Importance of Financial Decision-Making in the Business World

In the business world, financial decision-making is important. Some organizations have trouble with accounting and the financial decision-making process in today’s diverse organizational ethics. In this world’s current economy, the expectation for organizations is to behave in an ethical manner. The business world consists of people with different ethical belief systems, which makes it difficult to define ethics (The Journal of Accountancy, 2007). Organizations that do enforce a code of ethics can create unwanted behaviors within the organizations. These unethical behaviors can affect every individual associated with the organization. When an organization instills good ethical behaviors, its rate of success and longevity is more likely to be high. Organizational ethics are a significant part in financial decision-making and accounting. Ethical principles set the foundation on which a cultured society exists. An exceptional illustration of ethics in accounting and finances is the Sarbanes-Oxley Act of 2002. After several financial frauds reported in 2001 and 2002, the president signed the Sarbanes-Oxley Act in July 2002. This act established major modifications to the financial practices and corporate governance regulations. According to n. d. 2006), â€Å"The given name is after Senator Paul Sarbanes and Representative Michael Oxley, who were its main architects, and it also set a number of non-negotiable deadlines for all organizations to comply† (para. 1). The Sarbanes-Oxley Act, known as the corporate responsibility act, act gives considerable supervision responsibilities and control to the Securities an d Exchange Commission (SEC) above organizations external auditors and distribution of financial statements. The SEC must employ a public company accounting oversight board (PCAOB) with the authority to control the public accounting (Albrecht, Stice, Stice, & Swain, 2005, p. 01). This law was put in place because of the involvement of Enron and Tyco International in several accounting scandals. For most organizations, making money is important; money is what makes the business successful. However, a business that becomes greedy and decides to make money illegally will eventually fail. In the article â€Å"Beyond Sarbanes-Oxley†, Neil S. Lebovits, advises businesses to ensure their ethical health by doing several things. Lebovits suggests that organizations must employ the following three ethical best practices to be successful: â€Å"cultivate ethical role models, demonstrate ethical ecision-making, and encourage pushback† (Lebovits, 2006, para. 5). The Directorate of P lanning, Training, Mobilization, and Security (DPTMS) organization that I work for employs these three ethical best practices daily. The management always ensures that workers behave professionally while serving soldiers and making the right decisions that could affect the soldiers training during this time of war. The DPTMS leaders provide explanations on how to make decisions and why the selection of the judgment. The organizational managers have an open-door policy to listen to the workers concerns. Additionally, managers walk throughout the day asking employees if he or she has any issues that the managers could assist on. These types of actions create a sense of trust in the leadership that everyone worker wants to emulate. Lebovits also proposes that organizations can do more to ensure the organization workers behave ethically at all levels. Lebovits suggests that, first, organizations cultivate ethical role models. These role models structures’ must include natural influencers who exhibit strong ethical behavior in their day-to-day work in the financial departments of the organization. Organizations must give influencers proper recognition on every occasion possible. By involving influencers in assignments, the individuals can have an encouraging impact in the organization. When an organization rewards its influencers efforts’, the organization can cultivate ethical conduct (2006). Organizational ethical behavior starts at the top of the organization. The leadership must motivate individuals to follow its behavior. Employees watch and listen to their management carefully for signs of how to act. Leaders should behave accordingly and set the example for the workers to follow. When suitable, leaders must tell workers examples of their business decisions involving their ethics and how they used good judgment. This type of honest conversation provides employees with a quick look on how leaders act and think while representing the organization (2006). Moreover, Lebovits proposes that organizations should also encourage pushback. In other words, companies should encourage their employees to speak up if they question financial actions and decisions that affect them. Ethics hotlines, anonymous e-mails and â€Å"approachable† managers are ways for companies to obtain this type of feedback. Organizations and their key personnel should always conduct themselves ethically and legally. They should promote an environment in which employees can articulate work-related concerns without negative effects and free exchange of information (2006). The organizations that decide to implement and follow good ethical behavior will achieve success and an excellent status as ethical and fair instiution to the clients, employees, and the shareholders. These benefits will assist the organization in the financial phase, and when organizations fail to execute will result in poor financial performance. References Albrecht, Stice, Stice, & Swain, (2005). Accounting: Concepts and Applications (9th Ed. ). Quebecor World, Versailles, KY: South-Western, Thomson. Lebovits, N. (2006, August, 2006). Beyond Sarbanes-Oxley: Three best practices to adopt in your organization. Retrieved March, 2011, from http://www. aicpa. org/pubs/jofa/aug2006/lebovits. htm N. D. (2006). The Sarbanes-Oxley Act. Retrieved from http://www. soxlae. com The Journal of Accountancy (2007). Retrieved March, 2011, from http://www. aicpa. org/pubs/jofa/joahome. htm

Differences Between Adn and Bsn Nurses Essay

Nursing Philosophy is the same no matter what degree of nursing that you have obtained. According to the American Nurses Association the definition of nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations. (ANA). So no matter what degree Associates or Bachelors all nurses have the same goal when taking care of patients. Associate degree programs, begun in 1952, opened the nursing profession to a more diverse population than had existed with diploma and baccalaureate education. (Friberg). It opened it up to individuals that could not attend a four year college or a diploma program due to financial or location issues. This is how many nurses of today have obtained their Registered Nurses’ license. Today Associate Degree (ADN) programs are the major point of entry into nursing; as reflected by a recent survey of nursing programs and graduates, AD programs prepared more graduates than did the combined baccalaureate and diploma programs. (Friberg). As it states in the lecture notes Essentials of the Baccalaureate Education, for many students, the RN to BSN Program represents the next stage in professional development after many years of clinical practice. (Essenticials of Baccalaureate Education). Associate Degree Nurses’ have many reasons to further their education; some are for personal gain, professional mobility to be able to advance to a management or teaching position.There are few different ways to bridge from associate to bachelor degree. Attending a four year university, or there is strictly online courses as long as it is accredited to the state. More than 630 RN-to-Baccalaureate programs are available nationwide, including more than 400 programs that are offered at least partially online. These programs build on the education provided in diploma and associate degree programs and prepare graduates for a broader scope of practice. In addition, 161 RN-to-Master’s degree programs are available which cover the baccalaureate content missing in the other entry-level programs as well as graduate level course work. (ANA). Associate Degree nursing students have approximately one and a half years of prerequisites before entering an associates program. The associates program is approximately one and a half years with a combination of classroom and clinical rotations. These clinical rotations are like internships working with patients. After passing the school course there is a National test that has to be taken called National Council Licensure Examination (NCLEX). The Bachelor Degree Program started around 1909. Bachelor Degree nursing student has approximately two years of prerequisite before entering the bachelor program. The bachelor program is approximately two years of course work and clinical rotation. Bachelor students also have to pass the national test NCLEX. Obtaining a bachelor degree would allow the nurse to be more marketable in this economy, if they were attempting to obtain a different job. It would allow upward mobility into management and teaching positions. Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. (Grand Canyon). Nurses are professionals whether they are ADN or Bachelors of Science in Nursing. A professional is defined by certain criteria’s stated in the lecture notes Essentials of the Baccalaureate Education: * Functions at a high intellectual level * Possesses a specialized body of knowledge that can be learned at intuitions of higher education * Carries a significant level of individual responsibility and accountability * Values public service and altruism over personal financial gain * Functions with a high degree of autonomy and independence * Bears a strong sense of professional identity and a commitment to developing the profession * Abides by a code of ethics, which guides practice * Demonstrates competence and possesses a legally valid license for practice (Essenticials of Baccalaureate Education) The future of nursing will likely continue to demand nursing care that is innovative, efficient, cost effective, and responsive to human needs in all settings. (Friberg). No matter what degree that a nurse holds it is their responsibility to be the best and most informed they can be in their field of practice by continually seeking education and constantly leaning. References American Association of Colleges of Nursing, Fact Sheet: Creating a More Highly Qualified Nursing Workforce. 2012, http://www.aacn.nche.edu/media-relations/NursingWorkforce.pdf ANA. (n.d). Retrieved from American Nurses Association: http://www.nursingworld.org/FuncionalMenuCategories/FAQ.saspx Essentials of Baccalaureate Education. (nd).. NRS 430 Lecture 1. 2011 Grand Canyon University. https://lc.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learningPlatform/loudBooks /loudbooks.html?currentTopicname=Nursing History, Theories, and Conceptual Model&viewPage=past&operation=innerPage&topicMaterialId=668495e7-02dc-4f87-b2a7-0b2b6b994892&contentId=90d8f604-cca7-4c82-ad07-b242bd698e6d& Friberg, Creasia and (). Conceptual Foundations: The Bridge to Professional Nursing Practice [5] (VitalSource Bookshelf), Retrieved from http://pageburstls.elsevier.com/books/978-0-323-06869-7/id/B9780323068697100017_p0295

Professional Development

Professional Development Do it and Remember â€Å"Wherever you want to go, you have no choice but to start from where you are†, (Karl Popper) Abstract This paper will delve into the process of an already implemented and on-going proposal of teacher development at a private girls’ catholic school in Capital Federal. The introduction will state the nature of the project, the problems dealt with and the objectives, as well as the population involved. The Literature Review will provide the background necessary for its implementation, which includes some bibliographical references that served as backbone to the project.To conclude we will describe the results of the implementation of the proposal , the impact it has had on the subjects involved and its possible future changes, the latter based on a survey attached in the Appendix. Introduction Thirteen years ago I was offered to coordinate the English Department of Primary School at a catholic institution. The population inv olved in this task were the owners, the authorities of the school, the administrative staff, the teachers, who in the majority had been working at the school for some time, the pupils and, of course, their parents.On first analysing the situation, I set myself two types of objectives: short term objectives and a long term one. The long term objective the authorities commissioned me with, was to improve the level of English of the pupils. This overwhelming task could only be fulfilled if I set myself short term objectives, which would serve as a scaffold to realise such ambitious goal. It entailed thorough work on the teachers’ professional development, as it was my deep belief that the most important asset a school could rely on for its improvement was the teachers.After sitting in during lessons, holding meetings and getting to know the teachers better, I was able to have a clear insight of what the challenges were and, therefore take an appropriate course of action. 2 Liter ature Review Where to start? After roaming around the school, getting acquainted with the premises, the first task to tackle was create a harmonious atmosphere with and among the teachers and to try to work with them in the same way I expected them to work in their lessons. There were different dimensions to be considered and none was to be overlooked.One of those aspects was the teachers’ expectations with respect to the coordination. The new coordination would certainly bring about changes and I had to find out how eager and flexible they were and if they were not, the challenge would be to provoke the need for change in them. I teach only as well as the atmosphere that I engender. I believe that education is change and that I will not be able to educate unless I am also able to change. (K. Head and P. Taylor (1997- p. 10) For this change to be welcome, the affective dimension was crucial.There was a need to create unstructured time for them to be together and exchange expe rience and ideas: (†¦) many different experiences that shape your life and make you the person- and the teacher- that you are. (K. Head and P. Taylor, 1997- p. 19) Successful teamwork would only take place if each participants’ individuality were respected. This would create the ground for the teachers to feel that they could be themselves and could each contribute, in their own style, to the process of change and development in the area.Personal awareness of their capacities and skills would mainly result from self reflection and by their own questioning of who they are and what they do rather than by any external training agenda. (K. Head and P. Taylor, 1997- p. 1) The coordination’s initial job was to draw information about the teachers’ needs and deeds, to act accordingly. Sitting in on classes provided the coordination with a clear picture of reality. The positive features were to be enhanced and the negative aspects were to be reversed.To release pres sure from teachers, the focus of the coordination would not have to be on the result, i. e, the product of an individual lesson, but on a thorough analysis of the ongoing developmental process. Inspirandose en Sartre (1956), van Lier (comunicacion personal) comenta que en la formacion de profesores les parece util considerar el desarrollo del profesor dentro de un amplio espectro de experiencias (ver figura 1). Tener se relaciona con el conocimiento (de la materia que se ensenan y de pedagogia, del yo y de los demas) y los recursos de que disponen los profesores, hacer con sus destrezas y habilidades para construir oportunidades de aprendizaje, y ser con sus cualidades personales, su vision y su sentido de la mision. (J. Arnold, 1999, p. 22) Ser Tener Hacer Figura 1: Areas para el desarrollo del profesor Consequently the idea of providing workshops that would cater for the needs was implemented. Procedure Planning The implementation of the teachers’ weekly planning of their l essons proved to be effective. The teachers received active feedback, comments, suggestions, praising and criticism and were also able to ask questions and clarify doubts and exchange ideas.One way of seeing how the plans were put into practice was to watch lessons. This was very helpful both, for the teachers and the coordinator, as they showed the needs of the teachers, their individual strengths and weaknesses. Self reflection was fostered by posing the teachers questions on problems to consider and analyse. This type of work was demanding. It was carried out for two years, but then changed to personal chats which, though more time consuming, were more profitable and welcome. Collaborative work.Sharing ideas and achievements was an important part of the process. A travelling copybook was one of many resources used along the way. With the motto No teacher is an island (M. J. Wallace, 1998, p. 207) the copybook circulated among the staff. Teachers were encouraged to state the natur e of a problem they had. The copybook passed on the 4 rest of them who, voluntarily, tried to give a solution to their colleagues’ problem, or, if they couldn’t, just support. (†¦) professional isolation is ultimately a barrier to professional development (M.J. Wallace, 1998, p. 207) Enhancing teachers’ expertise The identification of individual assets led to, what Wallace calls: useful division of labour. Specifically this resulted in Drama lessons, provided by a teacher who was also an actress, Cooking lessons, a teacher whose family was in the catering business, just to mention some of a variety of contributions; each teacher with their special talent. Workshops In this process, the coordination saw the need to provide teachers with the state of the art in the area of ELT.In order to do this, the teachers were invited to attend in-service courses which sprang from an exploration of their needs. Guided by the motto â€Å"you learn by doing†, the te achers were not lectured on the different trends but experienced their application during the workshops; if they happened to be interested in the theory behind the practice, they could always resort to the detailed bibliography provided. It was important to raise the teachers’ awareness as to the theory behind their action so that they had the tools to choose and change.Teachers use their intuition a lot to tackle different issues in their daily work, what Head and Taylor call action-knowledge. They should become aware that there is always a theoretical background to what they do, and that the awareness of this will broaden their scope of choice in the classroom situation. Teachers’ language proficiency was another issue to consider and develop, as most of them had finished their teacher training courses and had stopped studying English systematically.The workshops were also oriented to improving their language skills. Conclusion The ultimate objective of the coordinat ion can be said to have been reached, though not completely. Its success can be measured externally by an International Exam the pupils sit at the end of their Primary School: Cambridge Preliminary English Test. After a lot of hard work, this has been a great achievement. The teachers were given a questionnaire to complete (Appendix 1) whose results are under analysis.However, the teachers’ immediate reaction to the task resulted in more food for thought than the actual written completion of the questionnaires. The teachers 5 expressed their satisfaction with what had already been done as regards their professional development, and couldn’t suggest any further subject for future courses. This may have two readings: on the one hand, teachers also have a sense of achievement; on the other hand, it should encourage the coordinator to go on with the exploration of possibilities for development and improvement of the teaching staff.To conclude, though we feel that the long term goal was partly achieved, as a result of the implementation of the short term ones, it is clear to us that teacher development should be an on-going, never-ending, life-long process. Appendix 1 Professional Development: Survey- November, 2003 6 Dear teachers, I would be very grateful if you could fill in the following questionnaire and give it back to me as soon as possible. 1. How long have you been teaching English in this school? Write X where appropriate) 1 year More than 2 More than 5 More than 8 2. Have you attended courses for Professional Development at school or elsewhere? Yes: No: If your answer is yes, which courses can you mention? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3.Have your teaching strategies changed in some way as a res ult of the courses? If so, in what way? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What aspects of the school have contributed to your professional development ? give each a mark from 1 to 5, 5 being the most relevant aspect) Choice of text-books: Project work: Collaborative team-work: Coordination meetings: In-service training: Others: ____________________________________________________________________ ____________________________________________________________________ 5. What type of course would help develop your teaching further? Make suggestions. _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________ ____________ Appendix 2 Budget The school paid a salary to the coordinator to perform her duties as such and to help the teachers develop professionally. The teachers, on the other hand, were â€Å"invited† to participate in the workshops and the owners of the school considered that the teachers’ participation in in-service workshops was a fringe benefit for them. References Head, K. and Taylor P. , 1997, Readings in Teacher Development, Heinemann, Oxford Arnold, J. , 1999, La dimension afectiva en el aprendizaje de idiomas, Traduccion de Alejandro Valero, CUP, Madrid. Wallace, M. J. , 1998, Action Research for Language Teachers, CUP, UK.

Gender stereotypes- choose an example of fashion or design that you Essay - 1

Gender stereotypes- choose an example of fashion or design that you feel is responding to stereotypical ideas of gender - Essay Example For instance, some of the clothes have evocative catchphrase (slogan) and a connotation of adult sexuality. These clothes comprise of bras, short skirts, and high heeled shoes with lace and animal prints (Challenge the media, 2014). In addition, gender- stereotyped clothes is the main concern due to classification; they are sorted out in pink or blue as well as the feminine clothes for little girls and the army or sports clothes for boys together with the make-ups and accessories targeting girls. This makes it difficult for parents as children mind are set in search a way that they can only accept what they think is right for them as a boy or a girl. They even go to an extent of refusing to wear some of the clothes that are bought for them and even mock each other depending on the type of a cloth they are wearing(Bailey and Great, 2011). According to John Berger in the ways of seeing â€Å"men act and women appear† Cited at Cranny, 2003 pg 140) .and so the manner and which a girl child will act matters most to her than how a boy child will be. In addition, the stereotypes have some conflicting factors especially when applied to certain social group due to their conflicting characters (Cranny et al, 2003). Therefore, the products and the clothing that have adult connotation are not so good for younger generations, and it is essential to put the parent concern at heart before marketing the clothes. Moreover, Gender studies and in design and fashion challenges certain beliefs and stereotypes and so the textile fashion and industrial design should be reconsidered in order to erase the conflicting issues creating concern for parents who have responsibility of raising children in the contemporary world (McDermott, 2007). Challenge the Media, (2014). End the Sexualization of Girls and Young Women in Mainstream Media: Retrieved on 5th of February 2014 from

The Attitude of the American Soldiers during and after World War Two Essay

The Attitude of the American Soldiers during and after World War Two - Essay Example It looked as if there would no peace in the near future. There was a difference of twenty years between the First World War and the Second World War. Adolf Hitler who had made Germany unstable by his cruel targets in mind signed deals with Italy and Japan. He was a fanatic who had the aim of world domination in his mind and to him signing this deal would help him to a greater access to other countries of the world and help him achieve his aim of ruling the world. At the time Germany took over Poland, subsequently Britain and France declared war on Germany and they all fell in to a serious war with high casualties on both sides. The main reason the war broke out was, that there were a lot of unresolved issues from the first war. Countries still nursed injuries and had grudges against each other. America at first had shown its support for the allied forces but had never physically participated in the war. They had offered all kind of support to the allied forces and had said that if ne ed arises they would surely help them out (Terkel, 1984). The soldiers were at a calm and peaceful state, they were aware there was a war going on and they were like sleeping partners in it. It was amazing that despite being a part of Allied forces, there was no sense of fear or tension in the American soldiers. They all thought that life was normal and would continue to do so. Only if some terrible news from the Allied army reached to them then the atmosphere would become somber. A soldier from the world war two said that, now as he thinks back he feels that it was like a serene and peaceful state, like calm before the storm. The soldiers went about their normal drills and there were no special drills or any other guerilla activities being conducted at the American camps. They were providing assistance to the Allied forces in the form of weapons and other arms. They were also providing assistance in the form of other material helps. It was a much sidelined place that they had in wa r earlier. They were psychologically at a stage of calmness and felt that they would not be harmed and they were at ease. There was a sense of security that the soldiers had, they felt as they were not attacking and physically harming any country they will not also face anything. No one will attack them and they can get through this war without any casualties. The Americans had lost a lot of people in the world war one and therefore they had quite much insecurity with sending their men again to a war. Although there was a sense of security in the minds of people and as well as soldiers, because many people assumed it as a false sense of security, because they felt, even if the soldiers are not participating in the war physically, there is proxy war by providing ammunitions and declaring your support for the cause. It was a matter of time before the American soldiers also got involved in the war. The soldiers on the other hand were at some point estimating that they might have to go in for physical combat or t some point they thought that they might get dragged into it. Whatever they though and felt, they were not prepared yet. They had a lot of things to be done and theirs bases were as and as peaceful as they would during the time of no war (Adams, 2000). While the whole world war is going in the backdrop the participation of Americans was limited to the table talks, cutting of trade ties and helping out by political conferences and maneuvers. This type of attitude made the soldiers believe that

Action Plan Development for Administration of Medicine Essay

Action Plan Development for Administration of Medicine - Essay Example The preparation of an action plan is quite vital in ensuring student and practicing nurses achieve their objectives. Thus, instead of worrying about the future, it pays to start planning for it through action plans. The main steps in the drafting of an action plan include the identification of objectives, the setting of achievable and measurable objectives, prioritisation of tasks and the identification of the necessary steps to achieving goals. The other steps include being able to effectively work under pressure and complete tasks in time. By writing down objectives, one’s goals and dreams are turned into plans, provided the plan is thought out, acted on and reflected upon. Importantly, a timetable would ensure a nurse’s action plan is effective, has clear-set goals and defined steps. This action plan on administration of medicine explores the areas in which I have tangible and sufficient coverage, knowledge and skills and the areas that need improvement. Moreover, th e action plan covers the strategies, interventions and the timetable by which the improvements will be achieved. Achievements in Drug Administration At this level of my nursing course, I have covered quite a vast area as far as medication administration is concerned. Most important in the areas covered are the general implications and principles of medication administrations. Although a common practice among nurses, medicine administration is a rather crucial clinical procedure, which refers to the manner in which medicine is delivered and controlled. In fact, the manner in which medicine is administered determines the probability of a patient gaining any clinical benefits or suffering diverse effects of medication (Doerr-MacEwen & Haight, 2006). Among the major areas of medication administration so far covered include the factors affecting drug bioavailability, types/routes of drug administration, and NMC’s guide for administration of medicines among other areas. Drug bioava ilability refers to the proportion of an administered medication, which actually reaches a patient’s systemic circulation and is distributed to the intended action site using the different routes of administration result that result in different levels of bioavailability. This is an important knowledge on medicine administration given that nurses should understand the best route that would yield the most bioavailability for a drug. For instance, drugs delivered through direct IV injection supposedly have 100% bioavailability. In addition, certain types of drugs are absorbed best in certain organs or systems of the body. For example, if administered so that they are absorbed by the gastrointestinal mucosa, certain medicines could end up having bioavailability comparable to that of an IV injected drugs. Unfortunately, many drugs lack the level of bioavailability by the oral route, implying that they their oral dosage is usually higher than if given parenterally, which refers to the administration of a medication into the body via routes other than the gastro-intestinal tract (Miller &Miller, 2011). These routes could be infusion, injection or implantation. Routes of Administration Routes of administration are the other concepts of administration of medicine that I have covered well so far. There are numerous routes by which medicine may be delivered into the systemic circulation of a patient, each with its strengths and weaknesses. It is thus imperative that nurses understand these routes’ implications, effectiveness, weaknesses, strengths, and patient experience.

Bussiness to business marketing and supply chain management Assignment

Bussiness to business marketing and supply chain management - Assignment Example B2B marketers usually lay emphasis on four broad categories: Companies that make use of their products, for example the constructions firms who purchase steel sheets to make use of it in buildings; institutions such as schools and hospitals; government agencies, the largest consumer of the business-to-business marketing; and companies that resell goods to the consumers, such as wholesalers and brokers (Marketing-schools, 2012). The management of supply chain is referred to the strategic and systematic harmonization of traditional functions of business and the strategies across these functions within the exact organization and across industries within supply chain, especially for enhancing the long-standing performance of individual organizations (Bechtel and Jayaram, 1997). It includes entire activities, which should take place towards getting the correct product in the hands of right consumer in the correct amount as well as at the exact time. Management of supply chain lays emphasi s on the planning and estimating, product assembly, distribution, purchasing, storage, moving, customer service, and sales (Berry, Whybark and Jacobs, 2005). The professionals of supply chain management are engaged in each facet of business methods because they struggle to attain a sustainable advantage by constructing and offering goods or products faster, better, and cheaper (Tamu, 2015). The report will focus on the business-to-business marketing theory and the application of supply chain management in the Cisco case. The issues which are to be addressed are how companies make use of the business-to-business marketing theory along with the application of supply chain management to augment their sales. Social media turns out to be a company-to-customer instrument, with tactics and strategies celebrated across social channels and blog alike. The business-to-business purchase and marketing funnels are one of the high stake

Education Policy and No Child Left Behind Act Research Paper

Education Policy and No Child Left Behind Act - Research Paper Example From the discusssion it i clear that the education in the US schools has been passing through crisis and that is what has been opined by the experts time to time. When Elementary and Secondary Education Act (ESEA) is already active since 1965, what is the need to enact a new legislation under the name and style of the NCLB Act of 2001? In order to get an appropriate reply to this basic question, it will be most pertinent to scrutinize the prevailing state of educational affairs in the US schools. Some of them are worth pondering as being listed in the ensuing paragraph.This essay stresses that  that only 30 percent of students entering high school are able to read at grade level. This simply means that only one-third of the students are ready for college education. Only 50 percent of students of color go for higher studies after finishing their high school. The dropout rates are fairly high at nearly 7,000 high school students on every school day. In the highly competitive job mark et, the high school dropouts are at odds to get a good-paying job. They are more at risk of turning less healthy and die earlier. They are likely to become parents relatively at young age and need social welfare assistance in their life impacting society at large. Students' performance highly depends upon the teachers and their skills. Schools who cater to poor students find it most difficult to recruit certified and experienced teachers.; moreover, almost 50 percent of the teachers leave the profession in five years and 33 percent within 3 years of their joining. Surprisingly, the US schools spend over $ 2.6 billion every year just to replace the teachers who have left the profession. It is astonishing to note that about 70 percent of all eighth-grade students are unable to read at their grade level; this is what has been reported by the National Assessment of Educational Progress in their report card (Alliance for Excellent Education, 2012). The shortcoming comes in the way of the students especially, the students of color and English language learners to pass high school diploma. Research indicates that students drop out due to their weak performances in Math and English. It is quite obvious that students cannot master higher courses at graduate level when they find difficulty in reading and comprehending the content offered in their textbooks. They remain weak in Math because they are unable to understand the theories explaining Math. Arguments against NCLB Some of the major arguments that have been proposed against NCLB can be described as per the following (Carleton, 2012). 1. The program has not been funded adequately by the federal government ever since its inception. 2. How students perform on math and multiple-choice reading tests could be the sole basis of their achievements. 3. All efforts of the teachers are directed and focused toward 'test' because of the fear that in the event of students failing the test their own jobs may be in jeopardy. Expe rts argue that due to this narrow approach creativity has been lost in the education. 4. A special emphasis has been given to math and reading

Bullfighting Essay Example | Topics and Well Written Essays - 500 words

Bullfighting - Essay Example After that the local public took it as a sport and since they could not afford it, they started bullfighting on bulls and the tradition still continues. Bullfights or corrida takes place in the presence of the president and the local audience in Spain. First of all the paseillo happens in which all the participants of the bullfight introduce themselves. Two participants called alguacilillos enter the ring and ask for keys to the gate behind which are the bulls. The doors are called puerta de los toriles. When the bulls come out the main show starts. The bullfights takes place in three parts called tercios. In the first part, the bull's ability to move his head is hampered by lances used by two picadors who are riding on blindfolded horses. In the second part, three people called banderilleros make the bull chase them around and use sharp colored sticks called banderillas and stab it in the body of the bull, specifically his back. Finally the third and the last part includes the killing of the bull by the matador. In my view, this is a very cruel sport and a symbol of inhuman behavior. Usually in this sport, the bulls are made weak by putting sand bags in their backs. They are also made weak by drugging the animal or to cut the horn of the bull which hamper coordination. Sometimes the weak and placid bulls are selected for the fight so that the win is easy. The game is not only cruel for the bull, but there are other victims as well.

Decision Making and Appropriate Problem Solving Tools Essay

Decision Making and Appropriate Problem Solving Tools - Essay Example As the manager of a county clinic faced with a budget cut, an appropriate problem-solving tool should arrive at the best decision for the scenario. This essay aims to resolve the issues through the utilization of appropriate tools in decision making. The case scenario presented the following, to wit: â€Å"you are a manager in a county clinic that provides care to Medicaid clients. Your department budget was recently cut by 15%. From a statewide health policy standpoint, given a defined budget constraint, what clinical services should be eliminated or introduced to best address healthcare needs of a Medicaid population?† Different studies present varying models of a typical decision-making process depending on their perspectives. Some models follow eight steps, others five. For purposes of making intuitive choices, the following six steps in decision making are utilized, in conjunction with the cause and effect approach in problem-solving. The six steps of this natural, intuitive decision-making process, according to Ethics Resource Center (2009, 1) are: â€Å"Step 1: Define the problem; Step 2: Identify available alternative solutions to the problem; Step 3: Evaluate the identified alternatives; Step 4: Make the decision; Step 5: Implement the Decision; and Step 6: Evaluate the decision†. The county clinic manager determined how to best address the delivery of healthcare services to a Medicaid population given a budget cut of 15%. The financial problem evaluates the possibility of streamlining or eliminating identified clinical services. The budget cut would have serious repercussions for the county clinic in terms of its ability to deliver the same level of quality health care as initially projected. The first step that the manager should do is to envision what would be the effects of the budget cut in addressing the health care needs of his clientele. The alternative courses of action are identified at this stage. A cause and effect analysis should detail the characteristics of the Medicaid population who would be affected by the budget cut.

Summarize DREAM Act or Arizonas SB 1070 Essay Example | Topics and Well Written Essays - 500 words

Summarize DREAM Act or Arizonas SB 1070 - Essay Example This particular discussion intends to provide a comparative standpoint about the DREAM Act developed by the government of the US. Furthermore, the essay will also summarize the Act and discuss the same in alignment with numerous elements or dimensions. In general, the Dream Act provides permanent residency and other amenities to the illegal immigrants of the US. These particular benefits are provided to the people against certain grounds that must be mandatorily fulfilled. Notably, there exists a huge figure of people who resides in the nation for acquiring proper education for them or serving in the defense sector. However, despite of their contribution, they always hold the fear that they will be deported any time from the nation. In this regard, the DREAM Act ensure that these people gets amnesty for residing in the US, owing to which they will be liable to get education loans, tuition fees sponsored by the government and reduction of school fees (Immigration Policy Centre, â€Å"The Dream Act†). As per a particular case, a young boy named Reyna Wences from Mexico, has been dealing with the problems of getting proper identity for himself in the US, despite of spending much of his childhood and adulthood days in the country. Though moving to the US was a decision of his parents, he never complained about the same. However, he was aware of the fact that he will never be able to get fully involved within the American society owing to his immigration status. The DREAM Act proposed in the year 2009 certainly provided a ray of hope for him to get identity as a proper American citizen (Wences 504-506). The DREAM Act has been proposed with the aim of ensuring legal liability to undocumented immigrants. It acts as a reward of legal rights to the undocumented immigrants, as they are residing in the nation for a longer period without enjoying any of the basic amenities offered by the government.

Higher education Essay Example for Free

Higher education Essay Ancient philosopher Confucius, who was considered the first professional teacher in China, opened an old-style private school in his hometown. The school enrolled more 3,000 students, and those students just paid a symbolic tuition fee as some crops and meat. The old-style private school has been followed for more than 2000 years. Therefore, the simplest and best way to disseminate knowledge is free education. China had a nine years’ compulsory education but it is not advance with the times now. China should extend years for the compulsory education that free education to senior high school students. With high school free education, students will have equal opportunities to be educated, focus on learning and improving, and improve the standard of living. Let’s look at those benefits of high school free education. Provide equal opportunities Free education of senior high school can also provide equal opportunities as the normal kid to the poor. In the past time, only wealthy people had chance to receive education, but some poor people could not. Now, everyone has right to get knowledge. Free education is a key to open the doors of hope for some smart and poor teenagers. They can have the equal opportunity as the riches to be educated. In the article, â€Å"Free education provides equal opportunities† reported that the government of China had released a newly plan of education that providing equal opportunities in education. The government will expend more power to resolve ingrained problems as extend free education. In many Chinese parents’ mind, if their children have a good and equal beginning in education, it will have a lot of means and benefits for a child’s future (Zhang Jingya, 2010). We can assure that some intelligent and poor students can gain the equal chances through free education. Free education provides some advantages to those people who deserve it and cherish it. In today’ society, everybody wants to have a brighter future, so it is not humanized to lose the better future because of the economic problem. Everyone has the chance to have a comfortable life and the only way to make it come true is to have enough knowledge. If the society can provide an equal chance for the teen that do not have the condition to be educated, they will offer society a better tomorrow. Focus on learning and Improving Free education of senior high school will help the teenagers focus on learning and improving. China promulgated the law on compulsory education in 1986. The government should provide a nine years compulsory education that school should be free of tuition fees and other expenses for all young people. If China extends years for the compulsory education to high school students, it will help some students without worry about the payment of tuition fees and other expenses. They should focus on learning and receiving more knowledge. For example, in the article â€Å"China pledges elimination of rural compulsory education charges in two years†, author says that in some places that particularly in the impoverished rural regions, the law of compulsory education didn’t executed because local government couldn’t cost. Many schools are forcing for continue to collect expenses and charge various miscellaneous fees on their students as voluntary donations, fund-raising for school construction, and after-school tutoring fees (March 5, 2006). Free high school education will help students to pay more attention to learning not the economic hardship of their family. Furthermore, teenagers in senior high school age are about the puberty. That means they are not mature enough in their body and mind. They can’t distinguish the right or wrong in a very advisable way like the adult. As the reason of that, if they give up attending high school because of the economic problem and entering society too early they may lose their way. It is so easy that they make a mistake which will influence their entire life, like involved in a crime. The free education of high school can change this situation. It is better to keep the teenagers in school so they can learn more knowledge and mature their outlook on life. Improve the standard of living Free education of senior high school can improve the standard of living. Francis Bacon said â€Å"Knowledge is Power†. This kind of power should make people’s life more wonderful and colorful because knowledge can produce many things. Free high school education would help more people have higher education. In the article, â€Å"Knowledge Changes Fate†, the author said that knowledge becomes the most significant content of human’s life. It contributes a lot in the economic, welfare and culture of the society. The foundation that supports the movie â€Å"Knowledge Changes Fate† wants to express the theme that the only way to change your fate is to be educated and get more knowledge (Li kasheng, 1999). When people are high educated, they would have more chances to achieve their dreams and plans. Obviously, higher education can help people to win the fierce competition and earns more money. They can live the life better by being successful. When people have higher education, people will think about to improve their personal cultivation after eliminate the struggle for basic needs. As they feel satisfied about their own life, they will do some society works and volunteering and concern more issues which like the society problems and environment problems. Therefore, more free education would have positive and upward influences for the overall quality and minding in the society. Conclusion As all of the content of the essay states, free education of senior high school can advantage our society by many different ways. It can provide an equal opportunity to the teen that cannot bear the cost of education, help the teen to focus on learning and improving, and improve the whole living standard of the society. Although China is a powerful and prosperous country today, our education system still has many leaks need to improve and the most urgent is the free education. If the expectation of free education comes true, China will step in a brand new future. The ancient philosopher Confucius enrolled almost 3000 students and he only charged the tuition fee of some crops and meat as the free education. How the ancient can do this kind of free education, but we cannot? The knowledge is invaluable because it help people to change their whole life. On another hand, senior high school education should be free in China. References China pledges elimination of rural compulsory education charges in two years. (2006). Retrieved March 5, 2006, from http://english. peopledaily. com. cn/200603/05/print20060305_248042. html Jingya, Z. (2010). Free education provides equal opportunities. Retrieved August 6, 2010, from http://english. cntv. cn/program/china24/20100806/100804. shtml Kashing, L. (1999). Knowledge changes fate. Retrieved from http://www. lksf. org/en/project/education/knowledge/main01.

The Naval Blockade Of Cuba History Essay

The Naval Blockade Of Cuba History Essay Since the morning of October 16, 1962, it has been clear that Robert F. Kennedys involvement in the Cuban missile crisis was the definitive factor in the prevention of war. In the months precluding October, U.S owned U-2 spy planes discovered that the Soviet Union were building surface-to-air missile launch sites. Suspicion was also raised from reports that there was an increase in the number of Soviet ships arriving in Cuba, which the United States government feared were carrying weapons. President John F. Kennedy and his own Intelligence Department watched on with great alarm, and seemed to tolerate the arms being supplied to Cuba, as long as the Soviets did not begin to place nuclear missiles there. On September 11th, 1962, J. Kennedy warned the U.S.S.R that he would prevent by whatever means might be necessary Cubas becoming of an offensive military base. Robert F. Kennedy became involved when on October 16th, 1962, President John F. Kennedy revealed to him that a U-2 had just fi nished a photographic mission two days earlier, and had produced evidence that Russia was placing missiles and atomic weapons in Cuba, thus confirming the countries first suspicions. For the next thirteen days, the Cuban missile crisis became R. Kennedys life  [2]  , as he joined the Presidents Executive Committee of the National Security Council, or EXCOMM, to discuss a reasonable but efficient strategy. The members of the EXCOMM discussed, with the help of Robert F. Kennedy, 5 possible courses of action  [3]  : Do nothing. Use diplomatic pressure to get the Soviet Union to remove the missiles. An air attack on the missiles. A full military invasion The naval blockade of Cuba, which was redefined as a more selective quarantine. For each strategy, pros and cons were discussed between the members, and it was mutually agreed upon that a plan that would avoid conflict, while still showing the U.S.A to be strong and serious about the situation, had to be conceived. The Joint Chiefs of Staff chairman, General Maxwell. D. Taylor, whom was the military adviser for EXCOMM, disagreed and believed that the full-scale attack and invasion was the only probable solution. However, R. Kennedy was extremely sceptical of this, and it was he who helped develop the strategy to blockade Cuba, as it was, in his own mind, the only option that would avoid nuclear war. It was also important for the United States to redefine the blockade as a selective quarantine, as a blockade is a direct act of war. In reference to the other options available, and especially the air strike, R. Kennedy said: Youre going to kill an awful lot of people and we are going to take a lot of heat for it à ¢Ã¢â€š ¬Ã‚ ¦ youre going to announce the reason that youre doing it is because theyre sending this kind of missiles, well, I think its almost incumbent upon the Russians then to say, Well, were going to send them in again, and if you do it again à ¢Ã¢â€š ¬Ã‚ ¦ were going to do the same thing to Turkey or Iran. He also believed that attacking Cuba by air would gesture the Soviets to presume a clear line to blockade Berlin, which they had done previously in 1948 after the conclusion of World War II. If the U.S. was to lose Berlin, R. Kennedy believed her allies would lose faith. He feared that doubt would be casted on the superpower, and that many would believe the only reason they lost Berlin was because they could not peacefully resolve the Cuban situation  [4]  . On the 24th October, the blockade began, and the first 20 missile-carrying ships that were closest to the 800km blockade zone at the time stopped or turned around, in order to avoid their ships being searched  [5]  . It is clear that without the ideas R. Kennedy put forth, an uncivil military strike would have been initiated, and it is for this reason that he is credited with playing the most pivotal role in precluding nuclear war. With R. Kennedys help and support, the U.S.A. had only successfully stopped one problem of the crisis, for they still had to deal with the missiles already in Cuba. After many negotiations, requests, and exit strategies were discussed between the U.S. and the U.S.S.R, a plan of action became apparent to the Soviets. They would agree to dismantle their Cuban missiles in exchange for the U.S. never invading Cuba, and the removal of the U.S. owned Jupiter missiles in Turkey and Italy. R. Kennedy was, at first, against this and was only willing to agree upon the no invasion policy. He believed that this would show a sign of weakness, something that the United States was strongly trying to avoid. However, as no other options became apparent, R. Kennedy suggested their removal after a period of 6 months, as there were already plans to disassemble them. John F. Kennedy suggested his brother be the man to speak with Soviet Ambassador for the United States Anatoly Dobrynin about the crisis, a nd it was his negations with the Ambassador that played the most essential role in the final circumstances of the predicament. R. Kennedys contact with Soviet Ambassador Anatoly Dobrynin was his second biggest contribution to the Cuban missile crisis. Three times R. Kennedy met with Dobrynin, with each meeting being held in secret so that both sides, the U.S and U.S.S.R, could talk freely. Together, they discussed ideas to work out a solution. This allowed R. Kennedy to successfully convey his brothers wishes to Dobrynin, which, as stated before, called for the secret removal of all Jupiter missiles in Turkey and Italy. R. Kennedy had to make it clear that if the Soviets were to go public with their agreement, the U.S. would strongly deny it. He stated to Dobrynin that the missiles would be removed within a short time after the crisis was over, to avoid suspicion from the U.S. citizens. After each meeting, Dobrynin would cable a report through to the Russian Premier Nikita Khrushchev, telling his superior of new developments in the crisis, who evidently valued these reports greatly. R. Kennedy, being an infl uential American official, was capable of accurately informing Dobrynin and the Soviets how urgent the situation was. This direct contact with the Soviets was the key feature in the outcome of the Cuban missile crisis, and portrays how important R. Kennedys role was in the crisis. On October 29th Russian Premier Nikitia Khrushchev wrote a letter to John F. Kennedy stating that: The Soviet government, in addition to previously issued instructions on the cessation of further work at the building sites for the weapons, has issued a new order on the dismantling of the weapons which you describe as offensive and their crating and return to the Soviet Union. The quarantine continued to watch over Cuba to ensure that all offensive weapons were shipped out, and on November 20th, 1962 at 6:45pm the blockade was formally ended, although it was not till December 5th and 6th that the final Soviet missiles were shipped off. True to his word and the informal agreement, R. Kennedy made sure that all U.S. missiles were disassembled, and by April 24, 1963 the last of the missiles had been defected and were flown out of Turkey shortly after. These final actions show that the work R. Kennedy contributed to the United States throughout the Cuban missile crisis was extremely fundamental in the avoidance of nuclear war. It can be argued that Robert F. Kennedys role was mediocre and that the successful outcome of the Cuban missile crisis should be more broadly shared. He famously passed a note on to the president, which read: I now know how Tojo felt when he was planning Pearl Harbor. The argument arises because it is unclear if R. Kennedy was making an ironic comment, ridiculing the members of EXCOMM calling for an air strike, or if he in fact meant it literally. It could have been that in the early stages of the crisis, R. Kennedy was for an invasion of Cuba, and he genuinely felt the same way the Japanese would have. Despite this, further evidence shows that R. Kennedy clearly supported the blockade, and even by simply comparing a U.S. attack on Cuba with the Japaneses bombing of Pearl Harbor, R. Kennedy was able to discredit the pro-invasion members of EXCOMM. It would seem that the evidence taken from the secret meetings and initial strategies of the Cuban missile crisis shows how crucial Robert F. Kennedys role was in precluding nuclear war. The 1930s taught a clear lesson for the world; that aggressive conduct, if allowed to go unchecked and unchallenged, ultimately leads to war. The evidence suggests that the Soviets antagonism would have led to nuclear war, and it is therefore accurate in stating that Robert F. Kennedy played the most pivotal role in averting nuclear war, as he was indeed the key voice against the U.S.S.R during the Cuban missile crisis.

Theories of Attention and Perception

Theories of Attention and Perception Moses Nhamburo How have psychologists sought to explain selective attention? To what extent have they been successful? According to Psychologists, selective attention is defined as an act where an individual tries to focus on a specific subject or object for a specific period of time, whereas at the same time ignoring several other irrelevant things which might be occurring around that person (Renninge et al, 2014). Such kind of situation occurs with everyone and every day. Psychologists have explained that since it is impossible for a normal human being to give attention to every stimulus in our environment, we tend to select or give attention to only those stimuli, which we believe is important for us. Psychologists have been successful in explaining the concept of selective attention to a larger extent. Their explanation is relevant to what we observe in our day-to-day lives. They have also explained that degree of selective attention can vary from one person to another, finally impacting their ability to focus or concentrate on some particular task. Distraction is one of the way through which psy chologists believe that selective attention can be minimised. For example, if one person is hungry, then he will probably focus more on his meal rather than checking an incoming call on his smart phone (Serences Kastner, 2014). Word count: 229 Compare and contrast two of the major theories of perception and evaluate their impact on psychologists understanding of how we perceive the world Two major theories of perception which can be used for this task is: Constructive aspect of perception Ecological aspect of perception. Joel Norman (2000), states that both these theories differ from each other, however both approaches towards perception can be considered as a valid definition of the perception, but they represent different aspect towards perception. In the constructivists approach, it is believed that the stimulus that reaches our senses are generally insufficient which triggers another perceptual system, and is considered to be intelligent (Warren Wertheim, 2014). It is important to understand that the perceptual system relies on a mechanism, which has inferential characteristics. Majority of the individuals face inherent equivocality associated with the stimulation, it can be said that the perceptual system enable an individual to overcome this equivocality. However this is in contrast to what several psychologists believe. Many psychologists believe on the ecological aspect of the perception further mention that information, which is present in the environment around us, is more than enough to fulfill the requirement of creating a perception and cannot be considered as equivocal in nature. That is why there is no requirement to pick any specific or relevant information. Psychologists who support the constructivists approach or perception believe that this theory of perception is multistage in nature where there are intermediate processes interlinking stimulation and perception. Or in other words this theory suggests that perception is indirect, whereas ecological theorists believe that perception is not a multi stage aspect but is single stage process, and can be considered as immediate and direct (Bevan Sparks, 2014). Psychologists supporting the constructive theory of perception believe that in formation of perception in this theory memory schema or metadata, which stores the past experience, play a critical role. On other hand ecological theory advocates the fact that in formation of perception there is hardly any role of memory and perception is generally formed on the basis of what a person experience at that very moment (Flom, 2014). It has been observed that people with constructivists approach excel in a process where analysis is involved, and there is certain mechanism of underlying perception. On other hand people who follow the ecological approach of perception excels at the analysis of the fact that how a stimulus might reach to the observer. Both these theories to a large extent have impacted psychologists in their understanding of how we perceive the world. Based on their experience psychologists believe that ecological approach of perception majorly parallels the dorsal system. Dorsal system is a system, which basically focuses on transformation of information, which is visual in nature into a framework, which is egocentric in nature, which allows the individual to grasp the object. On other hand constructivists approach parallels the ventral system (Stojanov Indurkhya, 2014). Ventral system is considered to be one of the most basic fundamental, which drives the entire visual processing in the brain. Ventral system is different from the dorsal system, as it transforms the visual information in such a form that it can be considered to be exocentric in nature. This in turn enables an individual to create a perception of the object and a relation with the real world is established. Thus it can be said that ecological theory of perception follows a dorsal system, which is focused more on seeing the motion such as a person grasping an apple to eat. On other hand the constructivists approach focuses on the ventral system, which is focused more towards understanding or knowing the environment rather than physically sensing the object. Word count: 598 Much has happened in the field of perceptual development since the early studies of Fantz, Bower, Gibson and Walk. Analyse how the nature/nurture debate today has been advanced by these early studies. Perceptual development can be defined as a process, which lays down a foundation through which we are able to interpret various types of events of the world-taking place in our environment. Much has changes after initial studies on perceptual development by Fantz, Bower, Gibson and Walk was done. Nature vs. Nurture debate to a large extent has advanced over a period of time. In this argument or discussion of perceptual development the basic argument that has existed since ages, that what exactly drive the process of perceptual development. There has been argument on the fact that whether it is nature, genetics, nurture or experience which his important for the sensory system of the human beings to operate (Augustinova Ferrand, 2014). Often it has been argued that in the process of perceptual development on one hand there is genetic position which is all required by the sensory system of the human beings and is considered to be the most critical factor of life, whereas on other hand it is considered that human beings are like a blank slates at the time of birth, and as we experience new things and aspects in life accordingly our perception is formed on that blank slate and we start perceiving things in life. Word count: 210 TAQ 5: Describe 2 pieces of research that has been used to investigate selective visual attention. Use the Stoop 1935 study and one more recent piece research, which use a more robust method than the original Stoop experiment. In psychology Stroop’s study in 1935 demonstrated that there could be possibility of interference in the reaction time of the task. For example when name of a color is printed in a color which is not denoted by the name, for example word ‘Blue’ printed in Red then in such situation it was found that naming of the word takes longer time as is prone to error. In Stroop’s experiment stimuli was divided into 3 groups namely: neutral, incongruent and congruent. Thus in a neutral stimuli in which only text or color is displayed (Ikeda et al, 2014). Congruent stimuli is the one in which the color of the ink and the word refer to the same color. Lastly in incongruent stimuli ink color and word both differ from each other. One of the relatively recent theories is Feature integration theory of attention, which was developed by Anne Treisman, and Garry advocated the fact that when a human being perceives a stimulus then in that process features are registered first in parallel whereas objects are identified separately. Thus according to this theory the visual attention goes through various stages from the point an object is seen till the point perception is made about the same. As per this theory first object is analysed, then its features are combined and ultimately perception is made. To a large extent this theory further substantiated the Stroop’s experiment with more logical explanation. The Animal Stroop task with children is a quite neat study. Evaluate both the piece of research. Why may the second piece of research be better than the original Stroop experiment Animal Stroop task was basically developed for kids, as the initial test on which Stroop’s experiment was based on the words and colors and due to limited reading abilities of the kids that test was not much successful when applied to the kids. Original Stroop task didn’t consider the visual aspect to a large extent (Anderson, 2014). It was more focused on how an individual reads a particular word and how he perceives that word on the basis of the color. It did not include the image aspect of the perception. On other hand the second experiment, which was based on the images of the animals, included both reading as well as visual perception. This tested the visual perception power of an individual as well. Unlike first test, which was purely based on how an individual perceives and interprets only the textual content, the second research also focused on testing of visual attention when images are displayed to the individual. It can be said that the second Stroop experime nt was more inclusive in nature as it included various other aspects as well, that is why it can be considered to be more comprehensive in nature and revealed more information about the perception making process in an individual Using the information from your answer above, explain how the research on selective visual attention has been applied practically in everyday life. As discussed in above sections, it can be clearly said that selective visual attention definitely has important role to play in our everyday life. Even though most of the time we don’t even realize that the phenomenon is taking place, but we do apply selective visual selection. Practically the concept is applicable in every possible aspect of life. For example you are scrolling through news feed of an online e-paper, however you will never read each and every line, but you will still be aware of that what the content is talking about. The moment we find some content, which we perceives as interesting we will stop scrolling, and start reading that content. Similarly, we are travelling by a local train, but we are not focused on our surroundings and are looking on our smart phone and ignoring the surroundings (Sperling Hsu, 2014). Thus this is a typical example through which it can be understood that how we are visually segregating our attention to only those things which we pe rceive as important. This capability allows human being to avoid getting distracting when the person is trying to focus on some important task. However distraction is the way through which the selective visual attention can be reduced as well. Word count: 707 References Renninger, A., Hidi, S., Krapp, A. (Eds.). 2014.The role of interest in learning and development. Psychology Press. Serences, J. T., Kastner, S. 2014. A multi-level account of selective attention.The Oxford Handbook of Attention, 76. Warren, R., Wertheim, A. H. (Eds.). 2014.Perception and Control of Self-motion. Psychology Press. Bevan, J. L., Sparks, L. 2014. The relationship between accurate and benevolently biased serial argument perceptions and individual negative health perceptions.Communication Research,41(2), 257-281. Flom, R. 2014. Perceptual narrowing: Retrospect and prospect. Developmental psychobiology. Stojanov, G., Indurkhya, B. 2014. Perceptual Similarity and Analogy in Creativity and Cognitive Development. InComputational Approaches to Analogical Reasoning: Current Trends(pp. 371-395). Springer Berlin Heidelberg. Augustinova, M., Ferrand, L. 2014. Social priming of dyslexia and reduction of the Stroop effect: What component of the Stroop effect is actually reduced? Cognition,130(3), 442-454. Ikeda, Y., Okuzumi, H., Kokubun, M. 2014. Stroop-like interference in the real animal size test and the pictorial animal size test in 5-to 12-year-old children and young adults.Applied Neuropsychology: Child,3(2), 115-125. Anderson, N. H. (Ed.). 2014.Contributions To Information Integration Theory: Volume 1: Cognition. Psychology Press. Sperling, G., Hsu, A. 2014. Deriving the acuity and the capacity of visual spatial attention.Journal of Vision,14(10), 521-521. MOSES NHAMBUROPage 1

Mosquito Fest :: Personal Narrative Descriptive Place Essays

Mosquito Fest I felt a small tickle on my arm. It turned into a pinching itch. I looked at my vulnerable white arm to find a small black-striped mosquito harassing my clean flesh for the perfect spot to strike. At the speed of light it was already injecting my skin and by the time I looked, it had conquered my blood. Mosquitoes, mosquitoes, mosquitoes! Aaaahhhh! They can drive anyone crazy. Walking through the hammocks, not even the insect repellent will save you. I just don’t get it. I’m sacrificing my skin by wearing insect repellant with deet (which melts plastic) and these salt water monsters still managed and dared to pinch and penetrate though my skin, sucking my blood out of me. One of my classmates told me a mosquito secret. She said if I pulled my skin, stretching it in opposite ways while a mosquito is biting me, it’s stinger would get trapped in the skin and it would explode. I wondered how on Earth this was possible until she taught me that the mosquito would continue to draw blood as an attempt to get out. I trusted that she was correct because she works with the Everglades and she has done this herself. I was so amazed with this information that I couldn’t wait to burst one of those little nuisances myself. It’s weird because I don’t ever kill insects. I don’t have the heart to. I believe that just like humans they have their own lives and have the right to live. I don’t even kill flies. I guess that is because they don’t bite or physically pester me. Every once in a while I’ll find a lizard roaming in my house. When I find myself in a situation like this, I’ll open the nearest window or door and push or lead it out with a broom. Small lizards I actually catch with my bare hands. Besides, I’m happy they eat flies and lizards. I don’t support or use bug spray (I think it’s completely cruel). So, back to mosquitoes: Going through the Bid Cypress Swamp, Lynette and I were trying to let mosquitoes bite us so we would be able to pop them. We weren’t fortunate though. I for one, couldn’t deal with the fact that I was going to be left with a red bump, not to mention it would really bother me itching like crazy for a couple of days. Mosquito Fest :: Personal Narrative Descriptive Place Essays Mosquito Fest I felt a small tickle on my arm. It turned into a pinching itch. I looked at my vulnerable white arm to find a small black-striped mosquito harassing my clean flesh for the perfect spot to strike. At the speed of light it was already injecting my skin and by the time I looked, it had conquered my blood. Mosquitoes, mosquitoes, mosquitoes! Aaaahhhh! They can drive anyone crazy. Walking through the hammocks, not even the insect repellent will save you. I just don’t get it. I’m sacrificing my skin by wearing insect repellant with deet (which melts plastic) and these salt water monsters still managed and dared to pinch and penetrate though my skin, sucking my blood out of me. One of my classmates told me a mosquito secret. She said if I pulled my skin, stretching it in opposite ways while a mosquito is biting me, it’s stinger would get trapped in the skin and it would explode. I wondered how on Earth this was possible until she taught me that the mosquito would continue to draw blood as an attempt to get out. I trusted that she was correct because she works with the Everglades and she has done this herself. I was so amazed with this information that I couldn’t wait to burst one of those little nuisances myself. It’s weird because I don’t ever kill insects. I don’t have the heart to. I believe that just like humans they have their own lives and have the right to live. I don’t even kill flies. I guess that is because they don’t bite or physically pester me. Every once in a while I’ll find a lizard roaming in my house. When I find myself in a situation like this, I’ll open the nearest window or door and push or lead it out with a broom. Small lizards I actually catch with my bare hands. Besides, I’m happy they eat flies and lizards. I don’t support or use bug spray (I think it’s completely cruel). So, back to mosquitoes: Going through the Bid Cypress Swamp, Lynette and I were trying to let mosquitoes bite us so we would be able to pop them. We weren’t fortunate though. I for one, couldn’t deal with the fact that I was going to be left with a red bump, not to mention it would really bother me itching like crazy for a couple of days.

Journalism and the American Renaissance Essay -- Literature Essays Lit

Journalism and the American Renaissance      Ã‚  Ã‚  Ã‚  Ã‚   The period in American Literature known as the American Renaissance was a time of great change in our country. It was an age of westward expansion and social conflict. Americans were divided on such volatile issues as slavery, reform and sectionalism that ultimately led to the Civil War. Emerging from this cauldron of change came the voice of a new nation - a nation with views and ideals all its own. The social, economic, technological and demographic revolution that was taking place at this time set the stage for a new era of writers. The voice of the nation found a home, first, on the pages of the newspaper. It was there that the hopes, fears and political views of Americans were represented. The newspaper united Americans by giving them a vehicle to voice their opinions and concerns. The result was a newfound spirit of solidarity that opened the door to the first great period of creative writing in America known as the American Renaissance.    The ranks of Americaà ¢s greatest imaginative writers overflow with men and women whose careers began in journalism (Fishkin 3). The birth of the penny press created hundreds of new newspapers along with jobs that authors like Walt Whitman, Ernest Hemingway and Mark Twain were eager to fill. The affect that journalism, with its respect for fact, had on the early authors of America was profound (Fishkin 4, 6). It fostered a style of writing that put truth above rhetoric and first hand knowledge above hearsay. Writing for a newspaper required that the writer be immersed in the events taking place in the world around him and report what he saw, heard and felt. It brought the writer into the realm of the everyday raw experiences of ... ...press. It was as poets and novelists that the American Renaissance writers challenged society to consider unfamiliar concepts - to move beyond their limited scope and embrace the unknown.    Works Cited Bell, Michael D. The Problem of American Realism: Studies in the Cultural History of a Literary Idea. Chicago: University of Chicago Press, 1993. Fishkin, Shelley F. From Fact to Fiction. Baltimore: The Johns Hopkins University Press, 1985. Lauter, Paul The Heath Anthology of American Literature. Boston: Houghton Mifflin Company, 1998. Matthiessen, F.O. American Renaissance. New York: Oxford University Press, 1941. Reynolds, David S. Beneath the American Renaissance. New York: Alfred A. Knopf, 1988. Robertson, Michael. Stephen Crane, Journalism and the Making of Modern American Literature. New York: Columbia University Press, 1997.   

Free Will Philosophy Essay

I strongly believe that W.T. Stace is correct while arguing for the view of soft determinism, also known as compatibilism. Stace believes in compatibilism, which states that determinism is true, but free will still does exist. He puts both views together by studying the definition of free will. Stace asks, â€Å"How can anyone be punished or rewarded for his or her actions if they have no control over their actions?† That statement seemed extremely convincing to me because both d’Holbach and Chisholm supported one side of the argument. d’Holbach and Chisholm argued that we are either strictly determined by the laws of nature and physics or that we are not determined, rather being we have the power to do as we choose. Stace on the other hand, put both positions together and made them work together. He explained that the laws of nature and physics do have an impact on our choices, but we do have the ability to choose what we want to choose when making a decision. Outside forces may push on our decision, but we are the ones responsible for choosing what we want to choose. He persuasively defends his view of soft determinism by explaining the definition of free will. He states, â€Å"In order for one to define free will, one must look into how the phrase is commonly used.† The way a philosopher interprets free will is different than the way a common person will do so. Stace defines free acts as acts that are directly caused by a person’s internal thoughts or desires coming directly from the person. Not free acts are those that have outside forces pushing a person to do something a certain way such as a threat or harm. This was very different from what other philosophers have stated in the past. By providing examples of free will, Stace points out that free will clearly does exist. It wouldn’t make sense for free will not to exist since it is compatible with determinism.

Gun Violence in America

Gun violence in America is not at all as bad as it is in Sierra Leone and other countries with war and little law enforcement as we read about in the book a long way gone. In the book the main character Ishmael discovers that America is not at all like he heard through rap songs. When he moves to America and tells his story of being a soldier and killing people the people he talks to about it think that it is cool and Ishmael states in the book â€Å"violence in America is romanticized. I do agree with this statement that we do make war look easy and fun through movies and video games. We do not understand what it is like to be in a war and witness killing and bloodshed every day. Gun violence in America is not understood by very many people most people blame guns for killing people but it is not the guns that kill people it is people that kill people either by accident or on purpose in a murder. This is seen in the statistics â€Å"gun violence has gone up from 10,000 victims in 1975 to 15,000 victims in 1995.† This information proves that violence has gone up with the increases in gangs and the lessening of guns in households and teaching of gun safety. Also, 98% of gang homicides involve guns. Gun violence in America has been on the increase, since 1975 when there were less than 27 gun related death. In 1999 it increased to 80 deaths every day. http://www .gun-control-network.org/GF01.htm. Gun deaths are not only homicides nearly 58% are suicide. Another statistic is one hundred cities with populations of 250,000 or more have reported a tremendous amount of gang activity. When there is gang activity there is an increased amount of homicides. There are so many active gangs in the United States. They range from the crypts to the bloods and they are known worldwide. These are not the only gangs there are many more not mentioned. However, 94% of gang members are male and only 6% are female. It’s not a surprise that 77% of murdered juveniles were killed by a gun. With the increased gang activity in the United States 39% of households have a gun. In the United States many people have a fear of guns but guns aren’t something to fear. If everybody had a gun and knew how to use it then we would all have protection from people that want to harm us with a gun. If guns were outlawed then there would be riots and the murder rate would go up because the people that want to do good with them would not be able to protect themselves and others, the people that want to harm others with a gun would not turn in their gun and would be able to harm other people with little fear. Violence is seen everywhere in today’s society on the news, movies, videogames, and in our lives. This violence lends the illusion to our society today that violence is cool and fun and only portrays the faà §ade that our society has created. The general public does not even begin to understand the traumatic images that our soldiers have come back with and we think that the war we see on the news is like the movies that we watch on T.V. but we cannot begin to imagine.

Children and Prejudice Essay

Abstract Over the last century, researchers have been debating whether prejudices are inborn in children, researchers then found that children are in fact prejudiced, but debate arises about how they become prejudiced. Some studies suggested that children are born with being prejudiced and that it is innate and natural, where as other studies argue that prejudice behavior are learnt socially off parents, family, peers and the social environment in which they grew up in. Theories have been devised to help explain the prejudice processes of children by in-group and out-group behavior; there is the Developmental Intergroup Theory and the Social Identity Developmental theory. A new debate has been surfacing about the decrease of prejudice at the age of seven and no decrease of prejudice. One Australian study shows consistency with children of American and Canada, but some studies show no racial prejudice towards other races in children. Children and Prejudice. Question of whether children are prejudiced has long been debated. Past and recent researches have found that there are in fact prejudice tendencies in children and that it can be present at the age of three to four years, but it is unclear how children become prejudiced. Definition of prejudice according to Allport (1954) is that prejudice is â€Å"thinking ill of others without sufficient warrant† (As cited in Eagly, xxxx, p. 45) and according to Kosslyn and Rosenberg (2004) prejudice is â€Å"an attitude (generally negative) toward members of a group† (p.G-7). In the course of research on the prejudice of children, there has been debate over the â€Å"relative role of cognition versus environmental-learning factors†¦Ã¢â‚¬  (Gutman & Hickson, 1996, p. 448). Several theories have tried to explain the prejudice in children, for example, the Developmental Intergroup Theory (Bigler & Liben, 1996) and the Social Identity Development Theory (Nesdale, Durkin, Maass & Griffiths, 2005). Several measures have been used to measure racial attitudes of children towards other races such as the Preschool Racial Attitudes Measure and the Multiresponse Racial Attitude measure (Aboud, 2003). Less then half a century ago, some social theorists believed that prejudice are inborn in people and that it is inherent and instinctive, it was considered natural to not like people who differ physically and like people who are the similar to one self; but research in the last three decades they have discarded those theories. Researchers are now convinced that children are prejudiced by learning it socially, children observe, and are influenced by the â€Å"existence of patterns in the culture in which they live† (Clark, 1955, p.17). This being that, children believed not to be born with tendencies to be prejudiced but learn it socially by how they live. Consistent with Clark, Bigler and Liben (2007), believes that young children are often seen as being unaffected by the negative biases of adults, but many studies show that prejudice exist by the age of four years old. Allport (1958) states that children start to notice physical characteristics that mark a racial group membership. Like researches above, findings of Kowalski’s (2003) research, they have found that children as young as preschoolers start to have negative attitudes to other racial/out ‘ groups, they have a tendency to say positive statements about same race and negative statements about other races (Aboud, 1987; Aboud & Sherry, 1984, as cited in Kowalski, 2003). Until quite recently, there were differences of opinion concerning the age at which children start to develop and express racial prejudices. According to a recent research of white kindergarten children and African-American children, they show a preference for skin color. These children were asked a few questions and they showed a great awareness of skin color, this finding supports the idea that racial awareness is present as young as the age of three (Clark,1970). Some children as young as three years if age begins to express begin to express racial and religious attitudes similar to those held by adults in their society. The racial and religious attitudes of sixth-graders are barely different from the attitudes of high-school students. There is general agreement that children can be prejudiced, but what factors there is, is unclear. It is debated between environmental-learning and cognition development. Research on cognition development tries explaining prejudice at different ages of cognitive development and the Environmental-learning explains that children and discrimination is not rooted in the child but it is learnt through a social context. According to Allport (1988), children are prejudiced because children â€Å"filter and distort environmental input†, this means children are prejudiced due to the lack of cognitive capacity at a certain age and that children have immature thoughts (As cited in Gutman & Hickson, 1996, p. 448). From the Social/ Environmental Learning theory perspective, racial ideas of children are not concrete, more easily changed, than racial ideas of adults. It is probable; too, that racial attitudes and behavior are learnt off adults. The racial and religious attitudes of a young child may become more positive or more negative as he/she matures, according to the social environment of the child. The direction these attitudes will take form of expression, will be determined by the type of experiences that the child has grown up in (Clark, 1970). In line with Clark (1970), some researchers suggest that children self identify with parents and learn off them (Sinclair, Dun & Lowery, 2004). Social Learning Theory argues that children develop beliefs and behaviors by mimicking off an important model in their life, usually family and peers (Bandura, 1997, as cited in Sinclair, Dunn & Lowery, 2004). Likewise, attachment theory suggests that children internalize their parents’ expectations. Sinclair et al (2004) research provided evidence that parents’ racial attitudes does in fact influence both their children’s implicit and explicit racial prejudice, also their results suggest that children that identify with parents adopt the racial attitudes of their parents more on an implicit than explicit level. In fact parents’ implicit racial attitudes may have a bigger influence on children than their explicit racial attitudes because parents are unaware of implicit biases, it is unconscious and therefore, unable to consciously stop themselves from showing prejudice attitudes. This research also suggests that, parents’ racial attitudes may be particularly influential early in childhood, but peers and other form of social environmental attitudes can influence children more as they get older. Some researchers suggest that the influence of environmental-learning factors, in addition to cognitive factors, be given more serious research consideration. This would mean, for example, taking into account the fact that on the basis of their differing exposure to group information, children form different schemata (cognitive structures containing information about groups e. g. , Bem, 1981). According to Bergen ( ) family affects the development of prejudice in children through modeling, which children observes and imitates important role models, Children around seven to nine years of age can show prejudice behavior without a model, and where as younger children do not understand rules, there fore they look at adult models (Bergen,), also when children adopt their parents prejudices they emotionally emerge with their parents likes and dislikes. Bergen ( ) concluded that a prejudiced child goes through several stages, such as, fear of strangers, racial awareness, identification with in-group, identification with parent’s emotion and total rejections of out-group, and seen later on this is similar to the Social Identity Developmental Theory phase’s. Researchers believe that the Social Learning Theory is weakening; researchers are now turning to the basic cognitive processes of a child’s prejudice behavior (Aboud & Sherry, 1984; Bigler &Liben, 1993). Also, Bigler and Liben (2007) suggest that Social Learning theory does not explain prejudice in children, Social Learning Theory is stating that human behavior is not innate but learnt through important/ appropriate models (Vaughan & Hogg, 2008) . A group norm study used the Social identity-developmental theory, which has four phases. The first one is undifferentiated (two to three years of age) followed by ethnic awareness (ethnic awareness begins at three years old off labeling from parents), and then ethnic preference (the child learns that he or she is apart of a social group) and then ethnic prejudice (children around the age of seven has crystallized attitudes towards certain races, but other research suggest that at this age prejudice decreases) (Nesdale et al, 2005; Nesdale, 2004). In this research, the findings were consistent with the Social Identity-Developmental Theory Children’s prejudice phases, they found that seven year old biases of out-groups are different to those of a younger age and is more stable; Nesdale et al (2005) suggests that children at this age should be a the concrete operational stage, which allows them to have more stable thinking and crystallized. Prejudices towards certain type of people are not known why, children only notice certain cues, for example, gender rather then a handicapped person. Research indicates that young children tend to focus on perceptually outstanding characteristics in a person (perceptional cues being race, gender, age & attractiveness, etc). Children observe the characteristics of physical appearance. They notice perceptual similarities and differences among those who live, work & socialize together. They then gather the social groups they observe which must have been caused by meaningful differences between groups (Bigler & Liben, 2007). The new theoretical model by Bigler and Liben (2007), called the Developmental Intergroup Theory (DIT), tries to establish this classification skills in children that affects stereotyping. This theory is combined by two theories, first being the inter-group theory, which is social identification within a group (Tajfel & Turner, 1986) and second one being the Self-categorization Theory (Turner, Hogg, Oakes, Reicher & Wetherall, 1987). Their DIT theory proposes that salience grouping increases in children when adults label groups or group members (Bigler & Liben, 2007 â€Å"Racial prejudice is a predisposition to react favorably to members of a racial group, because of their group affiliation† (Aboud, 1988, p. 48). The majority of child racial prejudice studies have all been researched on children in North America. As stated above one research suggests that children’s prejudice is crystallized at the age of seven and does not decline but other research tends to suggest it does, according to Gutman and Hickson (1996) both can happen because at that age children have more developed mature mind and that because of that it can seem like it decreases because the child has a crystallized conception of a group in their mind. According to Katz (1975) the decrease happen due to social desirability’s and that prejudice is not accepted and according to Aboud (1993) the decline happens because of maturing cognitive development of the child (Augoustinos & Rosewarne, 2001). Ausgosustinos and Rosewarne (2001) results of their research indicated that like the results of North American studies on children, Euro-Australian children in early years of middle school start to show less prejudice towards other groups than the younger children did. North American children prejudices are similar to the children in Australia. Consistent with Doyle and Aboud’s (1995) research on North American children who showed less racial prejudice towards out-groups as they get older can also be seen in Euro-Australian children, they found that older Euro-Australian start to show less racial prejudice towards Aborigines, but as seen later other Australian studies are not consistent with this finding (As cited in Augoustinos & Rosewarne, 2001). Some measures used to measure racial attitudes are the Preschool Racial Attitude Measure (PRAM) and the Multiresponse Racial Attitude (MRA), these look for racial attitudes and preferences in young children and also to find the in-group and out-group attitudes in children. In Aboud’s (1988) finding that the MRA has implications, it goes beyond in finding in-group and out-group results, it doesn’t separate the groups apart and that questions were to open ended and positively worded. Another concern in this field of research is that, overseas research has mainly found that at the age of seven prejudice declines, but some of the findings in Australian studies have found not consistency of declining prejudice at that age. Another problem in Australian studies is that some children do not show bias towards other races (Augoustinos and Reynolds, 2001); this problem could be further looked in future studies. Overall, Aboud’s twenty years (1988) that children are prejudiced and there is general agreement in other researches that children can be prejudiced and that is can start from an early age around three to five years, there is still a debate on whether there are cognitive developmental factors or social learning factors; contemporary researchers are starting to try and explain children and prejudice by using cognitive developmental approaches. There has been debate over weather prejudice declines at seven or are just more implicit and repress because of social undesirability of showing prejudiced behavior. Measures used for researching child prejudice should be looked again and also further studies of child prejudices over different countries as most researches on child prejudice are studied in America and Canada; Perhaps future studies should look at England, Australia and some other multicultural countries in Europe. References Aboud, F. E. (2003). The formation of in-group favoritism and out-group prejudice in young children: Are they distinct attitudes? Developmental Psychology, 39, 48-60. Augoustinos, M. , & Reynolds, K. J. (2001). The development of prejudice in children. D. Garvey (Eds.), Understanding prejudice, racism, and social conflict (pp. 57-73). London: SAGE publications. Augoustinos, M. , & Rosewarne, D. L. (2001). Stereotype knowledge and prejudice in children. British Journal of Developmental Psychology, 19, 143-156. Bergen, T. J. (2001). The Development of Prejudice in Children. Education, 122, 154-163. Bigler, R. S. , & Liben. L. S. (2007) Developmental Intergroup Theory. Current Directions in Psychological Science, 16, 132-166. Clark, K. B. (1970). The problem of Prejudice. Prejudice and your Child. (pp. 17-24). Boston: Beacon Press. Eagly, A. H. (in press). Prejudice: Toward a more inclusive understanding. In A. H. Eagly, R. M. Baron, & V. L. Hamilton (Eds. ), The social psychology of group identity and social conflict: Theory, application, and practice. Washington, DC: APA Books. Gutman, D. B. , & Hickson, F. (1996). The relationship between racial attitudes and social-cognitive development in children: An Australian study. Developmental Psychology, 12, 448-456. Kosslyn, S. M. , & Rosenberg, R. S. (2004). Psychology (pp. G-7). Sydney: Pearson. Kowalski, K. (2003). The Emergence of Ethnic and Racial Attitudes in Preschool-Aged Children. The Journal of Social Psychology, 143, 677-690. Nesdale, A. R. (2004) Development of Prejudice in Children. In M. Augoustinos & K. Reynolds (Eds), The Psychology of Prejudice and Racism (pp. 1-12), Sage Nesdale, D. , Durkin, K. , Maass, A. , & Griffiths, J. (2005). Group Norm, Threat, and Children’s Racial Prejudice. Child Development, 76, 652-663. Sinclair, S. , Dunn, E. , & Lowery, B. S. (2005). The relationship between parental racial attitudes and children’s implicit prejudice. Journal of Experimental Social Psychology, 41, 283-289. Vaughan, G. M. , & Hogg, M. A. (2008). Aggression. Introduction to Social Psychology (pp. 452-453). Australia: Pearson.