 1904- 1990 According to Boeree, C, George (2006), B. F. Skinner’s â€Å"entire system is based on ‘operant conditioning’†. Behaviourism is determined by the environment and is â€Å"concerning with the effect of external events such as reward or punishment for behaviour† (Duschesne,Show MoreRelatedJean Piaget : Theory Of Cognitive Development Essay1377 Words   |  6 Pages Jean Piaget: Theory of Cognitive Development Jean Piaget, was a trained biologist who was employed at the Binet Institute, where his main job was to develop a French version of an intelligence test. Piaget was very interested in the reason why children would give wrong answers to questions which called for some type of logical thinking. It was believed by Piaget that these wrong answers showed some very drastic differences between the way children and adults both thought ( McLeod, 2015), thisRead MoreTheory of Cognitive Development and Jean Piaget2077 Words   |  9 PagesAbstract: Swiss psychologist Jean Piaget was the first to study cognitive development systematically. One of his major contributions is his theory of cognitive development. However, his theory has numerous limitations and has come under frequent criticism. This essay will analyse four limitations of Piaget s theory and provide alternative accounts. The first three limitations will be presented through a cultural, social, neuroscientific point of view, and finally, end with the problems of researchRead MoreJean Piaget s Theory Of Cognitive Development895 Words   |  4 Pageshave contributed to the study of Psychology. One of these great contributors is Jean Piaget, a Swiss psychologist. He is mostly known for his theory of cognitive development. Jean Piaget used his own life as well of the lives of his own children to develop this theory. He believed that the thought process between children and adults were different and thus that began the process of Cognitive Development. Jean Piaget is a Swiss psychologist who was born on August 9, 1986. He is one of the mostRead MoreJean Piaget s Theory Of Cognitive Development943 Words   |  4 PagesJean Piaget’s theories of cognitive development broke new ground in the field of Psychology leading to the extension of further research into the area of developmental psychology. In this essay I seek to examine these theories whilst considering their current relevance to modern psychology and society. A major part of Piaget’s theory focuses around the idea of schemas; a set of linked mental representations used to make sense of the world. According to Piaget (1952), we are born with a small setRead MoreJean Piaget And His Theory On Cognitive Development1601 Words   |  7 PagesJean Piaget and His Theory on Cognitive Development Jean Piaget is one of the most influential theorists in cognitive development and he argues that children pass through the same sequence of stages when it comes to this developmental domain. This paper will begin with a general overview of Jean Piaget’s beliefs when it comes to children’s cognitive development and the basics of his four stages. Next, an in depth look will be taken at each of the stages followed by defining the Piagetian ideasRead MoreJean Piaget s Theory Of Cognitive Development Essay2015 Words   |  9 Pages Jean Piaget’s Theory of Cognitive Development Penny Clark Austin Peay State University Jean Piaget’s Theory of Cognitive Development Introduction There have been many people that have made huge contributions to the school of psychology. Perhaps one of the most influential theorists was Jean Piaget. Piaget was a philosopher, biologist, educationalist, and psychologists. He decided to study the many ways in which children develop knowledge. He made many contributions to his theoriesRead MoreJean Piaget s Theory Of Cognitive Development1607 Words   |  7 PagesShaquille Ross Professor Morris Piaget Theory Jean Piaget s theory of cognitive development gives a broader way of explaining the way of how the process of thinking is developed, based off of different age groups. He became interested in how organisms adapt and conform to its environment. He believe that it was labelled as intelligence. He observed these behaviors by controlling them through schema or schemes. In other words, Piaget organized experiments that are based off of intellectualRead MoreJean Piaget s Theories Of Cognitive Development1360 Words   |  6 Pages Jean Piaget was a Swiss psychologist. He worked in the fields of Developmental Psychology and Epistemology. He’s known for his works and theories in the field of child development. His theories of cognitive development and epistemological views are called, â€Å"genetic epistemology†. Piaget placed the education of children as most important. His works and theories still play a huge role and influence the study of child psychology today. Jean Piaget was born on August 9, 1896 in Neuchatel, SwitzerlandRead MoreJean Piaget s Theory Of Cognitive Development1587 Words   |  7 PagesJean Piaget was born August 9,1896 in Neuchatel, Switzerland. Before being the first person to make systematic study for cognitive development, he was a clinical psychologist. Piaget was known for his work and for being the founder for child development. He created the theory cognitive-developmental (Kohler, 2008). According to the book, cognitive-developmental theory is one that reflects the behaviors of multiple cognitive structures, the organized patterns of thinking, and the experience that thatRead MoreJean Piaget: Biography and Theory of Cognitive Development1601 Words   |  6 PagesPiagets Theory of Cognitive Development: Jean Piagets theory of cognitive development is a description of the four distinct stages of development of cognition in children. The theory was developed at a time when Piaget was employed at the Binet Institute in the 1920s in which his main responsibilities were to develop the French versions of questions on the English intelligence tests. During this period, Piaget became increasingly concerned or interested with the reasons children gave for their

One Child Policy in China Free Essays

string(135) " 2011 The Chinese government declared that the One Child Policy will still be implemented on the population control in another decade\." What is One Child Policy? It is the birth control policy, one of the most important social policies over the world. Simply to say, One Child Policy is the population control policy that has applied since 1979 in China. The government sets a limit for the maximum number of children for each family. We will write a custom essay sample on One Child Policy in China or any similar topic only for you Order Now It officially restricts married urban couples to have only one child while it allows rural couples, minorities to have more than one child. It isn’t quite difficult to imagine how China would have been if the birth control policy hadn’t been applied. People would have suffered from famine, death and the shortage of variety of sources. However, One Child Policy is a double-edge sword for China. On the one hand, China effectively controls the population growth, fertility rate, and gains huge economic benefit as well; on the other hand, it is a source of great pain for one generation. To understand the One Child Policy it is necessary to know a bit of history about how and why it was created. Until the 1960s, the government encouraged families to have as many children as possible because of Mao’s belief that â€Å"the more people, the stronger we are† (Potts, 2006, p. 361). It prevented the emergence of the development of One Child Policy earlier in China. In the next few decades, the population grew from around 540 million in 1949 to 940 million in 1976 (National Bureau of Statistics, P.R.China, 2000). Beginning in 1970, Chinese people were encouraged to marry at an older age, and they were allowed to have two children. Although the fertility rate began to decrease, the government launched the One Child Policy due to the future overwhelming population growth (Potts, 2006). The One Child Policy has significant effects on variety factors, such as population growth and fertility rate, social health service, education, and the development of economy. The first plain effect is the control of population growth and fertility rate. Statistics in figure 1 shows the fertility rate in China from 1960 to 2010, and the fertility rate fell from 2.63 births per woman in 1980 to 1.61 in 2010, which almost reached 6 in the 1960s. The Chinese government makes the claim that it had three to four hundred million fewer people in 2008 under the One Child Policy (Hu, 2002). Figure 1: Fertility Rate in China from 1960 to 2010 Source: World Bank, 2012, Retrieved from http://www.google.com/publicdata/explore?ds=d5bncppjof8f9_ctype=lstrail=falsebcs=dnselm=hmet_y=sp_dyn_tfrt_inscale_y=linind_y=falserdim=regionidim=country:CHNifdim=regionhl=endl=enind=falseicfg One of the most important considerations of One Child Policy is related to economy. The economic development is the original intent of this policy, such as reducing the demand of nature resources and decreasing the unemployment of surplus labors. Obviously, the limited resource cannot always satisfy the demand of resource of the growing population. The sufficient nature resource is a vital factor for a group of people to survive; enough social resource is significant for a society to stabilize. As Deng Xiaoping, who is the former leader in China, said that â€Å"the  development is the only principle†. As long as the country had a steady population rate, the society would function within a balance between both nature and social resource and the demand of resource of the population. Undeniably, China, Chinese people and even the whole world are all benefited from the One Child Policy in terms of reduction of the demand for resources. Now, the One Child Policy has existed for over thirty years. People gain the profit but also gain the pain from it, especially the generation of single children. It’s a labeled generation. Little emperors, little princesses, little suns are all used to describe this self-centered generation. These labels also show the possible social problems for this generation. Most single children are unable to care for their older adult relatives and others because they are used to receiving and accepting the love from parents and grandparents while rarely give and share with others in the family. People worry that it would result in a tendency of poor social communication and cooperation skills for these young adults in the society. In fact, these young adults pay more than others to learn cooperation and communication with others when they start their career lives. Besides the social problem, another problem of this generation is the â€Å"four-two-one† problem. As the first generation under the One Child Policy, the children who were born in 1980s are approaching adulthood now. They are building their own families, getting married and  having babies. In China, they are responsible to support their parents and four grandparents. It is called the â€Å"four-two-one Problem†. Statistics shows that there are ninety million only children in China in 2000 (Yang, 2010). The young adults, who are still struggling in the society themselves, should take the responsibility of their own small families; meanwhile, they also have to be responsible for their parents and grandparents. It is a huge life stress. With pains and gains in these thirty years the One Child Policy has completed its mission in its first step. Page (2011) presents that â€Å"China appears to have achieved that goal: Initial census results show China’s population, the world’s largest, rose to 1.34 billion in 2010, from 1.27 billion in 2000. That puts average annual growth at 0.57% over the decade, down from 1.07% in 1990-2000† (p. 1). Recently, the existence of the One Child Policy is becoming a debate. People discuss whether the policy should exit the stage of the history or still maintain in effect. Figure 2 shows the Chinese population growth from 1961 to 2008. Under the application of One Child Policy the tendency of demography growth shows a steady rising pace. If the government abolished the One Child Policy suddenly, the Chinese demography would still increase sharply in the next few decades. One of the essential factors couldn’t be ignored: the Chinese demography has a hugest base in the world. Figure 2: Population of China from 1961 to 2008 Source: Quilokos, D. Creative Commons, 2011 The Chinese government declared that the One Child Policy will still be implemented on the population control in another decade. In the next phase, the One Child Policy will turn to a relative loose phase. It has new criteria to allow couples to have a second child such as the parents who are the only children themselves (Page, 2011). To sum up, the One Child Policy was created in China in a specific time; it has both positive and negative effects these years. Although it is a source of great pain for one generation, people cannot deny the resulting benefits. It will remain effective in China as an important policy at least for one more decade, and gradually fade out from the stage of Chinese history. References Hu, H. (2002, Oct 18). Family Planning Law and China’s Birth Control Situation. China.org.cn. Retrieved from http://www.china.org.cn/english/2002/Oct/46138.htm National Bureau of Statistics, P.R.China. Total population, CBR, CDR, NIR and TFR of China 1949-2000. China Daily. Retrieved from http://www.chinadaily.com.cn/china/2010census /2010-08/20/content_11182379.htm Page, J. (2011, April 29). China’s one-child plan faces new fire: Census shows slowing growth as population ages, giving critics ammunition. The Wall Street Journal Online. Retrieved from http://online.wsj.com/article/SB10001424052748704463804576291010133986864. html Potts, M. (2006). China’s one child policy: the policy that changed the world. BMJ, 333, 361. Yang, Y. (2010. Oct 10). Are â€Å"four-two-one†families really a problem?. China Population Association Online. Retrieved from http://web.archive.org/web/20110707050058/http:// cpachn.org.cn/ShowNews.asp?ID=1021 One Child Policy in China What is One Child Policy? It is the birth control policy, one of the most important social policies over the world. Simply to say, One Child Policy is the population control policy that has applied since 1979 in China. The government sets a limit for the maximum number of children for each family. It officially restricts married urban couples to have only one child while it allows rural couples, minorities to have more than one child. It isn’t quite difficult to imagine how China would have been if the birth control policy hadn’t been applied. People would have suffered from famine,  death and the shortage of variety of sources. However, One Child Policy is a double-edge sword for China. On the one hand, China effectively controls the population growth, fertility rate, and gains huge economic benefit as well; on the other hand, it is a source of great pain for one generation. To understand the One Child Policy it is necessary to know a bit of history about how and why it was created. Until the 1960s, the government encouraged families to have as many children as possible because of Mao’s belief that â€Å"the more people, the stronger we are† (Potts, 2006, p. 361). It prevented the emergence of the development of One Child Policy earlier in China. In the next few decades, the population grew from around 540 million in 1949 to 940 million in 1976 (National Bureau of Statistics, P.R.China, 2000). Beginning in 1970, Chinese people were encouraged to marry at an older age, and they were allowed to have two children. Although the fertility rate began to decrease, the government launched the One Child Policy due to the future overwhelming population growth (Potts, 2006). The One Child Policy has significant effects on variety factors, such as population growth and fertility rate, social health service, education, and the development of economy. The first plain effect is the control of population growth and fertility rate. Statistics in figure 1 shows the fertility rate in China from 1960 to 2010, and the fertility rate fell from 2.63 births per woman in 1980 to 1.61 in 2010, which almost reached 6 in the 1960s. The Chinese government makes the claim that it had three to four hundred million fewer people in 2008 under the One Child Policy (Hu, 2002). Figure 1: Fertility Rate in China from 1960 to 2010 Source: World Bank, 2012, Retrieved from http://www.google.com/publicdata/explore?ds=d5bncppjof8f9_ctype=lstrail=falsebcs=dnselm=hmet_y=sp_dyn_tfrt_inscale_y=linind_y=falserdim=regionidim=country:CHNifdim=regionhl=endl=enind=falseicfg One of the most important considerations of One Child Policy is related to economy. The economic development is the original intent of this policy, such as reducing the demand of nature resources and decreasing the unemployment of surplus labors. Obviously, the limited resource cannot always satisfy the demand of resource of the growing population. The  sufficient nature resource is a vital factor for a group of people to survive; enough social resource is significant for a society to stabilize. As Deng Xiaoping, who is the former leader in China, said that â€Å"the  development is the only principle†. As long as the country had a steady population rate, the society would function within a balance between both nature and social resource and the demand of resource of the population. Undeniably, China, Chinese people and even the whole world are all benefited from the One Child Policy in terms of reduction of the demand for resources. Now, the One Child Policy has existed for over thirty years. People gain the profit but also gain the pain from it, especially the generation of single children. It’s a labeled generation. Little emperors, little princesses, little suns are all used to describe this self-centered generation. These labels also show the possible social problems for this generation. Most single children are unable to care for their older adult relatives and others because they are used to receiving and accepting the love from parents and grandparents while rarely give and share with others in the family. People worry that it would result in a tendency of poor social communication and cooperation skills for these young adults in the society. In fact, these young adults pay more than others to learn cooperation and communication with others when they start their career lives. Besides the social problem, another problem of this generation is the â€Å"four-two-one† problem. As the first generation under the One Child Policy, the children who were born in 1980s are approaching adulthood now. They are building their own families, getting married and having babies. In China, they are responsible to support their parents and four grandparents. It is called the â€Å"four-two-one Problem†. Statistics shows that there are ninety million only children in China in 2000 (Yang, 2010). The young adults, who are still struggling in the society themselves, should take the responsibility of their own small families; meanwhile, they also have to be responsible for their parents and grandparents. It is a huge life stress. With pains and gains in these thirty years the One Child Policy has completed its mission in its first step. Page (2011) presents that â€Å"China appears to have achieved that goal: Initial census results show China’s population, the world’s largest, rose to 1.34 billion in 2010, from  1.27 billion in 2000. That puts average annual growth at 0.57% over the decade, down from 1.07% in 1990-2000† (p. 1). Recently, the existence of the One Child Policy is becoming a debate. People discuss whether the policy should exit the stage of the history or still maintain in effect. Figure 2 shows the Chinese population growth from 1961 to 2008. Under the application of One Child Policy the tendency of demography growth shows a steady rising pace. If the government abolished the One Child Policy suddenly, the Chinese demography would still increase sharply in the next few decades. One of the essential factors couldn’t be ignored: the Chinese demography has a hugest base in the world. Figure 2: Population of China from 1961 to 2008 Source: Quilokos, D. Creative Commons, 2011 The Chinese government declared that the One Child Policy will still be implemented on the population control in another decade. In the next phase, the One Child Policy will turn to a relative loose phase. It has new criteria to allow couples to have a second child such as the parents who are the only children themselves (Page, 2011). To sum up, the One Child Policy was created in China in a specific time; it has both positive and negative effects these years. Although it is a source of great pain for one generation, people cannot deny the resulting benefits. It will remain effective in China as an important policy at least for one more decade, and gradually fade out from the stage of Chinese history. References Hu, H. (2002, Oct 18). Family Planning Law and China’s Birth Control Situation. China.org.cn. Retrieved from http://www.china.org.cn/english/2002/Oct/46138.htm National Bureau of Statistics, P.R.China. Total population, CBR, CDR, NIR and TFR of China 1949-2000. China Daily. Retrieved from http://www.chinadaily.com.cn/china/2010census /2010-08/20/content_11182379.htm Page, J. (2011, April 29). China’s one-child plan faces new fire: Census shows slowing growth as population ages, giving critics ammunition. The Wall Street Journal Online. Retrieved from http://online.wsj.com/article/SB10001424052748704463804576291010133986864. html Potts, M. (2006). China’s one child policy: the policy that changed the world. BMJ, 333, 361. Yang, Y. (2010. Oct 10). Are â€Å"four-two-one†families really a problem?. China Population Association Online. Retrieved from http://web.archive.org/web/20110707050058/http:// cpachn.org.cn/ShowNews.asp?ID=1021 How to cite One Child Policy in China, Papers

Citation and Organizational Structure free essay sample

Many Americans have questioned whether fighting a full-scale war against China or a war of containment was the best policy for fighting the Korean War. Using the Internet, library, and other sources, research how Truman and MacArthur differed over strategy in fighting the Korean War. After analyzing each position, determine whether Truman or MacArthur had the best strategy. In an essay of approximately 350-400 words: †¢ State why you believe Truman or MacArthur had the best strategy in fighting the Korean War. †¢ Give your reasons and arguments for the position you have chosen and make your arguments as convincing as possible. Does it appear to you that either strategy is based upon biblical principles? In what way and which principles are given expression by the policy or strategy? __________________ Remember to use proper grammar, punctuation, and spelling when typing your essay. Remember, all projects must follow the Academys guidelines concerning plagiarism and MLA form atting for the citation of sources. Source citation will be graded based on the following: †¢ Did the student include parenthetical citations within the body of his/her report any time he/she summarized or quoted a source? Are the parenthetical citations in proper format (MLA)? †¢ Is the works cited page in proper format (MLA)? Because it is very important to avoid even unintentional copying, any project submitted without a works cited page (when one is necessary) will be returned to you in order for you to add it. You will then need to resubmit the project for grading after you have added the works cited page. You can refer to the Academy’s document on MLA format, found on the Academy’s online resource center www. aoacademy. com/resources, for additional assistance. Notice Wikipedia is not an acceptable source for any Academy project and may not be used. Contributors to Wikipedia sometimes plagiarize other sources or submit erroneous information. Be sure to use primary sources and cite your sources in accepted MLA (Modern Language Association) format. Go to â€Å"Citing Sources† in our online Resource Center for help. Projects will be graded according to a rubric which measures six important traits essential to good writing. Your teacher will use the rubric below to score aspects of each trait giving a best score of 5, or a lowest score of 1, or something in between. Once your teacher has scored each trait he/she will convert rubric scores to the Academy grade scale. Please study the chart below so to understand how to improve your writing and your project scores. Six Traits + 1 Rubric |Trait |5 |3 |1 | |Ideas: The main message of the |This paper is clear and focused. It |The writer is beginning to define |The paper has no clear sense of | |piece, the topic, with supporting |holds the reader’s attention. the topic, even though development |purpose or central theme. The | |details that enrich and develop that|Relevant anecdotes and details enrich|is still basic or general. |reader must make inferences based | |topic. |the central theme. | |on sketchy or missing details. | | | | | | | |1. The paper is on the topic |1. The writer strays off topic |1. The writer has not written on | | |assigned, or one of the options, and |2. Support with details is |the assigned topic or options | | |focused. |attempted. |given. | | |2. Relevant, quality details go |3. Writer has difficulty going from|2. Information is unclear or the | | |beyond the obvious. |general observations about the |length is not adequate for | | |3. Writing from knowledge or |topic to specifics. |development. | | |experience; ideas are fresh and |4. The reader is left with |3. Simply a restatement of the | | |original. |questions. |instructions. | | |4. Reader’s questions are anticipated| |4. The writing may be dis- | | |and answered. |connected, repetitious, and include| | | | |random thoughts. | | | | |Student did not comply to teacher | | | | |request for changes. | |Organization: The internal |The organizational structure of this |The organizational structure is The writing lacks a clear sense of | |structure, thread of central |paper enhances and showcases the |strong enough to move the reader |direction | |meaning, logical, and sometimes |central idea or theme of the paper. |through the text without too much | | |intriguing pattern or sequence of | |confusion. |1. No real lead or conclusion | |ideas. |1. An introduction draws the reader | |present. | | |in; a conclusion leaves the reader |1. The paper has a recognizable |2. Connections between ideas, if | | |with a sense of closure and |introduction and conclusion. |present, are confusing. | | |resolution. |2. Transitions sometimes work. |3. Sequencing needs work. | | |2. Thoughtful transitions connect |3. Sequencing shows some logic, yet|4. Problems with organizational | | |ideas. |structure takes attention away from|structure make it hard for the | | |3. Sequencing is logical and |the content. |reader to get a grip on the main | | |effective. |4. Organizational structure |point or story line. Little or no | | |4. Organizational structure is |sometimes supports the main point |evidence of paragraphing present. | | |appropriate for purpose/audience; |or story line, with an attempt at |Student did not comply to teacher | | |paragraphing is effective. |paragraphing. request for changes. | |Voice: The unique perspective of the|The writer of this paper speaks |The writer seems sincere, but not |The writer seems uninvolved with | |writer evident in the piece; or |directly to the reader in a manner |fully engaged or involved. The |the topic, disinterested in the | |sustained use of the voice or |that is individual, engaging, and |result is passable, but not well |audience, and oblivious of the | |perspective called for in the |respectful for the audience. |focused on the audience. |instructions. | |instructions. | | | | |1. Purpose is reflec ted by content |1. Attempts to include content and |1. Purpose is unclear. | | |and arrangement of ideas. |arrangement of ideas to reflect |2. Expository or persuasive writing| | |2. Expository or persuasive writing |purpose. |is mechanical, showing no | | |reflects understanding and commitment|2. Expository or persuasive writing|engagement with the topic. | |to topic. |lacks consistent engagement with |3. Narrative writing lacks | | |3. Narrative writing is honest, |topic. |development of a point of view. | | |personal, and engaging. |3. Narrative writing reflects |. 4. Made no attempt to write from | | |4. Clearly the voice asked for in the|limited individual perspective. |the assigned perspective or voice. | | |instructions, e. g. biblical |4. Made an attempt to adopt the |Student did not comply to teacher | | |character, historical character, |voice asked for in the instructions|request for changes | | |reporter on assignment. |but did not sustain it. | | |Word Choice: The use of rich, |Words convey the intended message in |The language is functional, even if|The writer struggles with a limited| |colorful, and precise language that |a precise, interesting, and natural |it lacks much energy. |vocabulary. |moves and enlightens the reader. |way. | | | | | | | | | |1. Words are specific and accurate. |1. Words are adequate and correct |1. Words are nonspecific or | | |2. Natural, effective, and |in a general sense. |distracting. | | |appropriate language. |2. Familiar words and phrases |2. Many of the words don’t work. | | |3. Lively verbs, specific nouns, and |communicate. |3. Limited vocabulary, misuse of | | |modifiers. |3. Passive verbs, everyday nouns, |parts of speech. | | |4. Language enhances and clarifies |mundane modifiers. |4. Language is unimaginative and | | |meaning. |4. Language functions, with one or |lifeless, redundancy. | | | |two fine moments. Student did not comply to teacher | | | | |request for changes. | |Sentence Fluency: The flow of the |The writing has an easy flow, rhythm,|The text usually hums along with a |The reader has to practice quite a | |language, the way in which the |and cadence. Sentences are |steady beat, but has sections which|bit in order to give this paper a | |writing plays to the ear, not just |well-constructed. |throw off the reader. |fair interpretive reading. | |the eye. | | | | | |1. Sentences get the job done in a |1. Sentences are choppy, | | |1. Sentences enhance the meaning. |routine fashion. |incomplete, ramb ling, or awkward. | | |2. Sentences vary in length as well |2. Sentences are usually of similar|Phrasing does not sound natural. | | |as structure. |length, yet constructed correctly. 2. No â€Å"sentence sense† is present. | | |3. Purposeful and varied sentence |3. Sentence beginnings are somewhat|3. Sentences begin the same way. | | |beginnings. |varied. |4. Endless connectives, if any | | |4. Creative and appropriate |4. The reader sometimes has to hunt|present. | | |connectives. |for connective clues. |Student did not comply with teacher| | | | |request for changes. |Conventions: The mechanical |The writer demonstrates a good grasp |The writer shows reasonable control|Errors in spelling, punctuation, | |correctness of the piece; spelling, |of standard writing conventions |over a limited range of standard |capitalization, usage, and grammar | |punctuation, capitalization, grammar|(e. g. , spelling, punctuation, |writing conventions. |and/or paragraphing repeatedly | |usage , and paragraphing. |capitalization, grammar usage, | |distract the reader and make text | | |paragraphing). 1. Spelling is usually correct or |difficult to read. | | | |reasonably phonetic. | | | |1. Spelling is generally correct. |2. End punctuation is usually |1. Spelling errors are frequent. | | |2. Punctuation is accurate. |correct. |2. Punctuation is missing or | | |3. Capitalization skills are present. |3. Most capitalized words are |incorrect. | |4. Grammar and usage are correct. |correct. |3. Capitalization is random. | | |5. Paragraphing tends to be sound. |4. Problems with grammar and usage |4. Obvious grammar or usage errors. | | | |are not serious. |5. Paragraphing is missing. | | | |5. Paragraphing is attempted. |Student did not comply with teacher| | | | request for changes. | |Presentation: |The project is clean, has all |May be some problems in the |Errors in formatting create a | |The look of the paper, proper use of|directions included, and MLA format |formatting. |confusing paper that distracts the | |MLA formatting when necessary, |was used correctly if needed. | |reader. | |correct titling and inclusion of | |1. Project directions are included,| | |project instructions |1. Project directions precede the |but not placed correctly. |1. Project directions are missing | | |project. |2. There are some problems with |or incomplete. | | |2. Spacing is uniform and font is |font or spacing. |2. Spacing and font are not | | |Times New Roman or Arial 12 point. |3. For multimedia, the visuals are |standard. | | |3. In a multimedia project, uses of |somewhat unclear or distracting. |3. Visuals in a multimedia project | | |visuals are integrated without |4. In those projects for which |are confusing and substandard. | | |distraction. |outside sources were used, MLA |4. Works cited page and/or | | |4. Correctly formatted citations and |formatting is mostly correct. There|parenthetical citations for those | | |works cited when outside sources were|may be some components missing or |projects where necessary are | | |used. improperly formatted. |missing or incorrect. | | | | |Student did not comply with teacher| | | | |request for changes. | *0 – Not a valid attempt. Student did not make the changes recommended by the teacher. _______________ Paste the document you created and saved on your word processor below:

Basketball Training Essay Example

Basketball Training Essay Example Basketball Training Essay Basketball Training Essay STEP 2 – WARM UP (2 hours, 3 exercises-40 minutes each in 20 minutes gaps) In this, we focus in further exercising our muscles so that there will be no injury. We have do jumping, skipping and hopping. We will do each of it, twice for 20 minutes each. This will help in stamina and jumping will help when shooting in basketball. STEP 3 – PRE EXERCISES (60 minutes) This is the most important exercise. In this, we will have to run. Run at least at speed 6km/hr. for fast runners, this should be increased. This will build your stamina if done continuously. Also, it will build your leg muscles which is very important whilst playing basketball as we need speed to tackle and attack. STEP 4 – THE FIGURE 8 DRILL (30 minutes) Bend your knees and rotate the ball through your knees in a figure 8. You do this by rotating the ball around your right leg with your right hand, passing it to your left hand, then rotating the ball around your left leg. Make sure you can do it both ways, and speed up as you get better. The ball should never touch the ground. Should be done for 30 minutes. STEP 7 SQUATS AND DEAD LIFTS (60 MINUTES, 30 MINUTES EACH) Squats and dead lifts will make many fast twitch muscle fibres in your muscle. This is important for your legs as you will have more potential to jump higher. Jumping high is important in basketball as it gives you the ability to make 3 pointer shots and dunks. This is the most important goal of basketball- to make points. This is an ultimate exercise for jumping high. STEP 8 – SHOOTING AND DRIBBLING (2-3 hours) Start with dribbling the ball around the court for 10 minutes at a time with 2 minutes break which should make 1 hour. This will obviously help your handling skills in basketball and talking skills. Then do 1 hour of shooting. Start from near the basket. Shoot the basket 50 times. Only if you can make 90% of the shot, go a bit further or else shoot 50 shots again and improve your accuracy. This should help you increase your shooting and power skills. STEP 9 – PASS CATCH Take a ball and hit it against the wall and catch it when it comes back. This is good because the return from the wall is unpredictable and will make your reflexes faster. This is a good way to practice catching. For passing, have your friend jog away and towards you. Try to pass the ball to him while he is moving. That will help you in passing. This hould be done for an hour. STEP 10 – RELAX After every work out, it is important to relax your muscles to prevent pulls and sores. Do basic stretching like lunges and hand stretch so that your muscles get a break. Also, stretch your leg by pulling them behind your back. STEP 5 – THE DOUBLE FIGURE 8 DRILL (30 minutes) Now with a partner facing you, do a figure 8, then pass it to your partner, who does a figure 8 and passes it back. You should pass to the same hand, so your right will pass to his right. Switch sides and continue to speed up as you get better. The ball should never touch the ground. Don’t see the ball. STEP 6 ZIG ZAG DRILL (30-60 minutes) Lay out two 10 yard lines with tape. The two lines should be atleast 24 inches apart. Stand on your left foot and hop onto the other line with only your left foot. You should be able to do at leats 10 hops in 10 yards. Take 2 minutes break and repeat with your right leg. This is to increase your lateral hip strength to help you in basketball. Increase space accordingly. ABHAY DALMIA 9B GMIS TIPS TO BE BETTER AT BASKETBALL 1. Use a heavier ball once you are okay with the normal ball to improve your strength. 2. When doing exercises like figure 8 drill, don’t look at your feet. You should be able to do it naturally because in a real game, you will have to observe your surroundings. . Sleep well like 9-10 hours a day so that you are calm and collected when doing exercises. 4. Eat healthier so that your body is well built and strong. STEP 1 – PRE WARM UP (30-60 minutes) First we have to break up any adhesions in the muscles. This can be done by rolling on a high density mat. This will help prevent damage to muscle tissues and will prepare you for physical work. This is very important and will also improve the way you’ll play. S o for 30-60 minutes with 4 minute breaks.

Concepts of Organizational Theory and Behavior

Concepts of Organizational Theory and Behavior The success of any business unit or organization primarily relies on the nature of work force, and management systems it adopts. It is important for all managers to note that, currently the economic world is undergoing very many transformations not only monetary wise, but also in terms of work patterns and employees behavior. Advertising We will write a custom essay sample on Concepts of Organizational Theory and Behavior specifically for you for only $16.05 $11/page Learn More In this regard, it is important for organizations management teams to adopt measures, which will ensure organizations maintain competent workers. This is primarily possible through adoption of policies that will ensure an organization takes care of its workers needs as they arise; hence, avoid unrests that may arise in workplaces. It is important to note here that, adoption of policies only cannot help a management team succeed, but rather these management teams must coin their under standing of an organizations assets, resources, and tools in management practices for them to succeed. This paper will discuss concepts of employee reinforcement, evolution of job design, main differences between job stress and burnout as they relate to organizational theory and behavior. Job Reinforcement It is never an easy task for organizations to meet all its employees needs; psychologically human needs are unending, hence making it impossible for organization to satisfy their employees needs. Although this is the case, an organization can adopt a variety of mechanisms, which will ensure its employees remain motivated and goal oriented. It is important to note here that, monetary remuneration contributes very little to job satisfaction. This is to say; although external motivators have a role to play when it comes to employees motivation, their contribution to performance is little. This therefore calls for adoption management mechanisms that will ensure employees always remain intrinsically motivated towards work (Moorhead and Griffin pp. 103-109). Generally, reinforcements are stimulus that makes individuals to act or behave in a certain ways, hence strengthening the re-occurrence or repetition of a certain acts. Many organizations have adopted a variety of reinforcement strategies, but there exist great variations in terms their effects as concerns work output. Reinforcement can be in form of a positive or a negative incentive; depending on the behavior exhibited by individuals. The four basic forms of reinforcement are positive and negative reinforcement, extinction and punishment (Villere and Hartman pp. 27-26).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Positive reinforcement involves the use of pleasing incentives as means of appreciating good deeds. Positive reinforcement can be in form of monetary rewards or appraisals, which will encoura ge repetition of specific behaviors. Managers use this reinforcement measure for two reasons. Firstly, they use it as a way of appreciating good performance, and secondly, as a way of showing what kind of behavior an organization desires from its employees. Positive reinforcement is one of the main strategies that organizations use to ensure its employees always remain productive. On the other hand, this strategy is an important tool for discouraging some unwanted behavior such as absenteeism or lateness. For example, in a chemical industry, for managements to reduce accidents occurring daily, they can use buffets as incentives on top of employees monthly salary. Although this method works, it is important for managers to study and understand reasons behind repetition of certain behaviors. This is because; in most cases, workers may repeat some behaviors because they know there are rewards. Verbal forms of positive reinforcement include the use of words such work well done, .congr atulation, keep up the good work (Moorhead and Griffin pp.149-156). Contrary to positive reinforcement, negative reinforcements are never desirable; hence, individuals always avoid negative them. Negative reinforcement is the act of escaping negative incentives. It is important to understand here that, negative reinforcements are means of encouraging certain behaviors considered desirable, by application of incentives that discourage undesired behavior. This mode of reinforcement works on the principle that; once individuals experience negative conditions of specific reinforcement measures they are likely to change their behaviors. For example, an employer can use this mechanism when employees’ quality of work goes down by explaining to them that customers are dissatisfied with their quality of work, hence the organization’s reputation is at stake. This like a case can make an employee to fill insecure; hence, they will avoid laziness and strive to ensure their work meets required standards. Although a good strategy, it is important for managers to include other mechanisms of ensuring this method works. In addition to negative and positive reinforcement, punishment is another common method that managers use to ensure workers stay put and goal oriented. Managers use punishment when employees exhibit certain unwanted behaviors. Generally, punishment is the use of unpleasant outcomes to ensure employees follow set standards. Advertising We will write a custom essay sample on Concepts of Organizational Theory and Behavior specifically for you for only $16.05 $11/page Learn More For example, in situations of poor work performance, managers can use suspensions as a means of reprimanding or warning employees. Although a good way of showing the degree of a mistake, in most business scenarios it never achieves desired outcomes. The last form of reinforcement is extinction; which operates on the principle that removal of certain positive stimulus can help to eliminate undesired behaviors. Common examples used by organizations include benefit withdraws, bonuses, and other positive verbal incentives such praises. This strategy in most cases works best as compared to punishment, because employees will always feel guilty when managements appraise their fellow employees (Marcic and Daft pp. pp. 461-462). Evolution of Job Design Although incentives play a central role of ensuring workers remain in focus as pertains achievement of organizational goals, there is need to organize duties to fit employees’ competencies. This is because correct allocation of such duties is not only motivating, but also ensures there is job satisfaction among employees. Job design is the endeavor to make required changes in working conditions aimed at making work more pleasant and motivating. Noting the current changes in employees’ working patterns, it is important for managements to consider varied factors that influen ce the motivational level of employees. Job design has undergone many transformations from the traditional approaches where talent and social motives had little significance (Moorhead and Griffin pp.164-174). The earliest structure of job design was Taylor’s scientific management method, which emphasized adoption of mechanisms of making work more pleasant. In addition, scientific management emphasized the use of trainings to reduce the number of employees who could perform certain duties. Some aspects of this method for example specialization find wide application in current job scenarios, although the approach is a little bit different. For example, in the past managers could achieve job specialization through using repetition of duties, which presently has taken a different approach where talent and competence plays a role in specialization. Another common form of specialization that has undergone many transformations is job rotation. This form of job specialization helps managers to reduce stress and boredom associated with one station. In addition, when job rotation occurs in managerial position it helps managers to learn new management tricks, hence innovation.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Other forms of job design techniques that organizations have adopted currently include job enlargement and enrichment. Job enlargement involves provision of a variety of activities to employees; a strategy important for expanding employees potentials while reducing monotony and boredom. This strategy is very motivating because it helps employees build self-esteem and worthiness, which translates to increased revenues. In addition to provision of a variety of working activities, currently many organizations have adopted other management policies that have granted employees more freedom in terms of task performance and control. In the past managers could always follow keenly on how employees perform their duties, but presently many organizations accord employees’ personal freedoms, which has contributed greatly to increased responsibility among employees. Another common current approach to job design is the job characteristics theory. This theory uses five main characteristics: skill variety, feedback, task significance, autonomy, and task identity. Task variety involves the nature of skills that a specific job requires; autonomy determines specific levels of freedoms a job gives an individual, and feedback is concerned with a job’s reaction mechanisms on performance levels. On the other hand, task identity is concerned with the level of a job’s tangible outcome, which depends on commencement and ending of a task, whereas, task significance is primarily concerned with effects that a job has on the overall running of an organization, individual lives and immediate surrounding environments. Considering the nature of these design strategies, it is important for managers to combine them for organization to realize maximized outcomes from employees’ efforts (Moorhead and Griffin pp. 173- 192). Job Stress and Burnout Owing to the fact that everything done in business follows set time schedules, sometimes there are likelihoods of work over loads and strain. It is important to note that, most activities engaged in during normal working schedules needs a lot of physical coordination, minutiae, concentration, speed and time hence, compounding all this facts makes work tedious and strenuous leading to stress. In addition to stress associated with real work, sometimes balancing between job duties, other employees’ demands, and social life is another major cause of stress to employees. This is because at one point an organization has goals it wants its employees to fulfill, while on the other hand social life has its demands that individuals must fulfill. In this regard, stress is an adaptive mechanism used by individuals in reaction to pressing psychological and natural demands. Two main differences connected to stress are hardiness and hopefulness. Primarily, the former is concerned with individuals’ ability to manage stress, where by this group of individuals have the ability to deal with stress, hence a lways goal oriented and focused. Optimism is characteristic in individuals who see an opportunity in everything, to this group of individuals the positive aspects of life matter more that negative discouragements, hence are too always focused and goal oriented (Moorhead and Griffin pp. 221-237). Although optimism and hardiness are common adaptive mechanisms used by individuals to cope up with stress, sometimes due to many other job factors for example role demands, ambiguity, conflict can cause exhaustion, leading to a condition called burnout. Burnout is a consequence of build up stress, resulting from excessive demands to perform and deliver results. Burnout primarily results when organizational demands makes individuals to forego their social demands, hence dedicate most of their time to these demands. Because of this, most individuals in the end get fatigued, strained and aggravated, hence causing a feeling of helplessness. Although both stress and burnout are manageable, burno ut has more adverse effects on individuals than stress. This is because it is easy to notice an individual suffering from burnout than normal stress, owing to the fact that burnout has more withdrawal symptoms. In addition, although the two are related, they have clear differences in that, stress results from excessive work demands where as burnout in most cases results because individuals feel their jobs are of no significance to them. To most individuals, their lives are more crucial, hence the need to respect life demands; whose suppression leads to burnout. Another common difference is that, although individuals can sustain stress by embracing adaptive mechanisms, burnout is never adaptive, hence inmost cases it results to resignation and loss of job interest. On the other hand, it is important to note that primarily burnout is a motivational predicament, a characteristic differentiating it from stress, because stress’s main cause is work overload and not lack of motivat ion. In conclusion, for organizations to be successful in all their endeavors there is need of adopting measures that will balance organizational and employees’ demands. Villere, Maurice and Hartman, Sandra. Reinforcement theory: a practical tool. Leadership Development journal, 12(2) (1991): pp.27-33. Print. Moorhead, Gregory and Griffin, Ricky. Organizational behavior: managing people. 6th ed. London: Houghton and Mifflin Company, 2000. Print.

Current state of the US economy Essay Example | Topics and Well Written Essays - 500 words

Current state of the US economy - Essay Example The world always closely observes the political and economical spheres of the US. Undoubtedly, the waves in the US economy are reflected throughout the world economy. But the global recession which marked its beginning in December 2007 was a huge setback to their undisputed leadership in the world economy. US economy was deplorably affected by the global recession of 2008. The subprime mortgage crisis was the sole cause of this recession. A huge fall in housing related assets resulted in a global financial crisis. Oil and food prices went up like anything. This eventually went to the collapse of a number of financial enterprises like Lehman Brothers, Bear Stearns, Freddie Mac, Fannie Mae and AIG etc. Automobile industry was also badly struck. It was a period of scrambled economic activity and negative expansion in GDP. The aftermaths of the late 2000s recession brought about overwhelming downfall in almost all phases of the economy. Contraction of GDP began in the third quarter of 2008 and was contracting rapidly by early 2009. Capital investment declined to the lowest rate in 50 years. As a result, the US had to face political instability as well. Decline in consumer credit, real estate bubbles, personal bankruptcies etc put the US economy into turmoil during this period. The GDP decline was about 5.1%. The US government announced a $700 billion bank bailout and $787 billion fiscal stimulus package to tackle the situation. The US was also struck by the draining of capital investment to developing countries like India and China which were not deeply affected by this recession. Government measures could not yield many results initially, but the economy started to regain its stability gradually, though in a slow pace. A poll by Reuters says that more than 50% of the Americans think that US is still in recession (Reuters polls). But according to official data of Bureau of Labour Statistics, a modest recovery is taking

Individual 4 Criminal Justice Essay Example | Topics and Well Written Essays - 1000 words

Individual 4 Criminal Justice - Essay Example This report will deal with the economical issue associated with the decision. It will also address with any constitution issue related to it. Moreover it will discuss about the names in prison privatization and how they have impacted corrections. The Department of Corrections plays an important part in the criminal justice process. DOC is often the final stop. By the time a person is sent to prison to serve a sentence, he or she has had contact with at least four (and sometimes more) different agencies and public officials. The criminal justice process creates checks and balances to make sure the administration of justice is fair and equitable. The focus of Department of Correction is on the social well being of the society. Being able to increase the effectiveness of the department will give a definite change in crime and will increase public safety. The main question is how it makes an economic sense. In the survey of the study area as a whole, the most frequently mentioned anticipated effect of the prison is that it will be good for the local economy. The most frequently mentioned anticipated positive effects are that it will: Be good for the local economy/improve the standard of living, Increase population, Create employment opportunities (directly), and/or while building (indirectly). Economic development experts throughout the state consider correctional facilities to be positive contributors to local economies, providing good-paying jobs and benefits in communities where employment is scarce. When proposed prisons are on the table, local newspapers are filled with articles reporting grand claims for economic salvation and flyers flood into local coffee shops, general stores and mini-marts. The purported benefits are described by a California Department of Corrections official who states "Prisons not only stabilize a local economy but can in fact rejuvenate it. There are no seasonal fluctuations, it is a non-polluting industry, and in many circumstances it is virtually invisible... You've got people that are working there and spending their money there, so now these communities are able to have a Little League and all the kinds of activities that people want." [1]. As a result of such claims, the competition for prison "development projects" has become fierce and political. Constitutional Issues: The existence of constitutional rights for any individual is dependent upon mechanisms to uphold these rights and protect them from violation or denial. The Department of Corrections have supervisory and protective care, custody, and control of the inmates, buildings, grounds, property, and all other matters pertaining to the following facilities and programs for the imprisonment, correction, and rehabilitation of adult offenders. In establishing, operating, and utilizing these facilities, the department shall attempt, whenever possible, to avoid the placement of non-dangerous offenders who have potential for rehabilitation with repeat offenders or dangerous offenders. Medical, mental, and psychological problems shall be diagnosed and