Operant Conditioning Paper

Operant Conditioning Vanessa Mejias November 28, 2011 Ross Seligman PSY/390 Operant Conditioning In a world that was ruled by psychoanalytic studies, and Thorndike’s puzzle box to explain behaviorism, B. F. Skinner was a revolutionary in the world of psychology. His studies and reports on operant conditioning has not only survived ridicule and skepticism in his time but has also survived the passage of time and social evolution to incorporate his theories several decades later. By learning from and expanding upon Skinner’s schedule of reinforcement the world of social and academic learning has evolved from a puzzling act to a learned process that could be understood the world over. During his research Skinner developed a theory to modify behavior believing that behavior can be created because of a positive or negative stimulus or environment, instead of just instinctually responding to stimuli, like scratching an itch. While he did not create the foundation of behavior modification, his research allowed him to expand upon already existing theories developed by Pavlov and Thorndike. Skinner’s theory consisted of two types of behavior, respondent and operant behavior (Olsen & Hergerhahn, 2009). To go along with, and help modify unwanted behavior Skinner developed two types of conditioning. Type S also known as respondent conditioning and Type R also known as operant conditioning. Type S conditioning is the equivalent to classic conditioning as described by Pavlov and focuses primarily on the significance of the stimulus creating a preferred response or behavior (Olsen & Hergerhahn, 2009). Whereas type R conditioning is similar to Thorndike’s instrumental conditioning, by focusing upon the response after the stimulus (Olsen & Hergerhahn, 2009). The theory of operant conditioning focuses on the four types of stimuli that can elicit a response. Positive reinforcement is an act that adds to a reinforcement that will emit an increase in behavior, while negative reinforcement is an act that takes away a reinforcement that will create an increase in behavior. Whereas punishment follows the same guidelines with positive and negative punishment however the difference lies in the behavior. While reinforcement will increase behavior punishment is supposed to decrease behavior. Extinction however is the act of eliminating the reinforcement or punishment to eliminate the behavior and go back to the behavior prior to attempted modification. The differences between positive and negative reinforcements are not that profound. In actuality the similarities are sounder than the differences. Reinforcement is the act of increasing behavior, however it is the type of reinforcement used that causes the differences. If positive reinforcement is used then the stimuli will add to the behavior, for instance a dog is told to sit while the trainer pushes down on the hind side. Once the dog sits he or she is given a treat. Again the act is repeated with the same reinforcement given, so in this instance the dog is learning that once the required behavior is preformed it will receive a treat, the treat is adding to the increased and desired behavior. However, in the form of negative reinforcement a stimuli is taken away to increase the desired behavior. For instance, if a child wants a donut but will not eat their food, then the caregiver will take away the donut and tell the child they need to eat their lunch before they have their snack. In this instance the snack is taken away so that the child will increase the behavior of eating what is required before unhealthy foods. Although reinforcement, punishment and extinction all have their uses, it is debatable which is more effective. Skinner determined that punishment was not as effective as reinforcements. However the debate is whether positive or negative reinforcement is more effective. Upon review, it seems that positive and negative reinforcement has the same affect yet need to be administered under different circumstances based upon the behavior required, the environment, personality and cultural influences that play significant parts in an individual’s behavior. Throughout Skinner’s research he created a method in which behavior modification could be observed. This is called a schedule of reinforcement. Although Pavlov started to experiment with partial reinforcement with classical conditioning, it was the comprehensive research that Skinner performed that resulted in the complete understanding and effectiveness of scheduled reinforcement. An example of operant conditioning that uses scheduled reinforcement is toilet training. Toilet training incorporates operant and classical conditioning, however it is through the use of reinforcement that creates a positive outcome. During toilet training the child is introduced to the continuous reinforcement schedule, which means that every time the child controls their bladder and uses the toilet a reinforcement will be given. After a time this schedule can be altered to incorporate the fixed interval reinforcement schedule, what this means is that after a set amount of time the child will use the restroom on their own and receive a reinforcement afterwards, so the child will learn to anticipate the reinforcement prior to the use of the toilet. Once toilet training is complete the child will go from operant conditioning [using the toilet for reward], to classical conditioning [using the toilet to feel relief from the discomfort of a full bladder]. Although Skinner’s methods have been ridiculed and are abstract compared to other behaviorists’ theories, his research has allowed the field of psychology to move onto other avenues of possibilities. Whereas, Thorndike, Hull, Pavlov and other known greats have set the foundation to psychology, it was Skinner’s methods and emphasis on operant conditioning that allowed mankind to evolve in the understanding of behavior in animals and humans alike. As a result of Skinner’s radical views educators, animal trainers, psychologists, and caregivers are given hope that change in one’s behavior is attainable and eliminates the ‘blame’ method of humanity. Skinner’s work defines what it means to be ‘responsible for one’s own actions’. References Olsen, M. , & Hergerhahn, B. R. (2009). An Introduction to Theories of Learning [University of Phoenix Custom Edition eBook]. Upper Saddle River, NJ: Pearson Prentice Hall. Retrieved from University of Phoenix, PSY390 website. Operant Conditioning Paper Operant Conditioning Berline Jean Baptiste PSY/390 March 4, 2013 Esther Siler-Colbert Abstract When thinking about conditioning in general, one will, most likely, refer to classical, and operant conditioning right away. Furthermore, those who study psychology will associate classical conditioning with Ivan Pavlov who was a famous Russian psychologist and operant conditioning with B. F. Skinner, who was a very influential American psychologist. Even though both types of conditioning differ greatly from each other, they are still equally significant to education.Operant Conditioning If one follows the assumptions of a behaviorist, then not all behavior is genetically determined. Since it is not, it is either a function of responded or operant conditioning. Skinner surely followed the footsteps of E. L. Thorndike, who used the term â€Å"of instrumental conditioning instead of operant†. Both, however, believed that animals and humans are capable of more complicated behavior, albe it gradually. According to Skinner, this form of learning was a conditioning one, but one that was of a different kind from the one proposed by Pavlov.For instance, in respondent behavior, one does something in a passive manner to the environment; however, in operant conditioning, one does it because somewhere in the past this kind of behavior was associated with a pleasing outcome or with trying to avoid the occurrence of an unpleasant one. Therefore, quite opposite from what respondent behavior is, this kind of operant is always conditioned. Very important to indicate that the probability of a behavior occurring again, increases or decreases with the merit of its consequences. Clearly, it can be said that one learns to colligate an action to its consequence.The bond between the action and the consequence is referred to as contingency, which further declares one’s behavior in the future (Alloy, Riskind & Manos, 2005). In Skinner’s theory of operant conditioning there are three different terms, which are needed, and they are stimulus, response, and reinforcement, and as acknowledged by Skinner on several occasions, life is full of reinforces. There are different kinds of reinforces too, such as food or sex, to which one responds instinctively. These kinds of reinforces are known as primary reinforces and do not need to be learned.However, one responds mostly to reinforce that were conditioned, referred today to as secondary reinforces (Alloy, Riskind & Manos, 2005). There are three components in operant conditioning named positive reinforcement, negative reinforcement, and punishment. According to Skinner’s theory, reinforcement is a consequence that will result in a behavior repeating; punishment has the opposite effect. It is very important to know that the terms positive and negative do not refer to something being just pleasant or unpleasant but instead, they indicate if a stimulus was added or taken away.To further simplify, in positi ve reinforcement the behavior is strengthened by adding a stimulus and in negative reinforcement, the behavior is weakened by removing one. Still, it is very important to point out that negative reinforcement is very often confused with punishment. One needs to keep in mind that one kind strengthens behavior, such as the reinforcement, whereas the other one, the punishment, eliminates behavior (Alloy, Riskind & Manos, 2005). It is difficult to define clearly, which reinforcement is the most effective one.Two major factors, the organism itself and the kind of circumstances, come into play when trying to make a decision of this kind. While for some, positive reinforcement may work truly well, for others the effectiveness of a negative reinforcement might do more. In addition, the results one seeks could also influence which one might be the better choice. So for instance, if one is in a restaurant and had a great dinner, he or she will most likely leave a big tip. In this scenario, po sitive reinforcement will most likely have a greater impact than a negative one.However, one would use negative reinforcement when trying to remove something annoying, such as a loud noise. Using a seatbelt in a car will remove the annoying beep noise that is usually there when one is unbuckled. Therefore, using the seatbelt is reinforced because it removes a stimulus. In summary, it can be acknowledge that both kinds of reinforcement are very effective since they increase the chance of a future response. In addition to positive and negative reinforcement, there is also the positive and negative punishment.For instance, positive punishment can be one adding an angry voice to an argument while negative punishment can be removing privileges, which parents often do when trying to punish their children for bad behavior. Once again, what kind of reinforcement, and even punishment, is the most effective, truly depends on different aspects (Schunk, 2008). The use of operant conditioning ca n be very often observed in parents raising their children. The same can be applied to me. I am a mom of two boys, one who is almost two years old and the other who is two months old. They not only differ in their physical appearance but also in their character.It seems while negative reinforcement might work truly well on the 19 months old, it probably would not work well on my two months old when his older. Since my 19 months old is usually very active, behave extremely well, like to read his book, and due his daily learning charts if this would suddenly change, I would try to apply negative reinforcement to shape his behavior. Even though my two months old is not yet old enough to take action towards, but if he starts crying after his diaper has been change and he’s been fed then I will use positive reinforcement to shape his behavior.Knowing my 19 months old, I am assuming the only possible way to shape his behavior and have him read his book and also have him do his dail y learning charts constantly would be by having him spend more time indoors, instead of playing outside. Therefore, the choice to use negative reinforcement is the perfect one for him and for this kind of situation. If he wanted to go outside more and play, he would be able to gain more of this time back by not falling behind. Once doing so, he could go outside again and play with his friends. In this case, good behavior would decrease the time he would have to stay indoors.If my two months old decided not to stop crying and would require some attention, I would use attention to shape his behavior, which in this case would work as a positive reinforcement. Paying attention to him, showing him that I am here even when he is not being held would make him feel more secure and won’t mind lying in his swinger. In addition, depending on the situation, continuous reinforcement might not always be possible. For instance, I might not always have the time to give him all of my attentio n because I do have to share myself between him and my other son.Maybe additional strategies, such as the use of reinforcement schedules, might be necessary. There are four kinds of reinforcement schedules called fixed ratio, variable ratio, fixed interval, and variable interval. In my son’s case, variable ratio might work well. He knows he will get the attention when I can; however, he won’t know when it will happen. However, if both, the positive and negative reinforcement, seem not to work, then there is the possibility of using punishment. In this case, I would take privileges away from both of them so that their behavior can be shaped (Martinez, 2010).References Alloy, L. , B. , Riskind, J. , H. & Manos, M. , J. (2005). Abnormal psychology: Current perspectives (9th. ed. ) New York, NY: The McGraw-Hills Companies Inc. Martinez, M. , E. (2010). Learning and cognition: The design of the mind. Upper Saddle River, NJ: Pearson Education Inc. Olson, M. , H. & Hergenhahn , B. , R. (2009). An Introduction to theories of learning. (8th. Ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Schunk, D. , H. (2008). Learning theories: An educational perspective (5th. ed. ). Upper Saddle River, NJ: Pearson Education Inc.

Effective communication Essay

Demonstrating and modelling effective communication skills, whilst dealing with others, contributes to positive relationships. You should take into account the way in which you approach others and in turn how to respond to them. Positive relationships make it much easier to communicate information and are therefore very important. Parents, as well as other adults who come into school, are more likely to be engaged and likely to offer beneficial support if communication is strong, clear and effective; this in turn has a positive effect on pupils. You should always model effective communication skills as it is important for pupils. This means that you should monitor everything you say especially at times of stress or excitement in order to demonstrate to pupils the expectations of the school. It is important to personally maintain the standards of which you expect from students so that they understand boundaries of what is, and isn’t, acceptable. Effective communication is somet hing you have to work at as it does not happen by chance. It is important to think about the way you relate to others and the messages that this sends out. When communication breaks down misunderstandings can occur, this can lead to poor relationships and bad feelings. Read more: Identify the different reasons people communicate  essay TDA 3.1 L O 1.2 Explain the principles of relationship building with children, young people and adults The principles of relationship building with children and adults in any context are that if that if others are comfortable around us, they are much more likely to communicate effectively. People are more likely to avoid communicating with one another if they are suspicious or do not get along with one another. It is important therefore to work on and maintain positive relationships. Relationships are built upon every day in schools. This  happens in many ways, some of which we do without even realising it. Good relationships are formed when the following are taken into consideration: Effective communication – This is the main area in which relationships are developed through the use of different forms of communicating such as: Showing respect It is important to be courteous and respectful, and to listen to others points of view when developing positive relationships. In schools many people have different beliefs and come from different cultures and it is important to respect and acknowledge the views of others and you should learn people’s names and ask them how they would like to be addressed. Being Considerate In schools any child or adult may be under particular pressure and may act or behave out of character. It is important to take the time to think about positions of others and give them the consideration they deserve. Remembering Issues which are personal to them It always helps, when building relationships to inquire about and remember aspects about other people’s lives for example talking to children about their hobbies Taking time to listen to others You should always listen to others, especially if they are asking for help, advice or they need to confide in you. You should always show your interest in what others have to say and use appropriate responses. Being clear on key points Whilst conversing with others and giving them information, you should always make sure that they have understood what you have said. This is because children can easily be distracted away from the main point of the conversation; therefore you should ask them to repeat back to you what it is the child should do. Maintaining a sense of humour Although work in schools is important, you should always try to see the funny side of situations. Laughing is a great way of relieving stress as well as being a great ice breaker. TDA 3.1 L O 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate Depending on the situation and who with, communication will be adapted to fit the setting. This will most likely be done without thinking, for example in a more formal setting, such as a meeting, you would tend to use a more formal level of language than you would whilst on playground duty with pupils. Schools timetable regular meetings to allow for open communication between colleagues. Schools also have planned communication with other adults and professionals, consisting of meetings and discussions as well as more informal forms of communication. Speech however is not the only form of communication, it is conveyed in the way we respond to others, such as how quick we reply to digital communication (email, text), how attentive we are when talking to someone as well as things like body language and the way we dress. Nov-verbal communication can cause issues however as it can easily be misread. Different cultures have their own ways of speech free communication which include eye cont act and gestures for example in some cultures it is impolite to look someone in the eye when talking to them. TDA 3.1 LO 2.1 Explain the skills needed to communicate with children and young people TDA 3.1 LO 2.3 Explain the main differences between communicating with adults and communicating with children and young people There are lots of similarities, in terms of communication, when dealing with  children, adults and young people such as maintaining eye contact and interest, responding to what they are saying and treating them with respect and courtesy. However, when communicating with children, you need to maintain the relationship, and where relevant their carer. It is also important to be very clear and unambiguous when communicating with children to ensure that they understand exactly what you are saying. It may be a good idea to question children about what you have just said in order to check their comprehension. It is important to communicate what you expect from them as this helps children learn to increase their own communicative skills. Therefore you should pitch your level of vocabulary and verbal expressions to the right level so that all can understand you. It is also detrimental to children’s progression to offer physical contact, such as hugs and holding hands, however if it is not initiated by you personally then it would be wrong to decline. TDA 3.1 LO 2.4 Explain how to adapt communication to meet different communication needs of adults It is important that you are attentive with adults and approach them with sensitivity, particularly if they have difficulties communicating. You will most likey adapt the way in which you communicate accordingly to the situation, without even realising it, Whilst communicating with someone who has a hearing impairment for example, you would ensure that you face them and speak slowly and clearly, whilst keeping eye contact, in order for them to lip-read. Schools often need to communicate with parents/carers/guardians and do this via text, email or letter. This format is effective as it is instant and is easily accessible fpr most people. In my practical setting they do offer their newsletters and such in other languages so parents and such may still get relevant information in a format that they can then read and understand. They would also bring in a translator for one to one meetings with parents when required so face to face interaction can still take place and both  parties can communicate effectively. TDA 3.2 L O 2.5 Explain how to manage disagreements with children, young people and adults Disagreements in work are commonplace, and most of the time they are due to miscommunication or lack there of. These can cause bad feelings on both sides if not dealt with appropriately. Adults can misread or perceive information in a way which was not meant. Disagreements can occur when we blame others for saying things that may be ambiguous or for having varying opinions on matters. Where conflict takes place, it is important to show sensitivity and must try to resolve the problem with haste. This is because the longer a problem persists, the more difficult it is to resolve. It is important not to be drawn into conflict with a child or young person, and situations such as this need to be dealt with carefully, it may be good practice to alert another member of staff in order to seek advice to remedy the problem. Poor communication Conflict can often occur in line with miscommunication, This may be because: ââ€"  letters have not been passed on by parents or children ââ€"  there is a lack of time ââ€"  there has been a misunderstanding. In order to resolve issues of poor communication, you should discuss the problem in order to find the cause and then find a resolution together. Never just ignore the problem or talk about the problem to everyone but who the problem concerns. Opposing expectations Adults may often not have the same ideas about the purpose of an activity or meeting, or have a diï ¬â‚¬erent idea in mind. Aims should always be made clear about what you are there to do and why. Different values and ideas Parents and schools often have different attitudes and expectations. Conflict can often occur when a child is told to do two contrasting things. This can be resolved by working alongside parents. External factors Whilst working in a school it is important to keep in mind that people may have issues at home or other such pressures, which may affect the way they communicate. Once you have made a good personal relationship with someone, it is likely you will notice changes in their behaviour and you are able to ask if there is a problem and if you can assist them with anything. Lack of confidence Adults often act with aggression when they are unsure in what they are doing or lacking in confidence. This may come across as a personal attack however it is due to their perception of themselves and their own abilities. It would be wise to be sensitive and offer encouragement and support. Research 3.1 Adults who work with children in any setting need to have some idea about current legislation, as this will aï ¬â‚¬ect their practice. There is an increased awareness of how important it is to recognise the uniqueness of each child and have respect for their human rights. Legislation is an area which is constantly under review and you will need to keep up to date through reading relevant publications. Every Child Matters (England 2005) based on the Children Act 2004 This Green Paper stresses the importance of more integrated services and sharing of information between professionals. It came into being aer the tragic case of Victoria Climbià ©, when there was no communication between health and social workers. Data Protection Act 1998 In schools we ask parents and carers for a variety of information so that we are able to care for children as eï ¬â‚¬ectively as we can while they are with us. However, we can only ask for information which is directly relevant – for example: ââ€"  health or medical information ââ€"  records from previous schools ââ€"  records for children who have special educational needs. This is conï ¬ dential information and must be used only for the purpose for which it  was gathered. If the information needs to be passed on to others for any reason, parental consent will need to be given. This usually involves parents signing a consent form. Key term Conï ¬ dential information – information that should only be shared with people with a right to have it, for example, your teacher, your line manager or an external agency Under the Data Protection Act 1998, any organisation which holds information on individuals needs to be registered with the Data Protection Commission. This is designed to ensure that conï ¬ dential information cannot be passed on to others without the individual’s consent. There are eight principles of practice which govern the use of personal information. Information must be: ââ€"  processed fairly and lawfully ââ€"  used only for the purpose for which it was gathered research 3.2 When you are party to gathering information, whatever this is, you may sometimes be in a position where you need to reassure others about the fact that it is conï ¬ dential. If you attend meetings or need to be told about conï ¬ dential items, you should make sure that you let others know your obligations. In most cases, parental consent would need to be given before any information about children can be shared with other professionals. However, if there are any issues to indicate that the child is at risk from harm or abuse, or if there is a legal obligation placed on the school to disclose information, this can be done (see the following case study). There may also be cases where information on pupils needs to be accessible to all staï ¬â‚¬, for example, where pupils have speciï ¬ c medial conditions such as asthma or epilepsy. In this case there should be an agreed system within the school for making sure that all staï ¬â‚¬ are aware of these pupils. There may also be case s where information on pupils needs to be accessible to staï ¬â‚¬ who need to know – for example, where pupils have speciï ¬ c medial conditions such as asthma or epilepsy. In this case there should be an agreed system within the school for making sure that staï ¬â‚¬ who are in contact with the pupils are aware of their condition.

Kate Chopin --The story of an hour Essay Example | Topics and Well Written Essays - 500 words

Kate Chopin --The story of an hour - Essay Example As the text suggests, Mrs. Mallard looked at Mr. Mallard as â€Å"a powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature† (par. 13). While the news of her husband’s passing caused her grief, she soon realizes that the death of her husband also offers her a newfound freedom (par. 11, 14, 15), something she has been longing to have so badly that the shock she received when she found out that her newfound freedom was actually not hers to claim because her husband escaped the accident caused her untimely death. The story is filled with symbolisms of a new life that was supposedly waiting for Mrs. Mallard to relish. She was looking out of an open window where she could see blue patches of sky highlighted that the wonders of spring were making everything look beautiful and promising. Even the first name of Mrs. Mallard, Louise, provides an insight into how repressed she was. Her name was not mentioned until the late part of the story, signifying the loss of Mrs. Mallard’s identity which was only â€Å"found† when she thought that she has already broken away from her husband’s clutches. Furthermore, Louise is simply a feminization of the name Louis, which symbolizes just how much women of her time were strongly dependent on the male members of society. It was wise of Chopin to use the omniscient point of view because none of the characters in the story could have known the exact thoughts going through everyone’s minds. The narrator could also not be Mrs. Mallard as she dies in the end of the story. In addition, the story carried with it an ironic tone as shown by passages which tells of Mrs. Mallard crying for the death of her husband when, in fact, she only loved him sometimes, and oftentimes did not (par. 14). Of course, the most ironic part of the story is when the doctors conclude that

The principles of the Bauhaus and the Art Deco style of architecture Essay

The principles of the Bauhaus and the Art Deco style of architecture - Essay Example In 1925, the world's most renowned and influential artists and architects met in Paris, at the International Exhibit of Decorative Arts and Modern Industries. The architects gathered to share ideas on the evolution of art design. The architects contributed in the architect’s modern interpretations of established designs. From this exhibition, a new style of art came up. The architect named the new art as Style Modern. The name later changed to Art Deco Style. The style used the simple bold design on material such as glass and plastic. Art deco being ornamental and beautifying used bright colors. Art deco style symbolized wealth, glamor, and complexity. Art Deco consisted of three main types: zigzag, classic modern and streamline modern. The style involved areas of design like architecture and interior design. It also enveloped visual arts graphic arts jewelry and film. The style drew influence from Egypt and Aztec forms of architecture. The structures of art deco style are based on mathematical geometrical shapes. The styles use machine age and streamline technologies such as electric lighting. Style modern is characterized by the use of materials such as aluminum, stainless steel, and inlaid wood. The characteristics of deco style will include; clean lines, distinct geometric shapes, decorative features and designs with wide-ranging influences. It combines linear symmetry, staggered or tiered pyramid shapes and use of unusual deco is a versatile style and is easily integrated into a wide variety of personal styles. The Bauhaus Gropius House in Lincoln, Massachusetts (picture dictionary of modern architecture, image 4) is an example of Bauhaus style. It is a national historic landmark in New England. Gropius Walter designed and built the house in 1938 as his family home. Gropius being the founder of Bauhaus style incorporated the philosophy of the style. The modest home is significantly white in color. It has smooth facades that express simplicity. The building is cubic in shape and the blocks are made of glass. The stare case leading upstairs is spiral and visible from outside. The house is made of simple economical steel pillars and the building has a pergola roof. The landscape surrounding the house is simple and blends in well with its environment. The use of minimal color scheme is employed in the interior. The house has furniture designed by Marcel Breuer and fabricated in the Bauhaus workshops (Panayiotis 24). The 77 storey skyscraper Chrysler Building in New York presents an Art Deco bu ilding. It was completed in 1930 and designed by architect William Van Allen. The building displays a sense of complex and elegance. The materials used in the construction such as metal and stainless steel were expensive. The Chrysler building displays distinctive ornamentation. It is tall and vertical. The floor is marble and brightly colored. The interior has stylish patterns and the lighting is superb and can use a variety of colors depending on occasion (Panayiotis 33). The two styles of architecture contrast each other. The Bauhaus style is simple. It signifies the use of locally available material. It is friendly economically. Art deco is modern, uses sophisticated styles and is expensive. It is a show of glamour and prosperity (Panayiotis 37). In conclusion, both styles are adopted because of the various features that they represent. The features are very attractive to all those that may be interested in one form of architecture or the next.

Diversity Research Paper Example | Topics and Well Written Essays - 750 words

Diversity - Research Paper Example Shami sought to dye his hair but found out that all hair dyes were all ammonia based, a compound he was allergic to according to his doctor. This spurred Shami to set out at inventing the first ammonia free hair dye in the world named Magento, which effectively launched his business career. In the year 1986, Farouk Shami started his Spa and hair care products company called Farouk Systems based in Houston, Texas. This company, over the years, has introduced numerous hair care products in the cosmetics industry, which has seen his business venture and innovations lead to flourishing and profitable business career. Farouk Systems Inc. is a manufacturer of professional spa hair care products that offer lighteners, colors, styling products, hand, body washes, and lotions and tools like dryers, irons and brushes (Miller, Vandome & John, 2011). According to Pederson (2009), Farouk Systems’ SPA products include lacquers, fragrances, top coats, ceramic base, ceramic base coats, coat b inders, and cuticle oils. The company also provides services in ceramic instant drying drops, conditioners, chemically treated kits, shampoo ionic protectors, ceramic ridge fillers and nail tools and accessories. Farouk Systems also offers buffer file and block, crystal nail files and in addition, they offer infra highlight color, blondest blonde, ionic permanent color and auto digital wet among others. Farouk Systems Inc. is a private company that was founded on principles aimed at promoting safer workplace environments, a principle that embodied by the company’s motto; Environment, Education & Ethics. This was to be achieved by providing the hair care industry with safer hair care products free from harsh chemicals (Herman & Smith, 2009). Advanced knowledge through education was to be the foundation of this objective, and new professional systems that could be replicated at home. Farouk Systems is comprised of 1,500 professional hairdressers spread in over 60 countries in t he world (Rosenbloom, 2011). Farouk Systems Inc. entrepreneurial intentions are driven by the need to promote the creation of safer working environments in the hair care industry. This contributes to the consistent drive in innovation of chemical free hair care products using natural dyes from plant and animal extracts (Pederson, 2009). These intentions were achieved through Farouk Shami’s resilience in research aimed at developing alternative hair care products that were much safer than what the current provided. Farouk Systems’ consistency in innovation has propelled the company’s entrepreneurial intentions to a leading market position in the industry. The company’s strongest traits are characterized, by market research, to provide the best and current knowledge on trends, consumer demand and preferences. Strong leadership is a key factor to Farouk Systems’ success in an industry that is characterized by stiff competition and the influx of new pr oducts in the market. The emphasis and focus on the development of high quality products is an entrepreneurial trait that has helped the company maintain its market appeal and demand. An example of this is the introduction of the Chi Straightening Iron that is made of pure ceramic raw material making it deliver superior results compared to other products in the market (Herman & Smith, 2009). The quality results produced by this product are attributed to consumers’ willingness to buy it at higher prices than other similar products in

HRM450-0704B-02 Organizational Change - Phase 3 Project Essay

HRM450-0704B-02 Organizational Change - Phase 3 Project - Essay Example HÐ °bits serve for them Ð °s Ð ° meÐ °ns of comfort Ð °nd security, Ð °nd Ð °s Ð ° guide for eÐ °sy decision mÐ °king. â€Å"Proposed chÐ °nges to hÐ °bits, especiÐ °lly if the hÐ °bits Ð °re well estÐ °blished Ð °nd require little effort, mÐ °y be resisted† (Robbins 2002, p. 34)Ã'Ž the soruces of resistance to change can be: economic implications; security in the past; fear of the unknown; inconvenience or loss of freedom. The survey – consists of 10 stÐ °tements which Ð °ddress the most importÐ °nt Ð °reÐ °s of orgÐ °nizÐ °tionÐ °l behÐ °vior Ð °nd help to identify the mÐ °in Ð °reÐ °s of resistÐ °nce to chÐ °nge. The stÐ °tements concern both the compÐ °ny Ð °nd personÐ °l Ð °ttitudes of employees. Ð dministrÐ °tion: HR mÐ °nger Ð °nd one his subordinÐ °tes Ð °re responsible for the survey. Their tÐ °sks Ð °re: to gÐ °ther results, to sort the results Ð °nd prepÐ °re Ð °nÐ °lysis of current tÐ °ints Ð °nd fÐ °ctors which influence resistÐ °nce to chÐ °nge. It is supposed that the mÐ °in cÐ °uses of resistÐ °nce to chÐ °nge will be: selective perception (23%); security in the pÐ °st (25%); feÐ °r of the unknown (52%) (Beeson & DÐ °vis 2000). Ð lso, the mÐ °in threÐ °ts which cÐ °n prevent successful implementÐ °tion of chÐ °nge include: MÐ °nÐ °gers need to spend time deÐ °ling with situÐ °tions Ð °rising from resistÐ °nce to chÐ °nge Ð °nd they Ð °re more effective if they understÐ °nd why people resist chÐ °nge. They cÐ °n then develop methods to overcome Ð °ny resistÐ °nce (Beeson & DÐ °vis 2000; Senior 2001). CommunicÐ °tion Ð °nd educÐ °tion. â€Å"ResistÐ °nce to chÐ °nge cÐ °n be overcome if it is Ð °nticipÐ °ted sufficiently fÐ °r Ð °heÐ °d. StÐ °ff cÐ °n then be educÐ °ted Ð °nd pre ­pÐ °red for the chÐ °nge† (Senior 2001, p. 54). PÐ °rticipÐ °tion. Ensure the persons involved in the chÐ °nge tÐ °ke pÐ °rt in the plÐ °nning Ð °nd designing of the chÐ °nge. They Ð °re then more likely to feel Ð ° pÐ °rt of the chÐ °nge Ð °s the element of uncertÐ °inty Ð °bout its impÐ °ct will hÐ °ve been removed. NegotiÐ °tion. MÐ °nÐ °gers mÐ °y need to negotiÐ °te with stÐ °ff

Self. Consciousness and awareness Essay Example | Topics and Well Written Essays - 750 words

Self. Consciousness and awareness - Essay Example ?a thinking intelligent Being, that has reason and reflection, and can consider it self as it self, the same thinking thing in different times and places† (Locke, 9). Locke states that as far as the consciousness can be extended to some past action or thought, so far can the identity of the person reach – therefore he correlates identity of a person with his consciousness. It is clear that John Locke makes a distinction between body and consciousness (â€Å"a man† and â€Å"a person†). For him these two notions are not the same. Man accounts for body and spirit, and person accounts for reason and reflection. Locke says that if a person would remember some things from his past, he would not be the same person, but nevertheless can be the same man. A big role is played by memory in Locke’s idea of personal identity. To explain his theory about separation of man and person, Locke gives a few examples. He states, for example, that if a prince and a cobbler would change bodies than a personal identity would be where the consciousness is. Another example is if Heliogabalus would turn into a pig, he would be the same person, but not a man. If a parrot holds rational, self-aware conversations, then he is a person, but not a man. These examples confirm Locke’s theory on separation of body and self. (Locke, 8, 15) Locke believes that if the body dies, the self is transferred into a new body, but it remains the same self, and therefore – the same identity, because identity, according to Locke, is independent of body. Locke does not identify consciousness with substance. He gives an example of a hand, being cut off the body. At that point, it becomes separate from the body, the substance of the body has changed (it does not have one hand anymore), but the consciousness did not change, and this is the same person (Locke, 11) John Locke states that consciousness unites actions into the same person. It is consciousness that unites actions different in time into the

Only for Expert in Public Administration (Texas), (comprehinsive exam) Assignment - 3

Only for Expert in Public Administration (Texas), (comprehinsive exam) III part - Assignment Example These leaders should also have the ability to be patient and tolerate wide range of consultative exercise to represent and adjudicate effectively on laws that they fully comprehend. Above all, these leaders are suppose to be sober minded so as to allow for rational, objective, and impartial contribution during debates for which laws and legalities are enacted. Local governments are normally in charge of providing services to the public and this is more pronounced in the major urban areas than in rural areas. Among the services that are offered by the local authority includes; provision of packing places, general hygiene in towns which involves collecting and safe disposing of the waste, provision of cemeteries, maintenances of the street lights are some of the major services that are offered by the local government (Rabin, Hildreth, & Miller, 1998). It will be in agreement then that for the provision of these services to take place, there must be funding for the local authority thus some of the sources of funding for the local authority includes; One of the major sources of funds for the local government is the tax collection charged on the provision of services like car parking, land rates, sign post rates, and collection for garbage dispose among others (Rabin, Hildreth, & Miller, 1998). Local authorities also do collection of their revenue from licensing of businesses within their areas of jurisdiction, business permits and receipts issues for major function held in their areas of control are charged. Local authorities can also organize recreation facilities for the public, these includes; children recreation centers, pubs, restaurants and meeting places. Finally, local authorities can also be given fund directly\y from the central government in event that they want do major undertakings like construction of major roads within the town (Rabin, Hildreth, & Miller, 1998). This is the most fundamental part of driving the agenda of any forma l organization. The

Organizational model that is used in the hospital setting Research Paper

Organizational model that is used in the hospital setting - Research Paper Example Also at the same level are the diagnostic services and the support services. This structure resembles a pyramid with just a few leaders at the top and quite a number of subordinates at the lower levels (Wisegeek.com 2014). The administration usually own and operate the hospital as a business. They also deal with budgets and policies in accordance with the needs of patients and employees. The administration consists of positions such as the board of directors, executive officers, presidents, and vice presidents. Below the administration is the information department that deals with documenting of every necessary paper work. These are charged with the recruiting staff, keeping records of employees, and conducting seminars to inform staff and patients on new matters. People found at this level include receptionists, secretaries, and marketing specialists. Therapeutic department include doctors, therapists, surgeons, psychologists, therapists, dieticians, nurses, and even social workers. These professionals are responsible for the direct treatment of patients. Diagnostic department deals majorly machines and laboratories. People here deal with identifying the real cause of ailment as samples go through te sts by diagnosticians. The final group is the support service whose major role is to make sure the supply is sufficient and machines run in order. Others deal with hospital hygiene. Employees under this department include engineers, electricians and janitors. Every hospital division is as important as the other despite the organizational hierarchy, a loss in one department can easily affect the operations in the other departments of the hospital and this is so because all departments are designed to work together as one organism (Wisegeek.com 2014). Availability of quality data is a great determinant of quality of health. Errors and adverse incidences mostly occur

Computer Essay Example | Topics and Well Written Essays - 500 words - 4

Computer - Essay Example is not supportive of the overall changes that are needed and for this purpose overall overhauling needs to be done which fulfils the needs and requirements of the organization and can help it competing with the outside world that is already working on the principles of modern digital equipment. Improvements are part of every organization and every discipline and they come into the system with time, without improvement the condition becomes that of stalemate .Areas of improvement involve the internal internet facilities, the aging devices that are in practice which support limited functions, also the staff equipment on individual basis. This is followed by the need for providing training to the staff based on modern tools and techniques. Other areas include the customer relationship which has taken a new shape in recent times with everything being conducted through the digital medium. The currently placed architecture is mostly based on analogue mode of transmission, besides it has limited capacity and those that are of digital medium has a small scope of operations to them and also slow in processing. The modern devices that are available have made things very easy and fast to operate and conduct. These devices are easy in their operations and require less training and educating compared to the past. Slow processor based computers, low capacity possessed hardwares and limited connectivity based systems and connecting devices define the present outlook, which can be replaced by a sleeker, efficient, and reliant set of component in form of modern equipment. Having observed the present state of affairs in the organization, it is being realized that changes are needed; these changes can come in form of properly conducted homework and feasibility studies to determine what exactly is needed and in what proportion, relevant to the budgets and resources

Last Day at School Essay Example for Free

Last Day at School Essay As we come to the end of 2012-13, the words that come to mind are â€Å"thank you. † This has been an amazing year !! As we reflect on the 2013-2014 school year, please join me in acknowledging and celebrating the many wonderful learning experiences and educational opportunities that have taken place for our students at school, in numerous classrooms and in very creative and innovative ways. Together we have planned and executed best teaching practices and held students to high standards and expectations. The schools unique character, excellence in teaching, and the tremendous dedication and talent of all staff members continues to make it a wonderful and special learning environment. It is my deep belief that the hallmark of a great school is to continuously work to improve learning for each and every child. As the leader of the school, I see this is as my most important responsibility and I take it very seriously. Therefore, creating strong and effective teacher teams at each grade level each year is a top priority for me as I work to ensure positive and effective teacher collaboration on behalf of children’s learning. As principal, I am solely responsible for the supervision and evaluation of every staff member at School. In doing this, I visited every classroom several times throughout the year for extended periods of time as well as made numerous informal visits. These observational visits have given me a unique perspective on the teaching life of the school. I have been able to see firsthand how and what kind of learning is taking place in every classroom. In addition, I have also gained knowledge and perspective in working with faculty members both in groups or individually, throughout the year. This year can be summarized in a few words: In the face of significant challenges, we made significant progress. I thank you for your continued commitment and all that you did to deliver on our purpose – to help students and parents seize opportunities at every stage. I wish Mr Shawn and Ms Charo a wonderful future in terms of their careers and personal lives. Please enjoy some well deserved rest with family and friends during this holiday season, and let’s get right back to school on 13th July 2013 at 8. 00 am.

Effects of Dementia | Considering Gender and Age

Effects of Dementia | Considering Gender and Age Dementia has been associated with impaired memory, poor orientation, low thinking capacity, low comprehension, language problems, poor calculation, poor judgment and learning capacity. With such effects there is need to establish the magnitude on the patients so as to paint a clear picture of the pandemic. This proposal seeks to identify the effects of dementia with patients in general and particularly the different genders and age groups. Data from hospitals will be collected to identify the various effects where they will then be recorded in excel worksheets for analysis. The data will be from hospitals in a given region and randomly selected files from each hospital. Age groups and gender representations in the data will also be identified, calculated and presented to ensure there is comprehensive knowledge on the impact of dementia in the region. Introduction Dementia is a word that has been used to describe a set of signs that influence brain function. A number of factors including head trauma, Alzheimers diseases and even stroke can cause this phenomenon. It is usually diagnosed if two or more functions of brain, like language skills, memory or perception, and cognitive skills are affected. In most cases, memory loss is the main common symptom of dementia, however, if that is the only symptom depicted then dementia is not diagnosed. The effects of dementia on patients can affect several aspects of life. It is very vital to be aware of symptoms that may occur when the brain function is influenced. Some of the major common symptoms of dementia are having trouble in completing tasks that previously were familiar, short-term memory loss, problem of identifying what is the time and where one is, changes in mood and personality, forgetting simple terms and phrases, or even losing things, (Schienberg 2010). Review of literature Memory Loss and performing previously activities This is one of the effects of dementia. Long-term and short-term memory can be because of brain damage. A patient dealing with dementia might forget that they have already asked a particular question hence will ask again, or at other times, they might begin to have challenges in completing tasks that they have been doing routinely. The short term memory takes in information and starts the memory process, if it has no ability to move that information, to the long term memory, then such information will be lost and never recovered again. Some types of dementia resulted to problems in this area, for instance an individual might ask similar information he has been given, meaning that it did not pass short-term memory. Brain damage and cell loss, might also lead to challenges with short-term memory. When essential parts of brain that house long-term memories get affected, people start experiencing problems in doing things that they have been doing previously, (Schienberg 2010). The Effects of Dementia on Cognitive Skills It is clear that individuals with dementia have needs for support in undertaking daily activities. This is because the cognitive limitations that occur as a result of being affected by dementia disease set several requirements on the interface design. The need to be supported concerns the facilitation of the short-term memory; the cognitive prosthesis has to recognize physical limitations like reduced Visio-partial functions and reduction in performing activity capabilities. The human traits also become affected because of dementia disease. This usually affects patients who frequently have failures in their day-to-day life due to fading social and cognitive capabilities, (Sidel et al 1999) Dementia and Sexuality Sexual needs and caring expressions are very important during illness course. Progression of symptoms changes the very nature of partners relations. Both care receivers and caretaker might need increased reassurance that comes from being held, loved, touched, and receiving attention from one another. Issues like depression, dementia, or even the impacts of pharmacological regimes change many conditions. Most individuals with dementia rejects all affectionate overtures, while others, inmate contact, affection, sexual pleasures and warmth capacities may remain, and in some cases increase than ever before. When behavior and mind is changed by dementia, normal faculties decline, sexual needs and desires for affection still exists better after normal capacities have declined. Several problems happen at inappropriate times with demented individuals; physical and emotional abuse, decline in personal hygiene, changes in personality, verbal abuse, and even exhaustion of caregivers from care giving demands, (Alzheimers Association 1998) The major problem is that, care receivers ends up displaying inappropriate sexual behaviors even in public places, especially if they are also demonstrating in home setting. In some other cases, dementia individuals loose correct judgment for socially acceptable manners. Dementia makes individuals in some cases, to misperceive the cues of behavior of other individuals. Dementia Has On Language Language skill impairment affects effective communication and can lead to development of disruptive behaviors. Most of this disruption is because of severe dementia symptoms. Dementia individuals use fewer total words, less unique words, fewer subordinate clauses, fewer prepositional phrases, , and more sentence fragments that are incomplete. Greater severity is connected to laconic speech that is syntactically less complex. Research has shown that lexicon deficit is more susceptible to disruption in dementia than the syntax, (Hier et al, 2004). Visual impairment When one has dementia the risk of visual impairment is also possible; this is normally related to the aged. The effects include having problems in focusing on objects where patient will be affected while reading (Iliffe, Manthorpe, 2005). There is also low color and contrast sensitivity where that patient is not able to clearly identify colors. In addition the patient has inaccurate judgment of distance and could result to falling while walking or misjudged placement of objects (Iliffe, Manthorpe, 2005). The patient normally observes blur images which makes him/her unable to conduct normal routine practices hence affects the patients normal life. Problem statement Dementia has continued to affect persons silently where many have continued to be infected and other affected. The ailment has continued to torment the patients with some incurring huge bills whereas it is a chronic ailment. Once it affects the brain patients progressively deteriorate in health, this gives a justified reason for its study. Due to its effects on the patient such as impaired memory, orientation, thinking, comprehension, language, calculation, judgment and learning capacity its effects must be identified and prevented (Winblad, et al., 2001). The causes of the disease such as Alzheimers disease and cerebrovascular disease should be identified and its effects to the patients addressed through the necessary measures. The disease affects the functionality of individuals and if young brains are affected then the population will loose since it will affect their growth and development (Iliffe, Manthorpe, 2005). Once a person has brain dysfunctions, there is a lot of stigma from the society on not only the patient but also family of the patient therefore the issue needs to be addressed. Dementia is also a cause for impairment and death. This leads to pain and anguish for the family and friend of the deceased due to the loss of a loved one. Such effects should be reduced or zero rated so that such incidences never occur. The effects dementia has on the patient are identified by this report through proper data on the leading effects and how they can be addressed (Kitwood, 1997). Graphs, charts, figures, and tables will be used to present the raw data, where proportional representation of the occurrence in each hospital and in the general population will be presented. This will be useful in identifying the cases reported in the sample and deduce inference for the population. Research question The study tries to determine the general effects of dementia and specifically to; Determine the effects that dementia has on memory loss Determine the effects that dementia has on sexuality Determine the effects that dementia has on language Determine the effects that dementia has on cognitive skills Determine the effects that dementia has on visual input Determine the effects that dementia has on thinking reacting and performing activities. Determine the effects of deaths caused by dementia to the family members Methodology The study targets patients with dementia particularly those that are admitted in hospitals but not limited to them. Those who have been discharged and the families of the infected will also provide the necessary data. The data provided in the hospitals will be confidential and will conceal any identity of the persons involved. Data will be obtained from hospitals that will be selected in a region to represent the whole population. Few random samples will be identified from the files from each hospital from the current and former patients with dementia. Hospitals that major on brain ailments will be identified and patient files obtained from management so as to consolidate the data. The main objective will be to identify the causes and effects of dementia on the patients; this will be grouped in to both male and females where the data will be filled in excel worksheets. The data will also seek to identify the effects on the different age groups where the young (16-19), middle aged (20-35) and aged (35 and above) will be identified. The different effects such as memory loss, sexuality, language, cognitive skills, visual input, thinking reacting and performing activities or any other unique effects will be identified and filled up in the worksheet for both male and females (Rockwood, Joffres, 2002). Death cases will also be identified and recorded. The data recorded will then be tallied in the respective effects such that all cases concerning memory loss will be pooled together and counted to establish the numbers. The same will be repeated for all the effects and total of the cases reported calculated. The patients and family members that are out of the hospital setting identified will also be interviewed and their effects recorded in a separate sheet but the total effects grouped into one sheet i.e. data from the hospital and outside the hospital setting. The totals will help identify the number of cases in each effect and the total in the samples which will be used to draw deductions for the population being surveyed. The leading effects of dementia on patients will be identified and the rate of their occurrence identified. Graphs, charts, figures, and tables will be used to present the raw data, where proportional representation of the occurrence in each hospital and in the general population will be presented using charts. Age groups and gender representations in the data will also be identified, calculated and presented to ensure there is comprehensive idea on the number of males and females affected in the region and the most affected age group. Conclusion This research will identify the Effects of Dementia with Patients. This will help one identify the effects of dementia as dementia has the capability of taking different forms and affects every person differently. If one notices any symptoms that concern it, it is very important to seek medical attention immediately. This is because; medical attention or treatment has the capability of helping one to prevent or slow the memory loss process and keep ones brainpower in action.

Standards for Moral Conduct in Criminal Justice

Standards for Moral Conduct in Criminal Justice I have become in fascinated with the way that the criminal justice field works. There are so many different career opportunities that one can get apply to. The field of work that I feel would be best for me will be a juvenile probationer officer. I do feel that being in this line of work will benefit me as well as the juveniles that I can work with. I will be able to help those individuals that have gotten into trouble and help them turn their life around and do positive things that will benefit them in the long run. Job Description To begin, a juvenile probation officer (JPO) is an individual who has the authority to supervise youth who have been delinquent or undisciplined in court and who are placed on probation or protective supervision by the presiding judge and being able work closely with law enforcement, social services, schools, and parents to help juveniles become successful. In this field of work, the probation officers primary task is to supervise the youth on their caseloads for compliance with the courts orders. Normally the tasks involved are regular visits to the juveniles home, school, work, and other areas of the community in which the juvenile frequents. This is a way for the officer to see inside the world of the juvenile. They are able to see where they live and what factors are playing a role in their behavior. These visits could possibly range from weekly as well as monthly visits. This will be determined based off of the supervision level given by the court. These visits can also include unannounced visits to check compliance with curfew, to conduct random drug screens, and to monitor the whereabouts of the juveniles. During this time, the officer will give referral information that will assist with the intervention plan for the juvenile and his or her parents. And if for some reason the juvenile is placed on electric monitoring, the JPO will also install the equipment, attach the monitor, and track the juveniles activities. Stakeholders When it comes to the stakeholders that are involved with this career, there are a few. The stakeholders are individuals that stay on the local system for the adoption of new reforms. The stakeholders can be district attorneys, judges, directors of child welfare agencies, as well as probation officers or chiefs. These individuals along, have sessions to discuss what is the best way to handle the juvenile system. The overall goal is to decrease crime and lower the costs of juvenile defendants. Ethical Decision Making Moral Action In the field of juvenile probation officers, there are many types of issues that could possibly come about. First, one has to understand that they are dealing with a child. Second, this child belongs to someone that most likely cares for them and want them to get the proper help. And third, one has to have some form of understanding when dealing with the different types of juveniles that come before them. So one scenario would be how to handle a juvenile that is quite disrespectable and out of control. Another scenario can be how could I handle a juvenile that thinks they know everything and we as authority figures cant tell them anything. They are right and everyone is wrong. And a third scenario can be how to deal with a juvenile that has gotten their first offense and is not sure of the rules and regulations. As we know, working with juveniles can be a task. With the fact that they are somewhat of age but have managed to follow the wrong crowd, can be difficult at times to get the m to understand they are making very bad decisions. So being a probationer officer, this becomes a task of almost trying to re-raise an individual that has been taught all wrong. Ethical Theories Due to the fact that probation officers deal with many types of individuals, one has to have some ethical theories in place to follow. There are times when one theory might not be compatible with the type of individual you are dealing with. Probation officers have to be prepared at all times. One theory that I could apply to this line of work would be the deontological theory. This theory judges the morality of an action based on the actions adherence to a rule or rules. Basically this is an ethics of duty or obligation. With this theory, I am very well capable of informing juveniles the rules and regulations. There will be a clear understanding that the rules provided will be followed or there will be consequences. Now as always, there are advantages and disadvantages to using certain methods. Now a few of the pros of deontological theory is that the information given is straightforward. That basically means there will be no cutting of the corners. There is simply one principal as the moral test of all actions. The rules will be followed. Another pro is that it carries an intuitive appeal. We feel that we should be respected at all times. Regardless of the situation, the respect has to be acknowledged. There are also cons to this theory as well. One con is the act-to-produce-the-best-consequences. This simply means that no matter what, the outcome must have a great consequence. That means that if a juvenile has violated probation a certain number of times, the consequence for that action has to be the best. This could simply mean jail time for that juvenile. Another con would be that this theory has to deal with conflict that seem to exist between duties and between certain rights. This basically means that conflict of ones duties is inconceivable. There is not a chance th at the rules laid out would be broken. Getting more into the theories, I would also use the virtue theory. Virtue theory judges a person by his/her character rather than by the action that may deviate from his/her normal behavior  It takes the persons morals, reputation and motivation into account when rating an unusual and irregular behavior that is considered unethical. Overall, one would be able to look into the past of the juvenile to see how this person normally acts. One might also be able to determine the cause of why the juvenile ended up going down the path he or she did. The advantage for this theory is that the focus will switch for moral value rather than from the act. Simply put, I would rather judge on what I know about the behavior of the individual than the crime that was committed. Another advantage is that there is an opportunity to learn and improve ones moral life. I am sure that there is a way to help this juvenile get on the right track and to avoid breaking the law in the future. Well, unfortunately, there are also disadvantages or cons to this theory. One of these disadvantages is that it does not take into consideration a persons change in moral character. We know that once we know a character of a person, we want to believe that person will always maintain that character. But there are times when a person can get caught up with the wrong crowd and their whole demeanor will change forever. Another disadvantage would be that virtue ethics does not seem to have room for basic concepts such as rights and obligations. One will seem very inadequate in dealing with big issues. Well in this case, a person would have a difficult time with giving the consequence of the offenders actions. They can only see the good and not the bad. Code of Ethics When it comes to creating a code of ethics, I would want to make sure that it will cover exactly how my organization will be defined. A code of ethics is an overview of what the organization stands for and what the organization as a whole is trying to achieve. It will detail how professionals are supposed to approach problems, the ethical principles based on the organizations core values and the standards to which the professional is held. One of code of ethics would be that professional service will be rendered to the justice system and to the community assuring the social adjustment for an offender. Another code will be that we must abide by all federal laws, federal guidelines and rules, and state laws. I would want to make sure that all officers follow rules to avoid misconduct. A third code would be that we as an organization will uphold the law with dignity, displaying an awareness of our responsibility to offenders while recognizing the right of the public to be safeguarded fr om criminal activity. We will also respect and protect the legal rights of all juveniles and their parents and/or guardians. Regardless of the offenders reason for being there, they should always be respected as well as their rights protected. One has to remember that we are dealing with young individuals. I will also want to enforce to serve each child with concern for their welfare with no expectation of personal gain. Simply put, do what is best for that child without wanting to be recognized for the work you pledged to do. And a final code would be to treat all juveniles and their families with courtesy, consideration, and dignity. We must remember that we are all human, we are not perfect. There will come a time when we all will make a mistake so we should not judge. Best Practices Overall, I would want to make sure that everyone involved with the juveniles are following the same rules and regulation. I would want to make sure that there is a best-practice checklist that one will familiarize themselves with on a daily basis. So to begin, the first on the checklist would be to concentrate on having juveniles being able to understand and relate to the thinking process that warrant negative behavior. Second, we want to promote strong bonds with, and respect for, the other member of his or her family, peers, school, and any other individuals that deal with them on a daily basis. Third, have a comprehensive and understandable path for the juveniles progression towards completion. Fourth, have constant rules in place in the event of misbehavior and rewards for good behavior. Fifth, provide an assortment of highly structured programming activities, including education and/or hands-on vocational training and skill development. Sixth, facilitate discussions that promote family problem solving. Last but not least, integrate delinquent and at-risk youth into generally prosocial groups to prevent the development of delinquent peer groups. Implications The goal with this checklist is to make sure that we can get these juveniles on the right path. They need individuals that can understand and relate to them. They are also looking to be able to trust the individual they are dealing with. When you are able to have compassion and understanding with these juveniles, you will have a better outcome of them opening up to you. And by giving them positive options rather than being in the street, they might also feel a sort of security with you. They will start to put their trust in you. Having positive outlets will always lead to more getting out of the delinquent life style and trying to better them in a positive way. Conclusion In the end, I am sure that my code of ethics will have a positive impact on all the stakeholders. With the fact that all times, we as a whole will always render a professional service. That means at all times, attitudes will be professional regardless of the situation at hand. Also with the fact that all laws, federal and state, will be followed. There will be no corner cutting when it comes to following the rules. And if for some reason any wants not to abide by those rules, there will be consequences. Also, when it comes to the juveniles, we will make sure that their legal rights are protected. Just because they have broken the law, we will treat them with respect and make sure they are protected. But most importantly, we will always be concerned for the welfare of that child. One can appreciate the fact that these children will be taken care of and treated with respect. As I stated earlier, we all make mistakes and dealing with probation system is a way to get that second chance o n life. Regardless of what has transpired, the juvenile will be able to start making better decisions to improve a healthy and positive lifestyle. I do believe that these codes will greatly please the stakeholders. They will have a complete understanding of the goals that we as an organization are trying to fulfil. There will also be an understanding that these juveniles will be treated with the upmost respect and that there wellbeing is our number one concern. But most of all, we are here for them to be able to acknowledge their wrong doings and understand the consequences of their actions. This will be the first step to getting them back on the right track and understanding that there are more positive things you can do with your life besides being in trouble with the law. References Juvenile Probation Officer Career Guide (2016). Criminal Justice Degree Schools. Retrieved  from http://www.criminaljusticedegreeschools.com/criminal-justice-careers/juvenile-probation-officer/ Davis, A., Irvine, A., Ziedenberg, J. (2014). Stakeholders Views on the Movement to  Reduce Youth Incarceration. National Council on Crime Delinquency. Retrieved from  http://www.nccdglobal.org/sites/default/files/publication_pdf/deincarceration-summary-report.pdf Alexander, L., Moore, M. (2012). Deontological Ethics. Stanford Encyclopedia of Philosophy.  Retrieved from http://plato.stanford.edu/entries/ethics-deontological/ Banks, Cyndi (2013). Criminal Justice Ethics: Theory and Practice (3rd ed). Thousand Oaks, CA.  Sage Publications, Inc. Texas Juvenile Justice Department. Standards. Juvenile Justice Professional Code of Ethics for  Certified Officers. Retrieved from https://www.tjjd.texas.gov/publications/Standards/TAC345STAN.pdf American Probation and Parole Association (2009). Code of Ethics. Retrieved from  https://www.appa-net.org/eweb/DynamicPage.aspx?WebCode=IA_CodeEthics Rainbow, Catherine (2002). Descriptions of Ethical Theories and Principles. Department of  Biology. Retrieved from http://www.bio.davidson.edu/people/kabernd/indep/carainbow/theories.htm Investopedia (2016). Code of Ethics. Retrieved from www.investopedia.com/terms/c/code-of-ethics.asp Pros and Cons of Virtue Ethics: Philosophy. Retrieved from  http://www.sevenoaksphilosophy.org/downloads/virtueprocon.pdf Bilchik, Shay (1999). Focus on Accountability: Best Practices for Juvenile Court and Probation. Juvenile Accountability Incentive Block Grants Program. Retrieved from  https://www.ncjrs.gov/pdffiles1/177611.pdf

Benefits of the WNBA :: Women Sports Essays

Benefits of the WNBA Although Title IX states than, "no person in the United States, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to any discrimination..." it does not guarantee that people will carry this out. After the issuing of Title IX, many women in sports wished to step forward and be recognized. Part of the recognition they wanted was to be included in National Sports Associations like the men's National Basketball Association. Eventually their cries were heard, and sports associations like the NBA agreed to merge and include women. Becoming included was an eye opening experience to many of these women and they have faced (and still do) doubts and discrimination from the public, but along the way they have also reaped benefits they would not have if the merger had never taken place. Title IX was the stepping-stone for mergers and sports, but immediately after the merging took place, women were fully discriminated against. When men and women's sports combined, it opened new administrative positions for women, but what these women found were that they were constantly being pushed down to the bottom of the pile, to the least authoritative positions. Men were the head coaches, and the head of the physical education departments Men organized the teams schedule for the season and organized practice hours. Also, "male sexist attitudes ensured that male rather than female athletic directors and heads of physical education departments were almost automatically appointed to direct merged departments" (Hult p.96) This male over female preference continued right up to today. As of 1992 there are more men in administrative sports positions than women. Women have been playing basketball for over a century before the Women's National Basketball Association came into existence. It was here at Smith College where many women got their first taste of the game. Women were described as having a "masculine performance style... rough and vicious play... worse than in men" (Hult 86). This aggressive playing style had to be modified because the violence and rough-housing that was going on were becoming intolerable. Eventually the Official Women's Basketball Rules were modified in that there was no dribbling allowed on the court at all, players were not allowed to make physical contact with each other and women were not allowed to grab the ball out of another women's hands. Of course over the next century the game evolved, but women's basketball seemed to be submerged under men's basketball.

Stephen William Hawking :: essays research papers

Stephen William Hawking was born on 8 January in Oxford, England. His parents' house was in north London, but during the second world war Oxford was considered a safer place to have babies. When he was eight, his family moved to St Albans, a town about 20 miles north of London. At eleven Stephen went to St Albans School, and then on to University College, Oxford, his father's old college. Stephen wanted to do Mathematics, although his father would have preferred medicine. Mathematics was not available at University College, so he did Physics instead. After three years and not very much work he was awarded a first class honours degree in Natural Science. Stephen then went on to Cambridge to do research in Cosmology, there being no-one working in that area in Oxford at the time. His supervisor was Denis Sciama, although he had hoped to get Fred Hoyle who was working in Cambridge. After gaining his Ph.D. he became first a Research Fellow, and later on a Professorial Fellow at Gonville and Caius College. After leaving the Institute of Astronomy in 1973 Stephen came to the Department of Applied Mathematics and Theoretical Physics, and since 1979 has held the post of Lucasian Professor of Mathematics. The chair was founded in 1663 with money left in the will of the Reverend Henry Lucas, who had been the Member of Parliament for the University. It was first held by Isaac Barrow, and then in 1669 by Isaac Newton. Stephen Hawking has worked on the basic laws which govern the universe. With Roger Penrose he showed that Einstein's General Theory of Relativity implied space and time would have a beginning in the Big Bang and an end in black holes. These results indicated it was necessary to unify General Relativity with Quantum Theory, the other great Scientific development of the first half of the 20th Century. One consequence of such a unification that he discovered was that black holes should not be completely black, but should emit radiation and eventually evaporate and disappear. Another conjecture is that the universe has no edge or boundary in imaginary time. This would imply that the way the universe began was completely determined by the laws of science. His many publications include The Large Scale Structure of Spacetime with G F R Ellis, General Relativity: An Einstein Centenary Survey, with W Israel, and 300 Years of Gravity, with W Israel. Stephen William Hawking :: essays research papers Stephen William Hawking was born on 8 January in Oxford, England. His parents' house was in north London, but during the second world war Oxford was considered a safer place to have babies. When he was eight, his family moved to St Albans, a town about 20 miles north of London. At eleven Stephen went to St Albans School, and then on to University College, Oxford, his father's old college. Stephen wanted to do Mathematics, although his father would have preferred medicine. Mathematics was not available at University College, so he did Physics instead. After three years and not very much work he was awarded a first class honours degree in Natural Science. Stephen then went on to Cambridge to do research in Cosmology, there being no-one working in that area in Oxford at the time. His supervisor was Denis Sciama, although he had hoped to get Fred Hoyle who was working in Cambridge. After gaining his Ph.D. he became first a Research Fellow, and later on a Professorial Fellow at Gonville and Caius College. After leaving the Institute of Astronomy in 1973 Stephen came to the Department of Applied Mathematics and Theoretical Physics, and since 1979 has held the post of Lucasian Professor of Mathematics. The chair was founded in 1663 with money left in the will of the Reverend Henry Lucas, who had been the Member of Parliament for the University. It was first held by Isaac Barrow, and then in 1669 by Isaac Newton. Stephen Hawking has worked on the basic laws which govern the universe. With Roger Penrose he showed that Einstein's General Theory of Relativity implied space and time would have a beginning in the Big Bang and an end in black holes. These results indicated it was necessary to unify General Relativity with Quantum Theory, the other great Scientific development of the first half of the 20th Century. One consequence of such a unification that he discovered was that black holes should not be completely black, but should emit radiation and eventually evaporate and disappear. Another conjecture is that the universe has no edge or boundary in imaginary time. This would imply that the way the universe began was completely determined by the laws of science. His many publications include The Large Scale Structure of Spacetime with G F R Ellis, General Relativity: An Einstein Centenary Survey, with W Israel, and 300 Years of Gravity, with W Israel.

The Obstinate Toy Soldier in Mere Christianity Essay example -- C.S. L

In C.S. Lewis' book Mere Christianity, The Obstinate Toy Soldier is a chapter with good points. Lewis takes his reader step by step through this chapter. In paragraph one he talks about how humans are consumed with the here and now, so people do not really think about what would have happened if humans never fell. Paragraph two is about how natural life and spiritual life are not just separate, but opposing sides. Lewis says this because people are born one way and God wants them another way. If these two sides, natural and spiritual life, combined then the way people normally do things would be destroyed in the process. It is like the analogy about the people who were brought up dirty and are afraid to take a bath. Lewis states in paragraph three that if we were to try and make a toy soldier human, that the toy would not see it as helping it, but as trying to destroy it. In some ways people see God this way even though he is trying to save our souls. Paragraphs four and five shed so me light on who Jesus was. According to C.S. Lewis he was a real man of particular attributes and ever...

Human Instincts

Psychology Unit 1 Paper Human Instincts There are many arguments about whether human beings have instincts and not just responsive reflexes. I believe human beings all have natural born instincts. The definition of instincts tell us that they are unlearned and involuntary, which we all experience as humans. When animals are born they have certain instincts, just like humans. Instincts are in unlearned â€Å"fixed action patterns† or reactions to certain kinds of stimulis. Whether a particular behavior pattern is learned it is not always easy to determine because some behaviors can be changed by personal experiences.Any behavior is instinctive if it is performed without any prior knowledge, also known as a innate biological factor. You were born with instincts that are there to help you survive. Instincts are behavioral patters that do not seem to be learned , they occur in almost finished form the first time they are triggered. There is a complex relationship between instinct, habit and reason Theories involving these concepts typically have many implications, from the causes of human action to the nature of social order. The terms instinct and habit both have unfortunate intellectual baggage.Nevertheless, for convenience I retain the word instinct as a tag for biologically inherited dispositions. Habit refers to learned dispositions. Instincts are inherited through genes, and habits through culture and institutions Instincts are argued by some to be reflexes. â€Å"A instinct should distinguished from a reflex which is a simple response of an organism to specific stimulus, such as the contraction of the pupil in response to a bright light or the spasmodic movement of the lower leg when the knee is tapped.Instincts, in contrast, are inborn complex patterns of behavior that must exist in every member of the species and that cannot be overcome by force of will. However, the absence of volitional capacity must not be confused with an inability to modify fi xed action patterns. For example, people may be able to modify a stimulated fixed action pattern by consciously recognizing the point of its activation and simply stop doing it, whereas animals without a sufficiently strong volitional capacity may not be able to disengage from their fixed action patterns, once activated. † (http://www. trans4mind. om/) Some people deny their instincts. Although we can repress our natural drives, these drives express themselves sooner or later. However, instinct serves a purpose on a basic level, instinct helps to assure our biological survival for surviving and maintain life. † It is a permanent part of the repertoire of tools which allows us to respond to the many types of stimuli and challenges which we encounter all of which spur us to become even more conscious and responsive. †(www. trans4mind. com/) Some common cited example of instincts in humans are the materal instinct and the survivial instinct.These examples do not agree to the scientific definition of instinct. Many females don’t desire children.. Males tend to contradict their own survival through suicide. The role of instincts in determining the behavior of animals varies from species to species. The more complex the neural system of an animal, the greater is the role of the cerebral cortex, and social learning, and instincts play a lesser role. Babies have a variety of instincts because they do many of the same patterns , such as sucking their thumb which wasn’t taught. Human beings have three types of instincts; survival, procreation, and worship. Instincts, such as the instinct of survival, manifest itself as an ensemble of organic and vital needs and drives. These needs and drives are not instincts but aspects that emanate from the instincts. †The need to defend oneself from harms way is a example of survival. Other examples include having fear, courage, and hope. â€Å"Sexual desires can be satisfied through sexual inte rcourse — sexual intercourse can ultimately lead to the birth of a new child, continuing the existence of humanity by means of procreation. The love for one’s spouse is another aspect of the instinct of procreation.The tendency of a parent to love and even risk his or her life in order to protect the child is an example of caring for someone who came about as a result of the act of procreation; accordingly, this love is reciprocated by the child to the parent as well to one’s relatives, such as in the kindness to family. †( dsc. discovery. com/)The most difficult part about understanding  human  instinct is that  human  brains are complex and may sometimes override instinct or over express it. People seem less tied to instinctual behavior than other animals. I Believe that humans definitely have instincts.I also believe that human do have certain reflexes and habits as well. Certain times of your life you can be put in a position where you are aske d to defend your life, and our instincts will kick in. We would be over protective and scared, but those are just instincts to stay alive. There has always been that one time where you had a feeling you shouldn’t be around that certain group of kids at that point of time just because you knew something bad would happen, and you get that instinct of fear, so you choose to leave that situation and get out.Human instincts are unlearned, involuntary, a punch of complex fixed action patterns, they are activated by stimuli, and is presented in every member of the species. Works Cited: http://www. trans4mind. com/jamesharveystout/instinct. htm#Instinct causes, by definition, an unconscious act. http://dsc. discovery. com/adventure/6-types-of-natural-instincts. html http://brothermahdi. tripod. com/threeinstincts. html

Pluralist democracy Essay

Pluralist democracy works with numerous organised groups who all have some political power in the decision-making setting. It assumes that it’s ‘neutral’ government who listens to, and acts on the outcomes of these competing interests. Thus the large number and operation of pressure groups is considered to be a vital element in the promotion of pluralist democracy. There are considerations that pressure groups strengthen pluralist democracy. An argument for this encompasses that the existence of varied numerous pressure groups support the theory of pluralism. The modern political culture in the UK can be referred to as being one of pluralism in nature. This means that we expect a wide range of groups, interests, beliefs and ideologies to flourish together, all competing for attention and influence. The UK is a fundamentally free society, tolerant of different cultures, ideas and demands. As long as a group does not break the law, threaten the security of the state or incite others to commit crime or adopt racist ideas, it will be tolerated and protected from discrimination. Thus, pressure groups are able to operate in an extremely free and tolerant environment. In short, they are a key element in a pluralist society. Another argument that suggests pressure groups strengthen pluralist democracy is that pressure groups are a channel of representation between the people and the government, keeping government in touch with public opinion. Whether we take an active part or not, pressure groups represent our interests to those who govern. In virtually all our activities there is probably a group that is seeking to secure favourable legislation or decisions and to avoid unfavourable ones. As motorists, hospital patients, students, environmentalists, workers, and so on, we can be sure there is a group that is fighting our corner. In some cases we may be active members and so know exactly what issues are being addressed. In other cases we are not active but are nevertheless being passively represented. Even the smallest minorities are likely to enjoy such benefits; so pressure groups have important representation functions to perform. Additionally, the government openly accept the existence of pressure groups and involve them in decision making. They are a key part in the governing process. Their involvement at all stages of the policy and decision-making process helps to inform government itself and ensures that the interests and views of sections of the pubic are taken into account. In this sense, they can improve the quality of policy making. Governments also take into account the claims of pressure groups when making decisions. Pressure group activity in itself serves to enhance pluralist democracy by providing information and education to the public. It is clear that groups offer a considerable amount of information to the people. They are, by definition, independent of government (if they were not, we could not describe them as pressure groups), so we are receiving important messages from which we can make sound judgements. Of course, we cannot always rely upon the information being totally accurate, but if we combine all the various sources of information available to us we are able to form some kind of reasonable judgement. So, pressure groups certainly help to inform and educate us, which enhances a pluralist democracy. Pressure groups can be considered to widen the access to power and decision making for the mass of the citizens. The conventional view of pressure groups is that they help to spread power more widely. This would be seen by most commentators as an enhancement of democracy. Governments and parties tend to concentrate power in the hands of leaderships. Pressure groups, meanwhile, can empower their wider memberships. They represent the full range of the population and allow many voices to be heard. As long as they have any influence, they give the politically active part of the population access to decision makers, either directly or indirectly. We see this particularly effectively when considering mass-membership groups such as Age UK or unions representing public service workers. However, there are arguments that pressure groups weaken pluralist democracy. Pressure group activity can be viewed as elitist from several perspectives. When we look at the wealthy, strategically important groups we can see evidence of elitism. Some pressure groups may, in fact, concentrate power in the hands of a few. Governments favour certain groups who share their views or are at the time ‘electorally’ beneficial to their cause. The banking lobby can be seen as a prominent example, as can the various producer groups representing major industries. Producer groups, in particular, tend to represent their shareholders and management rather than their workers (a view that might be contested on the grounds that what is good for the industry is also good for its employees). When such elite are ‘insider’ groups, they might form powerful elite in combination with government. Ministers who are more influenced by group leaderships than by wider memberships could be accused of further elitism. This can be related to outsider or insider status. Some groups because of their economic power have more influence than others and this causes a disruption of the pluralist democratic position. Some groups can afford advertising to get their message across and thus they ‘buy’ their power. Related to their position in society is the issue of wealth. Clearly some groups have access to considerably more funds than others. All those sectional interests that represent employers and business in general inevitably have far more finance available to them than charities, which have to rely on hand-outs from the public or scarce lottery funding. The banking community is a similar example. In particular, wealthy groups, including individual companies, have adopted the practice of giving donations to political parties. Clearly they are hoping for a sympathetic attitude if their chosen party wins power. Perhaps more seriously, in 2006-07 it was alleged that a number of individuals had donated to political parties in return for the granting of peerages. The so-called ‘cash for peerages’ scandal did much to undermine faith in British democracy and further highlighted the issue of undue influence by those who command great wealth. In conclusion, pressure groups do strengthen pluralist democracy through its pluralism, representative function in keeping the government additionally in-touch with public views, role of educating the public on issues and empowering them with informed decisions after pressure group observation, and their acknowledgement and influence on some government decision-making. It is more that fixed elitism holds pressure groups back from pure pluralist democracy.

Groups and Teams Paper

Groups and Teams Britny McCoubrey MGT/311 January 16, 2013 Marcia Smart, Ph. D. Groups and Teams Cooperation has been an essential tool for humanity throughout its history; people have used teamwork for hunting, gathering, farming, and protection as well as for community and social fulfillment. As industry and technology have reshaped and extended the dynamics and demographics of trade, traditional proprietorships have readily given way to partnerships, in turn gave way to corporations.Within these businesses, cooperation serves again as a driving force toward a common goal—often on a huge scale that operates on the work of smaller groups and teams. This paper will examine different kinds of working groups (supplemented where possible by examples from an organization for which the author has worked), and the importance of the fundamental differences between working groups and teams. It will also address the five stages of team-building, how conflict (a much-maligned term), act ually assists this process, and personal experiences of the author with this process.Different Groups Within an organization, different kinds of groups cooperate on different levels for different reasons. Robbins and Judge (2011) identify six types of groups: formal, informal, command, task, interest and friendship. Organizational structure determines formal groups, which work together to achieve organizational goals (p. 276). All of the associates working in a single Walmart store comprise a formal group. An informal group does not rely on the organization for structure, assembly or goals and gathers instead to satisfy social needs of the people comprising it (p. 76). The Walmart associates chatting at the break-room table constitute such a group—they may not be friends outside of work or even know each other, but they assemble to eat together and banter about their professional or personal exploits. Four subgroups exist within these groups: formal subgroups include command and task, while informal subgroups include interest and friendship (p. 276). Formally classified command groups report to one manager; at Walmart, a single Customer Service Manager supervises and assists up to 16 cashiers in a command group.In a task group, members don’t necessarily report to one manager, but rather transcend different managers, groups, and departments to accomplish a specific task within the organization. When a man ran out of Walmart with a stolen backpack full of other stolen sporting goods equipment, several managers from several departments chased him out the door and tackled him on the concrete in the parking lot. Those managers then had to cooperate with the Loss Prevention associate, the Sporting Goods bullpen associate, and even the police in order to handle the situation and move forward with prosecution.In many cases of crime or other special circumstances, associates of different areas have to come together to complete tasks that affect all of the m (and often the store). While all command groups are task groups in some way, task groups are more transcendental and therefore not always command groups (p. 277). Informal interest groups include people gathering for common interests, whether that common interest is quilting caps and blankets for the March of Dimes effort or lobbying for or against organizational or managerial actions or policies (p. 77). Friendship groups, on the other hand, gather for a sense of community; this often transcends the professional sphere and carries into the personal sphere, with people meeting outside of work and building personal relationships with coworkers. Groups vs. Teams While the terms ‘group’ and ‘team’ seem to be used interchangeably, fundamental divergences separate them. According to Robbins and Judge (2011), work groups take on the responsibilities of formal groups as defined earlier.They mainly work together to make decisions that help them fulfill their resp onsibilities and meet broad organizational goals, which thye do on an individual basis and without need or practical ability to utilize teamwork or collective effort. Work teams, on the other hand, functions on collaboration and synergy, powered by the efforts of several people working together to accomplish shared goals. While a group of cashiers will process transactions as fast as they can to control front-end congestion, the accounting team that handles the cash works together as a real team to andle their tasks, which include getting change for cashiers, taking in cash drops when tills close, and auditing those till drops. They work together in one little room, working out certain decisions and coordination on their own for their own specific goals. While groups work together individually, teams work together collectively, even though all work in the company of one another. Teams are often more valuable than mere groups because management can harness that synergy and collectivi ty, and use it to increase performance. The Five Stages of Team-BuildingRobbins and Judge (2011) identify the five stages of team-building as forming, storming, norming, performing, and adjourning (p. 279). Forming sees the team take shape amid structural, leadership, and purpose-oriented ambiguity. Much like a pack of creatures establishing dominance, the team members will push limits and test boundaries until they find what works and begin feeling like a team. This can happen when an associate is newly hired and must establish his place among his peers. Specifically, when Walmart remodeled Garden Center, people from different departments and ranks were pulled together to work on it.This was an awkward time at first, because no one really knew who of the many evenly-ranked employees was ‘in charge’. Storming actually needs conflict to iron out these details and determine who will lead the team, and to allow team members to come to terms with team-related constraints. T he associates argued for a few days on whose breaks and lunches took priority, as the remodel occurred on a single shift each day and lunches were difficult to coordinate without some having to wait longer than others to go.Finally, two leaders took charge and managed the schedules moreeffectively. More about team conflict management will arise later. Norming sees the team cohering and ‘settling’ into their roles and codes of conduct. Certain Walmart associates involved with the remodel had different skills and backgrounds, so as Goodwill (2011) suggests, leaders assigned associates to different duties, and once these and systems of evaluating success were established, teamwork became easier and tasks more defined.Performing is like fourth gear for the team; it is rolling and fully functional, firing on all cylinders and turning out real achievement. In the remodel, Walmart associates dug in and did what they knew they had to. This is the final stage in permanent groups , but in temporary groups assigned for a specific task within a timeframe, adjourning sees the team tie up loose ends, add finishing touches, and finally disband. The remodel team was likewise disbanded after shelves were replaced and reassembled so that actual Garden Associates could arrange and stock them.Those associates went back to their normal duties. Regarding these stages, Weinclaw (2010) makes an excellent point when she advises that these stages are not necessarily linear, and can repeat or occur at different stages or even in cycles. Just because a team has moved past one conflict, for example, or established leadership, this does not mean new conflict or leadership will not arise, and the team may have to go back through certain stages if this occurs.Conflict Management in Teams As mentioned previously, conflict actually helps to shape teams. However, this does not mean that all conflict at any level is conducive to efficient performance by a team. According to Robbins a nd Judge (2011), a certain amount of conflict can allow teams to strengthen rapport, engage creativity and remain dynamic, whereas the total absence of conflict can stagnate a team and render it static, which can cost the team drive.Conflict management sounds like a strategy for removing conflict, but Robbins and Judge (2011) define this phrase as using both resolution and stimulation techniques to achieve as optimal level of conflict, which implies that conflict may need to be stimulated occasionally as well as resolved. Sykes (2010) addresses ways that conflict can arise, including cultural differences (as a result of globalization, for example) and clashing communication styles.She emphasizes the importance of identifying the cause and creating a solution. In her opinion, a major element in managing conflict is to prevent it as much as possible (although she asserts that conflict management is not about absolute elimination, which would be impossible). Of course, a major aid in m anaging conflict on individual and group levels is to incorporate conflict management training into the workplace, so that employees are prepared to respond appropriately and effectively to conflict should it arise.At Walmart associates are trained, for example, on how to use the chain of command to report conflicts, and how to use the open door policy to get around additional or command chain-related conflict as well. Understanding conflict as a potentially positive influence on a team and knowing beforehand how to respond effectively to it so that it can have that positive influence can decrease drain on teamwork from conflicts not only by preventing them when possible, but by reducing the time and stress that they siphon from real tasks. ConclusionTeamwork, according to Goodwill (2011) remains a major theme in modern business, and understanding the complex processes of developing teams and managing conflict to keep a team dynamic and performing satisfactorily allows for an apprec iation of all that really goes into keeping those teams running smoothly. In a business world that increasingly thrives on teamwork and the output of its synergy, would-be employees and leaders alike need to embrace this form of collaboration. Teamwork has, after all, gotten humanity this far—surely it will carry it much further as time goes on.References: Goodwill, M. (2011, February 10). How to succeed at team-building. People Management, 30. Robbins, S. P. , & Judge, T. A. (2011). Organizational behavior (14th ed. ). Upper Saddle River, NJ:Pearson/Prentice Hall. Sikes, B. , Gulbro, R. , & Shoesy, L. (2010). Conflict in work teams: Problems and solutions. Allied Academies International Conference: Proceedings of the Academy of Organizational Culture, Communications & Conflict (AOCCC), 15(1), 15-19. Wienclaw, R. A. (2010). Teams & team building. Teams & Team Building – Research Starters Business, 1-6.CERTIFICATE OF ORIGINALITY I  certify that  the attached  pape r is my original work. I am familiar with, and acknowledge my responsibilities which are part of, the University of Phoenix Student Code of Academic Integrity. I affirm that any section of the paper which has been submitted previously is attributed and cited as such, and that this paper has not been submitted by anyone else. I have identified the sources of all information whether quoted verbatim or paraphrased, all images, and all quotations with citations and reference listings.Along with citations and reference listings, I have used quotation marks to identify quotations of fewer than 40 words and have used block indentation for quotations of 40 or more words. Nothing in this assignment violates copyright, trademark, or other intellectual property laws. I further agree that my name typed  on the line below is intended to have, and shall have, the same validity as my handwritten signature. Student's  signature (name typed here is equivalent to a signature): Britny McCoubrey