CusterA Essay Research Paper Hello and Welcome free essay sample

Custer ( A ) Essay, Research Paper Hello and Welcome to Channel 7 intelligence at 11:00. Today we have a Particular Broadcast coming tous live from Washington D.C. We are traveling to fall in Bill Beutel in a twosome of seconds. ReadyBill # 8230 ; ..Ok we are now directing you live to Washington # 8230 ; ..Bill: # 8220 ; Custer # 8217 ; s Last Stand # 8221 ; # 8230 ; this rings a bell in the heads of many as you will see in tonight # 8217 ; ssegments # 8230 ; # 8221 ; Custer Stands Again # 8221 ; . Tonight we will hold a one on one, first clip interview withGeneral George Armstrong Custer. His decease stirred up acrimonious contention. Well he is with ustoday for one last opportunity to acquire to the underside of everything. Let me present General GeorgeArmstrongCuster. Hello General. Custer: Hello Bill, how are you making? Bill: Fine, and how are you? You are looking really good today. I am glad you took clip out ofyour busy agenda to pass some clip with us and our loyal viewing audiences today. Custer: Thank You for the compliment Bill, you are looking good yourself. I myself have been ona Nutri System Diet and have lost 15 lbs, I feel like a new adult male. Bill: Sooner state we have a really short clip slot here so lets acquire the most out of this one time in a lifetimeinterview. Are you ready? Custer: I was born ready Bill. Go Ahead, Fire! ! ! Wait don # 8217 ; t fire, I meant start inquiring yourquestions when your ready. All I have to make is reply them, you have the tough half in inquiring thequestions.Bill: Sooner state, here goes, Are Those Bugle Boy Jeans that you are have oning? ? ! ! ? ? Custer: Why yes, as a affair of fact they are. I bought them merely for this show. I didn # 8217 ; t seem tounderstand that question.Bill: I was merely pull the leg ofing, I was merely seeking to interrupt the ice between us because we will be borderingon some really huffy affairs. Ok so lets acquire consecutive to the point. What are were your personalfeelings towards the In dians? Custer: I believed so and I believe now that they were barbarian and merely couldn # 8217 ; t maintain up withus Americans. They were besides really dark due to the fact that they were squalid. They refused towear normal vesture and walked around half bare. They were inferior to us in more ways thanothers. Bill: That is a really rough statement that you have stated. Can you endorse up that comment? Custer: Well of class I can, one that pops into my head is their usage of the Bow and Arrowcompared to our more advanced fire power, rifles. How could they even stand a opportunity againstus? For such ignorance they deserved what they received! ! ! ! ! Bill: Lashkar-e-taibas back up a small and travel a little off the subject for a 2nd, if you don # 8217 ; t head, can yousummarize to us how you became what you were and are today? I would wish to cognize and I amsure a batch of the viewing audiences would wish to cognize besides. Custer: Ohh Boy, that # 8217 ; s traveling back a long manner but give me a minute. Ok, it started a long timeago when I was a immature chap. I did non work hard at my surveies. I graduated at the underside of myclass fro the U.S. Military Academy at West Point in 1861, and joined the Union Forces in theCivil War. I can candidly state that I was and still am really smart but I neer accerted myself, Iguess you could state that I was lazy.Well, during the war I served with General McClellan in Virginia. In 1863 I was assigned to thecavalry and shortly revealed dare and glare as an officer. As a consequence I was promoted quickly.When the war ended, I was made a lieutenant colonel and sent to Kansas to contend Indians. Afterthat I did whatever I could to assist the state and I shortly became General.Well that was a batch to get down I hope that you got it all. Bill: Wow, that was really interesting. Ok, when you were destroying the lives of Indians by killingthem and crowding them off their land, like cattles, into unknown and chartle ss reserves didn # 8217 ; tyou experience any commiseration? Did you non hold a bosom! ! ? ? ! ! Custer: I don # 8217 ; t experience any commiseration for the Indians, non one spot. None of this was necessary if they listenedto us. It was because of their ignorance that all this started. They were a backwards civilization andwe were a thriving one. They were keeping us back and that was counter productive so we didwhat was in the best involvement of our turning state. We gave them every chance to joiningwith us and listen to us but they refused.Through my many old ages in the military forces I learned non to give into any of my personalfeelings. Not that I had anything against what I did! ! Bill: Well, you voiced your sentiment really good. Sooner state does the day of the month June 25, 1876 mean anything toyou? Custer: June 25, 1876 # 8230 ; how could I non retrieve that day of the month. That was the twenty-four hours that made mefamous. How dry that is. Bill: What do you inte nd, ironic? Custer: Well all through life I wanted to be celebrated and looked up to by others. Well I think its dry that I got what I wanted and became celebrated, after my decease at the custodies of my trueenemies†¦.The Indians. Bill: You mentioned something about aspirations. What was another aspiration that you had?Custer: Well I was planning and wanted to become President of The United States Of America. Ifeel I would have made a very good president. I would have been the best President that thiscountry had or has or even will have. I was best fit for that position. I am sure you could see thatalso. Bill: Very interesting, well, If it is not too painful can you reminisce the events of that battle, whichwe have tagged as â€Å"Custer’s Last Stand†. Custer: Ahh, â€Å"The Battle of Little Bighorn†. My troops and I were in the Montana Territory. Mytroops were starting to get restless. We were out there trying to round up the Sioux andCheyenne Indians and move them to reservations. I was under the command of General Alfred H. Terry, who was heading the expedition. General Terry ordered me to get in a position South ofwhere he suspected the Indians t o be.That morning one of my scouts found an Indian village about 15 miles away. It lay in the valleyalong the Little Bighorn River. I expected to find about 1,000 warriors. But I later found out thatthey really had at least 2,000 warriors. This group, whose leaders included Crazy Horse, Gall andSitting Bull, was probably the largest gathering of Indian warriors in Western History. Bill: What did you do?Custer: Well I did not want to be found out and I didn’t have the time to wait for Gen. Terry. Instead of waiting, I divided my force into 3 small units in hopes of surrounding the enemy. Alltogether I had a little more than 600 troops. I felt that we could take the Indians easily.One unit attacked and then retreated when it saw the size of the Indian force. A second never gotinto the fight. With only 226 men, I attacked the Indians. In hand-to-hand combat all of my bandwas killed with in the time period of 1 hour. Bill: I am so sorry. I hope you didn’t mind answering th at question but I am sure that our viewerswanted to know what REALLY happened. Ok now, If you had a choice would you do the samething over again and if you would what would you do different?Custer: That’s a really easy question. If I had a choice I would go back and do the same thingover again and with out one doubt in my mind. I would change a few things. One thing I would dodifferently is to WIN!!!! It wouldn’t be too hard to do. The second thing would be to do a morethorough job and kill them all!!! Every single one of them!!! Now after that, how can you tell methat I have no heart. Bill: There are two images of you†¦one of a HERO and another of a GLORY-SEEKER. Whichone do you see yourself as?Custer: I don’t even think that there is a problem with that answer. Yes of course I was lookingfor some glory. Who doesn’t? But that wasn’t my main goal. I wanted to help my country. I feelthat I am a very loyal citizen. I died for my country and I wi ll do it again. I notice that a lot of myfollowers feel the same way. I am very impressed with the monument that you have made for me. I was more concerned for my country than for myself or else I would not have tried to win thatbattle. I am a Hero in my mind and not a Glory-seeker. I feel that we could have won that battle ifit had gone the way that I planned it.Bill: What do you mean, how could you have won or why do you think you lost?Custer: We should not have lost that battle. We should have never lost any battle to the inferiorIndians. I feel that if my secondary officers did as they were told and my superior officer hadhelped then we would have won the battle. Reno, one of my secondary officers, was a coward. He could have rescued me if he had not retreated. I also blame Gen. Terry and his aides for notknowing the size of the Indian force. All he wanted was to have glory, he didn’t care for anyoneexcept for himself. He didn’t love the country like I did. I felt that I was a better officer than himand should have been promoted to a higher position. For all those people who believed that Idisobeyed Terry’s orders it is true but I did it because I was there and I knew that I had no otherchoice. Well if you still want to judge me on that we so be it. Well I have to go because I have tobe at West Point in another half an hour and I have to get some groceries for the Mrs’s. Bill: Thank you for the interview, General Custer. I hope that the rest of your life be long andprosperous, if I can say that. That concludes my one on one with General Custer and back to youSue in New York. Good Night America.BibliographyReynolds, Quentin J. Custer’s Last Stand. Random House 1951.Stein, R. Conrad. The Story of the Little Bighorn. Children’s Press. Connell, Evan S. Son of the Morning Star. North Point Press. 1983.

Operant Theory Application In Class Samples †MyAssignmenthelp.com

Question: Discuss about the Operant Theory Application In Class. Answer: Introduction Operant conditioning is a learning process in which behaviour is controlled by consequences. The process uses four key concepts, which are positive and negative reinforcement, as well as positive and negative punishment. Through these, a teacher can be able to create the conditions conducive for learning. At the same time, the teacher is able to identify the conditions under which the students will be most responsive to the learning process (Henton Iversen, 2012). Operant conditioning involves three concepts punishers, reinforcers and neutral operants. Regardless of their absence or presence, the subject does not alter their behaviour. Reinforcers are referred to as responses from the environment which increases the likelihood of a behaviour being repeated. Reinforcers can be negative or positive. On the other hand, punishers are those responses whose occurrence decreases the probability of a behaviour recurring. Punishers are meant to weaken the specific behaviour being targeted. Positive reinforcement means that positive behaviour is rewarded with something positive. For instance, a teacher may try to compliment students who give the right answers in class by asking other to clap for them or complimenting them. The teacher may also organize kinds of presents for student behaviour that could be encouraged, such as participation, punctuality among others. Negative reinforcement on the other hand means that negative behaviour attracts a derivation of something desirable. For instance, students can be asked to hand in their assignment early, to avoid receiving a Fail grade in their coursework. Similarly, the teacher may consider not using long hours to cover coursework if students pass a special test which gauges their understanding of coursework (Coon Mitterer, 2010). Positive punishment decreases behaviour. A student who has misbehaves may be punished by being placed in detention after class. At the same time, students who do not study for their class work receive a bad grade, which means that they spend more time than others in covering work done, and improving their grasp of the subject. Negative punishment works to remove something pleasant in addition to working to decrease target behaviour. For going to school late, a student may be deprived of their break-time. They may also be required to stay on after school to make up for lost time, but also as a form of punishment. Students who misbehave in class may be punished by having their positions in trips being close to them (Ernst, Daniele Frantz, 2011). Range of behaviours in the classroom typically displayed by this age group In this age group, the students are increasingly independent. They are yearning for independence. This means that they may sometimes not always respond positively to figures of authority in their lives, including their teachers and parents. The said behaviour is experienced by Jane. She faces students who are unresponsive in class. They have a pronounced apathy towards learning, clearly preferring to be in other places instead. The said students are usually bound to avoid answering questions in front of their peers. This is mainly due to their need for acceptance from their peers. They want to appear as though they are part of the group. As a show of resistance to authority, the class may have subconsciously become defiant to the teacher. As such, giving any quarter such as participating in class discussions or completing assigned homework will be felt by the individual students as a betrayal of their peers (Law, Siu Shek, 2012). At this stage, students are becoming more knowledgeable about the world they live in. They want to be accorded respect, and treated as adults. They are on the throes of adolescence, where profound behavioural and physical changes will occur. They are therefore in many ways confused about how they should respond to situations which were in many cases easy to resolve and be decisive about. The teacher therefore needs to understand the background of the students, so that they can better respond to them, and fulfil their needs as far as school is concerned, while being important figures in their new journey to adulthood through adolescence (Guerra Silva, 2010). Application of Operant Conditioning According to Skinner, the theorist behind operant conditioning, education should be done in a way which makes it enjoyable even as it tries to pass on a message. For instance, the student needs to participate in class work if they are to have any form of enjoyment in the class, or even to properly learn. To do this, the teacher must apply a set of incentives in order to increase classroom participation, and pique the interest of the students in the coursework (Fryling, Johnston Hayes, 2011). To encourage students to be more responsive in class, the teacher should encourage them using positive reinforcement. For instance, answering the question properly in class should be congratulated by the teacher in front of their peers. This will make the student feel more confident, and improve his relationship with the teacher. At the same time, the students will have learnt about the kind of behaviour that the teacher expects from them in future. The teacher should also make participation a key part of the students grades. Group assignments during class time should be set regularly. The level of participation in these assignments should be assessed, with the teachers knowing full well that their participation will be important in determining their final grade in the course (Hewage, 2007). Negative reinforcement can also be used to help students meet the expectations of the teacher. For instance, students who do not complete their assignments on time understand that this will have a bearing on their final exam. The more assignments they fail to deliver on time, the less their scores will be. This will be communicated to other interested parties such as the childrens parents. With such collaboration in place, it should be possible to push the students to become keener to complete their assignments (Lineros Hinojosa, 2012). Students should also be subject to negative reinforcement to encourage them to participate in the above described group assignments carried out during class time. The groups should be required to show the participation of each student. They should be required to complete the assignment and present it within class time, with each member of the group being required to play an active role in this. Failure to do so should be met with negative reinforcement. Those who do not finish on time should not go for normal breaks until they are done. Students who fail to participate properly in discussions should be made to understand that their lack of participation negatively affects the final score at the end of the term (Lineros Hinojosa, 2012). Operant conditioning also involves positive punishment. This should be done especially in the ability to complete homework and assignments. After class, those unable to complete their homework for the previous meeting should be required to sit in class and do the work before they are released. This will discourage them from repeating the issue in future, as they will have lost time they could have been using to play. The teacher needs to understand that students will often fail to do homework. They may detest the time they have to spend doing it, under minimum supervision, while they could instead by playing with their peers (Lineros Hinojosa, 2012). The strengths and weakness of Operant Conditioning The operant theory has several advantages over other theories in bringing about the desired behaviour above. Among these advantages is its focus on motivation. Skinner believed in modelling behaviour so that the individual could know what is acceptable to the teacher. The reinforcement is also expected to outlast the engagement with the teacher and even the curse. The operant behaviour also serves to teach the student about the realty. This is in relation to the fact that positive action leads to positive results, and vice versa (Byiers et al, 2014). The theory is easy to administer. For instance, the inability to complete the desired coursework leads to a low grade at the end of the term. This is something which the teacher can administer easily, and something which the student can readily understand. At the same time, there are other variants. Of the students are not keen on answering questions in front of their peers, they can do so within groups in which they feel freer and more able o express themselves. The theory also has weaknesses which may at times inhibit its ability to be effective. According to skinner, there can only be good or bad behaviour. There is nothing in between. The reality is markedly different. This mean that the teacher may be unable to respond to situations in which student behaviour is neither good nor bad using operant theory (Sullivan, 2014). Positive and negative reinforcement may not always work to bring about the required behaviour. For instance, congratulating students in front of their peers may not be enough to improve the level of participation from the students. In other times when the reinforcement can no longer be given out, it becomes impossible for the student to continue the behaviour. For instance, if something makes it impossible to attach class discussions to the final score, students are less likely to continue with the behaviour in question (Lattal Lattal, 2012). While Banduras social learning theory is able to make explanations about aggressive behaviour even in the presence of direct aggressive behaviour, Skinners theory is not able to do this. This is a major weakness since it cannot be used to address issues involving vicarious learning. Other theories also help explain differences between aggressive and non aggressive behaviour. The theoretical premise that people respond differently to situations because they feel reinforcement favours or punishes violence is not present in operant conditioning, further diluting its applicability in varied settings. Operant Conditioning The operant theory is a useful way of improving the issues which Jane faces in the class. She is unable to get feedback from her students. This means that she has not ability to suit her teaching to adapt to students needs. Teachers should be able to use the model so that they can enhance commitment and participation in the classroom. The theory is easy to apply to different circumstances, making it especially powerful as a tool for modifying student behaviour. It may have its disadvantages as well. It is too simplistic in some instances, making it more difficult to apply in issues which are not clear cut in nature. At the same time, the model may only have temporary effects on the subject. This makes it in many ways unsuitable for long term behaviour modification. However, this still means that the teacher will, under the present circumstances, still be able to modify the students behaviour to suit her desired criteria. It is therefore suitable for the task at hand ((Fryling, Johnst on Hayes, 2011). References Byiers, B., Dimian, A., McComas, J., Symons, F. (2014). Effects of Positive and Negative Reinforcement in a Concurrent Operants Arrangement on Compliance and Problem Behavior. Acta de Investigacin Psicolgica, 4(3), 1758-1772. Coon, D., Mitterer, J. (2010). Introduction to Psychology: Gateways to Mind and Behavior. Belmont: Cengage Learning. Ernst, M., Daniele, T., Frantz, K. (2011). New perspectives on adolescent motivated behavior: attention and conditioning. Developmental Cognitive Neuroscience, 1(4), 377389. https://doi.org/10.1016/j.dcn.2011.07.013 Fryling, M. J., Johnston, C., Hayes, L. J. (2011). Understanding Observational Learning: An Interbehavioral Approach. The Analysis of Verbal Behavior, 27(1), 191203. Guerra, L., Silva, M. (2010). Learning processes and the neural analysis of conditioning. Psychology and Neuroscience, 3(2), DOI: 10.3922/j.psns.2010.2.009 . Henton, W., Iversen, I. (2012). Classical Conditioning and Operant Conditioning: A Response Pattern Analysis. New York: Springer. Hewage, C. (2007). Behaviour therapy for medical practice. Galle Medical Journal, 12(1), 45-48. Lattal, K. M., Lattal, K. A. (2012). Facets of Pavlovian and operant extinction. Behavioural Processes, 90(1), 18. https://doi.org/10.1016/j.beproc.2012.03.009. Law, B., Siu, A., Shek, D. (2012). Recognition for Positive Behavior as a Critical Youth Development Construct: Conceptual Bases and Implications on Youth Service Development. The Scientific World Journal, 7 pages. Lineros, J., Hinojosa, M. (2012). Theories of Learning and Student Development . National Forum of Teacher Education Journal, 22(3), 1-5. Sullivan, A. (2014). Punish Them or Engage Them? Teachers Views of Unproductive Student Behaviours in the Classroom. Australian Journal of Teacher Education, 39(6), 43-56.

Flannery OConnor

Exporting Strategies of SME and MNE

Exporting Strategies of SME and MNE Introduction Exporting is a market entry strategy in which a company sells its products to the target country after manufacturing them in another location. SMEs and MNEs must weigh the advantages and disadvantage of this strategy prior to adopting it.Advertising We will write a custom essay sample on Exporting Strategies of SME and MNE specifically for you for only $16.05 $11/page Learn More Analysis Small and medium enterprises can enjoy a number of advantages if they choose exporting as an entry mode. First, the strategy has minimal risk; most SMEs do not have the luxury of taking a lot of risk because they will feel the effect of market shocks almost immediately. Furthermore, the strategy does not require a lot of resource input. This is highly favourable to SMEs because many of them have limited capital to begin with. Therefore, they can only invest in strategies that do not require too much financial commitment. Exporting also minimises the distribution chain within a certain organisation and thus increases the amount of returns gained by the SME. If such companies select market strategies that involve collaboration with various parties, then they may have to share profits with many players, yet amounts may not even be high. Since small businesses are good at giving personal services, the exporting strategy would be ideal for such organisations because it will provide the SME with direct market contact. Companies can get to know their clientele and give them support wherever they are. Additionally, since small and medium enterprises are still at the initial stages of growth, it makes sense to pursue a low commitment entry mode. The firm can gradually increase its commitment to the chosen market after it becomes larger (Lis et. al. 2012). On the flipside, SMEs must contend with the loss of control over marketing mix elements such as price since tariffs may come in the way. Additionally, the strategy will still require investment in sales. Cultural differences between the exporter and the target market could minimise the SMEs chances of success. It is also possible to find trade restrictions in the target country. Small businesses may have difficulties in accessing information about the trade regulations or financing opportunities available in that country. Even finding potential customers may be difficult for SMEs who have little experience in the field.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Exporting for SMEs Advantages Disadvantages minimal risk loss of control over marketing mix negligible resource input investment in sales minimises the distribution chain cultural differences direct market contact accessing information low commitment finding potential customers Multinational enterprises can protect themselves from excess risk if they choose exporting as a market entry strategy. However, most MNEs are already at a mature phase of growth, so they can handle risk. Exporting also provides MNEs with the opportunity of studying a certain market before setting up production facilities. Additionally, this strategy allows the organisation to learn its customers and thus meet their needs effectively. Furthermore, organization may also get an opportunity to protect their copyrights and patents through exporting (Rialp et. al. 2005). Several MNEs take pride in establishment of a strong brand image in target nations. If they choose exporting, then chances are that they will surrender control to overseas stakeholders. Since a lot of resources are already involved in MNEs, then this could prove to be quite troubling for the organisation. Multinationals have the advantage of high levels of experience as well as huge capital investment. Therefore, their market entry mode strategies should be guided by transaction costs or bargaining power. In the transaction cost theory, a firm ought to consider the amount it stands to loose if it makes a strong commitment in a host county, through licensing or full ownership (Taylor et. al. 2000). Therefore, multinationals would find more cost savings if they transferred production to host nations. Since exporting does not entail more cost savings, then it would not be advantageous for multinationals to select it. Additionally, it is quite difficult for MNEs to respond to customer demands as effectively as smaller organisation. Products that require onsite support cannot be sold effectively (Whelan et. al. 2011). Exporting for MNEs Advantages Disadvantages Protection from excess risk surrender control to overseas stakeholders studying a certain market more cost savings elsewhere protect their copyrights and patents slow response to customer demands no consideration of licensing or ownership Having considered the advantages and disadvantages of exporting as a market entry strategy, it is clear that co mpanies must strike a balance between risk aversion and customer contact. SMEs have minimal resources so they are bound to be more risk averse than MNEs; exporting is thus ideal for them. Besides, SMEs are still at the early stages of business growth, so they need to learn new markets before they can increase their commitment. On the other hand, MNEs have already reached a maturity phase, their concern should be cost savings in production rather than risk aversion, so exporting would not make much sense.Advertising We will write a custom essay sample on Exporting Strategies of SME and MNE specifically for you for only $16.05 $11/page Learn More Small and medium sized enterprises are in a position to offer highly personalised service; conversely, MNEs may not prioritise this issue as much as smaller firm, so exporting would be more suitable for SMEs. Nonetheless, both organisations may need to exert control over their businesses if they sell technical items or if they value their brand image. Furthermore, an MNE may have experienced a series of internationalisation failures in various markets; therefore, it may be more risk averse than usual (Ahsan Musteen, 2011). The dependence of most exporting businesses on people power may cause SMEs and MNEs to consider the strategy. Customer support is still a valued trait regardless of whether an enterprise is small or large. Conclusion The low level of commitment associated with exporting strategies is highly appropriate for SMEs as they have few resources and are still growing. SMEs do not have the luxury of risk-taking, and they value the personalisation of services; these are all qualities that are synonymous with exporting. Conversely, MNEs can afford risk and if they choose exporting, they would loose the benefit of transferring production to an economical location. Furthermore, some of the benefits of exporting, like personalisation of services, are not valuable to MNEs. These factors ma ke exporting more appropriate for SMEs than MNEs References Ahsan, M Musteen, M 2011, ‘Multinational enterprises’ entry mode strategies and uncertainty: A review and extension’, International Journal of Management Reviews, vol. 13 no. 4, pp. 376-392. Lis, B, Nienstedt, H, Proner, P, Yalazo, G Mauch, A 2012, ‘SMEs going global: A comparison of internationalisation strategies of publishers and online social networks’, International Review of Management and Marketing, vol. 2 no. 1, pp. 1-9. Rialp, A, Rialp, J Knight, M 2005, ‘The phenomenon of international new ventures, global start ups and born-globals: what do we know after a decade (1993-2002) of exhaustive scientific inquiry?’, International Business Review, vol. 14, pp. 147-166.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Taylor, C, Osland, G Zou, S 2000, ‘Foreign market entry strategies of Japanese MNCs’, International Marketing Review, vol. 17 no. 2, pp. 146-156. Whelan, J, Marshall, R Ryan, G 2011, ‘Multinational companies account for bulk of irish exports’, IDA Ireland, 27 July, p. 15.

Pottie Training Essay Example | Topics and Well Written Essays - 1250 words

Pottie Training - Essay Example By using diapers, we condition and thereby train baby to go in them. Later the child must unlearn this training" (Brazelton et al, 2001, p.1353). This negligence of previous knowledge can be traumatic for a child. The scholar also holds that infants from their early childhood make attempts to communicate and articulate toileting needs to their parents as well as to discuss their awareness of elimination process, but facing the parent's low understanding, looses contact with elimination functions and uses diapers, imposed by adults, as a toilet (Brazelton et al, 2001). The child is thus forced to avoid caring about this function and finally forgets the need for more appropriate toilet. Furthermore, self-training in this case is highly unreliable, so it important for a parent to provide assistance in disposal system 'adjustment'. Graham Hocking (2005) assumes that potty training is most relevant between the 18th and 24th months of the infant's life, as at this time he/she is already able to give signals when diaper becomes wet or soiled, i.e. the child obtains complete awareness of disposal system and elimination issues and needs to optimize these processes so that he/she has more freedom in movements and activities. Developmental readiness for potty training is also determined by other psycholophysiological factors, such as distinguishing the processes of urinating and voiding and reflecting upon them - for instance, asking questions if the infant can talk by that time. The child should also walk and sit well as well as be capable of primary activity coordination (walk in the desirable directions, make simplest voluntarily manipulations, e.g. put on or take off pants). The child's interest is probably the main determinant of successful potty training - and the majority of 1,5-2-year-old babies really wish t o try on 'big kid's underwear'. I would also like to note that some scholars offer potty training at the age of 6 months, when learning window opens (Brazelton et al, 2001; Blum et al, 2003), since this period is characterized by the rapid development of reflexes and reactions to the parent's voice and gestures. On the other hand, Ganger argues that at this period the baby is extremely weak in physical sense, so additional training will require changes in the basis of the baby's life. In order to begin toilet teaching, the adults should discuss disposal issues with the child. M.Macias (2006) present specific guidelines for this conversation: "Tell him that everyone goes potty (even animals) and it's a normal part of life. Talk with him about the toilet, a special place where he can potty. Tell him how the potty works and let him try flushing himself. Explain that he's going to be wearing underwear instead of diapers, just like you" (Macias, 2006, p.417). In case of availability, it is also helpful to give visual examples for toileting and involve other siblings who can explain the same question in different words. Furthermore, the purchase of underwear and a potty chair is necessary, and the child should be given an opportunity to participate in selecting the 'equipment', as the decision-making process in future will provide more cognitive commitment to elimination

REFLECTIVE STATEMENT ON PAST CLASSWORK Assignment

REFLECTIVE STATEMENT ON PAST CLASSWORK - Assignment Example The site was also well maintained and retained its functionality at all times. This facilitated study and contributed to the preparation for the final papers. At a personal level, the course was an eye opener to opportunities that exist for personal career growth and development. From the presentation of the course outline, it was clear that the training offered would be rigorous as well as holistic in its approach to the subject. The learning program was full of fun due to the practical activities that enabled me to learn by doing thus breaking the monotony of theory. Being able to interact freely with classmates and have meaningful discussions always made me feel valued due to the positive responses I got from colleagues. The tutors were always helpful and gave their support over and above what they were obliged to do. As a result, the course has contributed to my pursuance of the goal of attaining professional skills to ensure that I enter the job market when planned. Secondly, my goal to help disseminate knowledge has also been enhanced as I have acquired education that will propel me to teaching positions in future. Currently, I am a ble to share knowledge acquired through discussions with colleagues. I will build upon the training obtained to open opportunities for further studies and become a course tutor. The course has also enabled me to practice my values in pursuance of success. Since I am a hardworking and dedicated person, I have been able to concentrate on the rigorous work so as to finish assignments in time and to read all material in the time allocated as required. I have also utilized my strengths to advance performance both in class and outside of class. In the class environment, my ability to understand learnt material and put it to practical use has tremendously improved. Each time I learn a new concept, I almost certainly evaluate how to put it into practice. Finally, the rubric was written clearly and precisely. This enabled me

Exponential Decay of a Transition Metal Complex Ion Lab Report

Exponential Decay of a Transition Metal Complex Ion - Lab Report Example It has shown that the rate of alpha, beta, and electron capture decays all depend on temperature and whether they are placed in an insulating or a conducting material. Thats exciting because it raises the possibility of treating radioactive waste products. But it also raises a problem for particle physicists whose entire standard model assumes that decay rates cannot be influenced by external factors. The two are unrelated, so no there is no relationship between the two properties. I dont think temperature has anything to do with the nucleonic states, only the kinetic energy of the electrons in a solid. So temperature should have no effect on half life. In fact, temperature and chemical changes have no effect on the decay of nuclides. The only way to change the half life is to move it at relativistic speeds and then it becomes a matter of which reference frame you measure it in. In fact for the frame at rest with the nuclide there is no change in half life at relativistic