1 | S o c i a l i z a t i o n
SOCIALIZATION
Learning Outcomes
At the end of this chapter you will be able to do the following.
Define socialization.
Compare nature and nurture as socialization influences.
Identify agents and agencies of socialization.
Evaluate the study of cases of feral children in terms of their importance to our
knowledge of socialization.
Recall and define the steps in determining a self-concept.
Evaluate Dramaturgy for its application to every day life.
WHAT IS SOCIALIZATION?
Socialization is the process by which people learn characteristics of their group’s norms,
values, attitudes, and behaviors. Through socialization we learn the culture of the society
into which we have been born. In the course of this process, a personality develops. A
personality is comprised of patterns of behavior and ways of thinking and feeling that are
distinctive for each individual.
Babies are not born with the social or
emotional tools needed to contribute to
society as properly functioning social actors.
They have to learn all the nuances of proper
behavior, how to meet expectations for what
is expected of them, and everything else
needed to become members of society. As
newborns interact with family and friends
they learn the expectations of their society
(family, community, state, and nation).
From the first moments of life, children begin a process of socialization wherein parents,
family, and friends establish an infant’s social construction of reality, or what people
define as real because of their background assumptions and life experiences with others. An
average U.S. child’s social construction of reality includes knowledge that he or she belongs,
and can depend on others to meet his or her needs. It also includes the privileges and
obligations that accompany membership in his or her family and community. In a typical
set of social circumstances, children grow up through a predictable set of life stages:
infancy, preschool, K-12 school years, young adulthood, adulthood, middle adulthood, and
finally later-life adulthood. Most will leave home as young adults, find a spouse or life
partner in their mid-to late 20s and work in a job for pay.
2 | S o c i a l i z a t i o n
THREE LEVELS OF SOCIALIZATION
When discussing the average U.S. child, most agree that the most imperative socialization
takes place early in life and in identifiable levels. Primary socialization typically begins at
birth and moves forward until the beginning of the school years. Primary socialization
includes all the ways the newborn is molded into a social being capable of interacting in and
meeting the expectations of society. Most primary socialization is facilitated by the family,
friends, day care, and to a certain degree various forms of media. Children watch about
three hours of TV per day (by the time the average child attends kindergarten she has
watched about 5,000 hours of TV ...
Middle Childhood and Adolescence PaperPSY280.docxendawalling
Middle Childhood and Adolescence Paper
PSY/280
During childhood and throughout adolescences changes can occur that can either positively or negatively affect the youth and future relationships, as well as how the develop. A good example of this is children that are born to teen mothers. The mother has not fully developed and is not able to make tough life choices without a negative impact. Furthermore, the teen mom is influenced not by other adults but other teens that are her peers. This greatly affects her newborn child as they look to the mom for advice when she is getting it from the wrong places. Changes that happen at school and home affect the child because how they handle situations when young will determine how they cope with adult decisions that they need to make.
In terms of family there is a huge gap when looking at a dysfunctional family versus how a functional family works. The idealistic functional family has the parent as the leaders, and they are in place to raise the children and keep them on a promising belief system. On the opposite end of the spectrum a dysfunctional family does not have parents as leaders leaving the kids the fend for themselves and they have to pull emotions from each other and strangers. They grow up thinking that absenteeism is ok as a parent. When a parental figure is not active in a child’s life, they learn the wrong traits and values that they receive from their peers. The most common traits of a dysfunctional family are signs of abuse, kids hat always want to be perfect, lack of communication, addiction fear and the need to be in control. The underlying factor of this is children that grow up in this type of environment not only harbor these bad traits but the pass them on to their children think it is ok and the 0process continues. Also, various forms of anxiety form, social anxiety is one that prevents interaction between persons because one or both are worried about what the other will think about them. Relationship anxiety directly affects how a child handles different relationships, is there is anxiety in relationships when a child is young there is a real chance the child will not know how to handle adult relationships.
The difference in how a child handles relationship is greatly determined by if they grow up in a dysfunctional family or if they are able to have full family functions. One of the advantages of having a functional family is when there are peer issues and peer pressure is involved there is a better chance that the child will be able to mentally handle what is happening and make better informed decisions. Adversely a child that grows up in a dysfunctional family will accept the unhealthy relationships and give in to peer pressure. When in the teen stage peer pressure becomes a huge part of life. To ease the transition from teen to adult and help combat some of the negative peer pressure out there it is important the teen have some positive family members .
Middle Childhood and Adolescence PaperPSY280.docxendawalling
Middle Childhood and Adolescence Paper
PSY/280
During childhood and throughout adolescences changes can occur that can either positively or negatively affect the youth and future relationships, as well as how the develop. A good example of this is children that are born to teen mothers. The mother has not fully developed and is not able to make tough life choices without a negative impact. Furthermore, the teen mom is influenced not by other adults but other teens that are her peers. This greatly affects her newborn child as they look to the mom for advice when she is getting it from the wrong places. Changes that happen at school and home affect the child because how they handle situations when young will determine how they cope with adult decisions that they need to make.
In terms of family there is a huge gap when looking at a dysfunctional family versus how a functional family works. The idealistic functional family has the parent as the leaders, and they are in place to raise the children and keep them on a promising belief system. On the opposite end of the spectrum a dysfunctional family does not have parents as leaders leaving the kids the fend for themselves and they have to pull emotions from each other and strangers. They grow up thinking that absenteeism is ok as a parent. When a parental figure is not active in a child’s life, they learn the wrong traits and values that they receive from their peers. The most common traits of a dysfunctional family are signs of abuse, kids hat always want to be perfect, lack of communication, addiction fear and the need to be in control. The underlying factor of this is children that grow up in this type of environment not only harbor these bad traits but the pass them on to their children think it is ok and the 0process continues. Also, various forms of anxiety form, social anxiety is one that prevents interaction between persons because one or both are worried about what the other will think about them. Relationship anxiety directly affects how a child handles different relationships, is there is anxiety in relationships when a child is young there is a real chance the child will not know how to handle adult relationships.
The difference in how a child handles relationship is greatly determined by if they grow up in a dysfunctional family or if they are able to have full family functions. One of the advantages of having a functional family is when there are peer issues and peer pressure is involved there is a better chance that the child will be able to mentally handle what is happening and make better informed decisions. Adversely a child that grows up in a dysfunctional family will accept the unhealthy relationships and give in to peer pressure. When in the teen stage peer pressure becomes a huge part of life. To ease the transition from teen to adult and help combat some of the negative peer pressure out there it is important the teen have some positive family members .
UNIT 5 AGENCIES AND TYPES OF SOCIALIZATION.pptxSanskritiRazdan
agents of socialization, or institutions that can impress social norms upon an individual, include the family, religion, peer groups, economic systems, legal systems, penal systems, language, and the media.
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
1 Understanding Human DevelopmentApproaches and TheoriesAbbyWhyte974
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
M3 ch12 discussionConnecting Eligible Immigrant Families to Heal.docxjeremylockett77
M3 ch12 discussion
Connecting Eligible Immigrant Families to Health Coverage
Instructions:
Read the report
Connecting Eligible Immigrant Families to Health Coverage and Care
.
Write a one page post offering solutions to the problem from the nurse's standpoint.
.
Loudres eats powdered doughnuts for breakfast and chocolate that sh.docxjeremylockett77
Loudres eats powdered doughnuts for breakfast and chocolate that she can get out of the vending machines before class. Between classes , she grabs some chips and a caffine drink for lunch. By the end of the day, she is exhauted and cannot study very long before she falls asleep for a few hours. Then, she stays up untils 2.A.M to finish her work and take care of things she could not do during the day. She feels that she has to eat sugary foods and caffeinated drinks to keep her schedule going and to fit in all her activities. What advice would you give her?
.
Lori Goler is the head of People at Facebook. Janelle Gal.docxjeremylockett77
Lori Goler is the head
of People at Facebook.
Janelle Gale is the head
of HR Business Partners
at Facebook. Adam Grant
is a professor at Wharton,
a Facebook consultant,
and the author of Originals
and Give and Take.
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IN
HBR.ORG
Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
tions to the organization over time. And that value
needs to be assessed in some way. Decisions about
pay and promotions have to be made. As research-
ers pointed out in a recent debate in Industrial and
Organizational Psychology, “Performance is always
rated in some manner.” If you don’t have formal
evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
agement system a few years ago. We conducted fo-
cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
people are left in the dark about who is gauging their
contributions and how.
At Facebook, to mitigate bias and do things sys-
tematically, we start by having peers write evalua-
tions. They share them not just with managers but
also, in most cases, with one another—which reflects
the company’s core values of openness and transpar-
ency. Then decisions are made about performance:
Managers sit together and discuss their reports
face-to-face, defending and championing, debating
and deliberating, and incorporating peer feedback.
Here the goal is to minimize the “idiosyncratic rater
effect”—also known as personal opinion. People
aren’t unduly punished when individual managers
are hard graders or unfairly rewarded when they’re
easy graders.
Next managers write the performance reviews.
We have a team of analysts who examine evalua-
tions f.
Looking for someone to take these two documents- annotated bibliogra.docxjeremylockett77
Looking for someone to take these two documents- annotated bibliography and an issue review(outline)
to conduct an argumentative paper about WHY PEOPLE SHOULD GET THE COVID-19 VACCINE
Requirements:
Length: 4-6 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
Lorryn Tardy – critique to my persuasive essayFor this assignm.docxjeremylockett77
Lorryn Tardy – critique to my persuasive essay
For this assignment I’ll be workshopping the work of Lisa Oll-Adikankwu. Lisa has chosen the topic of Assisted Suicide; she is against the practice and argues that it should be considered unethical and universally illegal.
Lisa appears to have a good understanding of the topic. Her sources are well researched and discuss a variety of key points from seemingly unbiased sources. Her sources are current, peer reviewed and based on statistical data.
Lisa’s summaries are well written, clear and concise. One thing I noticed is that the majority of her writing plan is summarized and cited at the end of each paragraph. I might suggest that she integrate more synthesis of the different sources, by combining evidence from more than one source per paragraph and using more in text citations or direct quotes to reinforce her key points.
I think that basic credentialing information could be provided for Lisa’s sources, this is something that looking back, I need to add as well. I think this could easily be done with just a simple “(Authors name, and their title, i.e. author, statistician, physician etc.…)”, when the source is introduced into the paper might provide a reinforced credibility of the source.
As far as connection of sources, as previously mentioned, I think that in order to illustrate a stronger argument, using multiple sources to reinforce a single key point would solidify Lisa’s argument. I feel that more evidence provided from a variety of different sources, will provide the reader with a stronger sense of credibility and less room for bias that could be argued if the point is only credited to one source.
One area that stuck out to me for counter argument, being that my paper is in favor of this issue, is in paragraph two where Lisa states that “physicians are not supposed to kill patients or help them kill themselves, and terminally ill patients are not in a position of making rational decisions about their lives.” I’d like to offer my argument for this particular statement. In states where assisted suicide (or as I prefer to refer to it, assisted dying) is legal, there are several criteria that a patient has to meet in order to be considered a candidate. These criteria include second, even third opinions to determine that death is imminent, as well psychological evaluation(s) and an extensive informed consent process that is a collaborative effort between the patient, the patient’s family, physicians, psychologists and nurses. It is a process that takes weeks to months. Patients that wish to be a candidate, should initiate the process as soon as they have been diagnosed by seeking a second opinion. As an emergency room nurse, I have been present for a substantial amount of diagnoses that are ‘likely’ terminal. Many of these patients presented to the emergency for a common ailment and have no indication that they don’t have the capacity to make such a decision. Receiving a terminal diagnos.
M450 Mission Command SystemGeneral forum instructions Answ.docxjeremylockett77
M450 Mission Command: System
General forum instructions: Answer the questions below and provide evidence to support your claims (See attached slides). Your answers should be derived primarily from course content. When citing sources, use APA style. Your initial posts should be approximately 150-500 words.
1. Describe and explain two of the Warfighting Functions.
2. How do commanders exercise the Command and Control System?
.
Lymphedema following breast cancer The importance of surgic.docxjeremylockett77
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Love Beyond Wallshttpswww.lovebeyondwalls.orgProvid.docxjeremylockett77
Love Beyond Walls
https://www.
lovebeyondwalls
.org
Provide a brief background of your chosen nonprofit entity using evidence from their publications or any other published materials. Then evaluate the factors, which may include economic, political, historic, cultural, institutional conditions, and changes that contributed to the creation and growth (decline) of the nonprofit organization. Justify your response.
.
Longevity PresentationThe purpose of this assignment is to exami.docxjeremylockett77
Longevity Presentation
The purpose of this assignment is to examine societal norms regarding aging and to integrate the concepts of aging well and living well into an active aging framework that promotes longevity.
Using concepts from the Hooyman and Kiyak (2011) text and the Buettner (2012) book, consider the various perspectives on aging.
Identify the underlying values or assumptions that serve as the basis for longevity, including cultural, religious, and philosophical ideas.
Present an overview of three holistic aging theories.
Integrate the values, assumptions, and theories to indicate what is necessary for an active aging framework where individuals both live well and age well.
Presentations should be 10-15 minutes in length, use visual aids, and incorporate references from the course texts and 5 additional scholarly journal articles.
.
Look again at the CDCs Web page about ADHD.In 150-200 w.docxjeremylockett77
Look again at the
CDC's Web page about ADHD
.
In 150-200 words, please analyze the document’s purpose and audience. Who, for example, is the CDC's audience? What are the CDC's beliefs about ADHD, and how does the CDC's Web page relate itself to those beliefs? Why would the federal government post a Web page about ADHD? What role does the general public expect the government to play regarding disorders such as ADHD?
.
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy.docxjeremylockett77
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy' ÿ,oÿ ()V)g
The Strategy That Wouldn't Travel
by Michael C. Beer
It was 6:45 P.M. Karen Jimenez was reviewing the
notes on her team-based productMty project tbr
what seemed like the hundredth time. I31 two days,
she was scheduled to present a report to the senior
management group on the project's progress. She
wasn't at all sure what she was going to say.
The project was designed to improve productiv-
it3, and morale at each plant owned and operated by
Acme Minerals Extraction Company. Phase one--
implemented in early 1995 at the site in Wichita,
I(amsas--looked like a stunning, success by the mid-
dle of 1996. Productivity and mo[ÿale soared, and
operating and maintenance costs decreased signifi-
cantly. But four months ago, Jimenez tried to
duplicate the results at the project's second
target--the plant in Lubbock, Texas--and some-
thing went wrong. The techniques that had worked
so well in Wichita met with only moderate success
in Lubbock. ProductMty improved marginally and
costs went down a bit, but morale actually seemed
to deteriorate slightl): Jimenez was stumped,
approach to teamwork and change. As it turned
out, he had proved a good choice. Daniels was a
hands-on, high-energy, charismatic businessman
who seemed to enjoy media attention. Within his
first year as CEO, he had pretty much righted the
floundering company by selling oft:some unrelated
lines of business. He had also created the share-
services deparnnent--an internal consulting organ-
ization providing change management, reengineer-
ing, total quailB, management, and other
services--and had rapped Jimenez to head the
group. Her first priority Daniels told her, would be
to improve productiviB, and morale at the com-
pany's five extraction sites. None of them were
meeting their projections. And although Wichita
was the only site at which the labor-management
conflict was painfiflly apparent, Daniels and Jimenez
both thought that morale needed an all-around
boost. Hence the team-based productivity project.
She tried to "helicopter up" and think about
the problem in the broad context of the com-
pany's history. A few ),ears ago, Acme had been in
bad financial shape, but what had really brought
things to a head--and had led to her current
dilemma--was a labor relations problem. Acme
had a wide variety of labor requirements For its
operations. The company used highly sophisti-
cated technologB employing geologists, geophysi-
cists, and engineers on what was referred to as the
"brains" side of the business, as well as skilled and
semi-skilled labor on the "brawn" side to run the
extraction operations. And in the summer of
1994, brains and brawn clashed in an embarrass-
ingly public way. A number of engineers at the
Wichita plant locked several union workers out of
the offices in 100-degree heat. Although most
Acme employees now felt that the incident had
been blown out of propo,'tion by the press, .
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agents of socialization, or institutions that can impress social norms upon an individual, include the family, religion, peer groups, economic systems, legal systems, penal systems, language, and the media.
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
1 Understanding Human DevelopmentApproaches and TheoriesAbbyWhyte974
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
M3 ch12 discussionConnecting Eligible Immigrant Families to Heal.docxjeremylockett77
M3 ch12 discussion
Connecting Eligible Immigrant Families to Health Coverage
Instructions:
Read the report
Connecting Eligible Immigrant Families to Health Coverage and Care
.
Write a one page post offering solutions to the problem from the nurse's standpoint.
.
Loudres eats powdered doughnuts for breakfast and chocolate that sh.docxjeremylockett77
Loudres eats powdered doughnuts for breakfast and chocolate that she can get out of the vending machines before class. Between classes , she grabs some chips and a caffine drink for lunch. By the end of the day, she is exhauted and cannot study very long before she falls asleep for a few hours. Then, she stays up untils 2.A.M to finish her work and take care of things she could not do during the day. She feels that she has to eat sugary foods and caffeinated drinks to keep her schedule going and to fit in all her activities. What advice would you give her?
.
Lori Goler is the head of People at Facebook. Janelle Gal.docxjeremylockett77
Lori Goler is the head
of People at Facebook.
Janelle Gale is the head
of HR Business Partners
at Facebook. Adam Grant
is a professor at Wharton,
a Facebook consultant,
and the author of Originals
and Give and Take.
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HBR.ORG
Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
tions to the organization over time. And that value
needs to be assessed in some way. Decisions about
pay and promotions have to be made. As research-
ers pointed out in a recent debate in Industrial and
Organizational Psychology, “Performance is always
rated in some manner.” If you don’t have formal
evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
agement system a few years ago. We conducted fo-
cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
people are left in the dark about who is gauging their
contributions and how.
At Facebook, to mitigate bias and do things sys-
tematically, we start by having peers write evalua-
tions. They share them not just with managers but
also, in most cases, with one another—which reflects
the company’s core values of openness and transpar-
ency. Then decisions are made about performance:
Managers sit together and discuss their reports
face-to-face, defending and championing, debating
and deliberating, and incorporating peer feedback.
Here the goal is to minimize the “idiosyncratic rater
effect”—also known as personal opinion. People
aren’t unduly punished when individual managers
are hard graders or unfairly rewarded when they’re
easy graders.
Next managers write the performance reviews.
We have a team of analysts who examine evalua-
tions f.
Looking for someone to take these two documents- annotated bibliogra.docxjeremylockett77
Looking for someone to take these two documents- annotated bibliography and an issue review(outline)
to conduct an argumentative paper about WHY PEOPLE SHOULD GET THE COVID-19 VACCINE
Requirements:
Length: 4-6 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
Lorryn Tardy – critique to my persuasive essayFor this assignm.docxjeremylockett77
Lorryn Tardy – critique to my persuasive essay
For this assignment I’ll be workshopping the work of Lisa Oll-Adikankwu. Lisa has chosen the topic of Assisted Suicide; she is against the practice and argues that it should be considered unethical and universally illegal.
Lisa appears to have a good understanding of the topic. Her sources are well researched and discuss a variety of key points from seemingly unbiased sources. Her sources are current, peer reviewed and based on statistical data.
Lisa’s summaries are well written, clear and concise. One thing I noticed is that the majority of her writing plan is summarized and cited at the end of each paragraph. I might suggest that she integrate more synthesis of the different sources, by combining evidence from more than one source per paragraph and using more in text citations or direct quotes to reinforce her key points.
I think that basic credentialing information could be provided for Lisa’s sources, this is something that looking back, I need to add as well. I think this could easily be done with just a simple “(Authors name, and their title, i.e. author, statistician, physician etc.…)”, when the source is introduced into the paper might provide a reinforced credibility of the source.
As far as connection of sources, as previously mentioned, I think that in order to illustrate a stronger argument, using multiple sources to reinforce a single key point would solidify Lisa’s argument. I feel that more evidence provided from a variety of different sources, will provide the reader with a stronger sense of credibility and less room for bias that could be argued if the point is only credited to one source.
One area that stuck out to me for counter argument, being that my paper is in favor of this issue, is in paragraph two where Lisa states that “physicians are not supposed to kill patients or help them kill themselves, and terminally ill patients are not in a position of making rational decisions about their lives.” I’d like to offer my argument for this particular statement. In states where assisted suicide (or as I prefer to refer to it, assisted dying) is legal, there are several criteria that a patient has to meet in order to be considered a candidate. These criteria include second, even third opinions to determine that death is imminent, as well psychological evaluation(s) and an extensive informed consent process that is a collaborative effort between the patient, the patient’s family, physicians, psychologists and nurses. It is a process that takes weeks to months. Patients that wish to be a candidate, should initiate the process as soon as they have been diagnosed by seeking a second opinion. As an emergency room nurse, I have been present for a substantial amount of diagnoses that are ‘likely’ terminal. Many of these patients presented to the emergency for a common ailment and have no indication that they don’t have the capacity to make such a decision. Receiving a terminal diagnos.
M450 Mission Command SystemGeneral forum instructions Answ.docxjeremylockett77
M450 Mission Command: System
General forum instructions: Answer the questions below and provide evidence to support your claims (See attached slides). Your answers should be derived primarily from course content. When citing sources, use APA style. Your initial posts should be approximately 150-500 words.
1. Describe and explain two of the Warfighting Functions.
2. How do commanders exercise the Command and Control System?
.
Lymphedema following breast cancer The importance of surgic.docxjeremylockett77
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Love Beyond Wallshttpswww.lovebeyondwalls.orgProvid.docxjeremylockett77
Love Beyond Walls
https://www.
lovebeyondwalls
.org
Provide a brief background of your chosen nonprofit entity using evidence from their publications or any other published materials. Then evaluate the factors, which may include economic, political, historic, cultural, institutional conditions, and changes that contributed to the creation and growth (decline) of the nonprofit organization. Justify your response.
.
Longevity PresentationThe purpose of this assignment is to exami.docxjeremylockett77
Longevity Presentation
The purpose of this assignment is to examine societal norms regarding aging and to integrate the concepts of aging well and living well into an active aging framework that promotes longevity.
Using concepts from the Hooyman and Kiyak (2011) text and the Buettner (2012) book, consider the various perspectives on aging.
Identify the underlying values or assumptions that serve as the basis for longevity, including cultural, religious, and philosophical ideas.
Present an overview of three holistic aging theories.
Integrate the values, assumptions, and theories to indicate what is necessary for an active aging framework where individuals both live well and age well.
Presentations should be 10-15 minutes in length, use visual aids, and incorporate references from the course texts and 5 additional scholarly journal articles.
.
Look again at the CDCs Web page about ADHD.In 150-200 w.docxjeremylockett77
Look again at the
CDC's Web page about ADHD
.
In 150-200 words, please analyze the document’s purpose and audience. Who, for example, is the CDC's audience? What are the CDC's beliefs about ADHD, and how does the CDC's Web page relate itself to those beliefs? Why would the federal government post a Web page about ADHD? What role does the general public expect the government to play regarding disorders such as ADHD?
.
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy.docxjeremylockett77
M8-22 ANALYTICS o TEAMS • ORGANIZATIONS • SKILLS .fÿy' ÿ,oÿ ()V)g
The Strategy That Wouldn't Travel
by Michael C. Beer
It was 6:45 P.M. Karen Jimenez was reviewing the
notes on her team-based productMty project tbr
what seemed like the hundredth time. I31 two days,
she was scheduled to present a report to the senior
management group on the project's progress. She
wasn't at all sure what she was going to say.
The project was designed to improve productiv-
it3, and morale at each plant owned and operated by
Acme Minerals Extraction Company. Phase one--
implemented in early 1995 at the site in Wichita,
I(amsas--looked like a stunning, success by the mid-
dle of 1996. Productivity and mo[ÿale soared, and
operating and maintenance costs decreased signifi-
cantly. But four months ago, Jimenez tried to
duplicate the results at the project's second
target--the plant in Lubbock, Texas--and some-
thing went wrong. The techniques that had worked
so well in Wichita met with only moderate success
in Lubbock. ProductMty improved marginally and
costs went down a bit, but morale actually seemed
to deteriorate slightl): Jimenez was stumped,
approach to teamwork and change. As it turned
out, he had proved a good choice. Daniels was a
hands-on, high-energy, charismatic businessman
who seemed to enjoy media attention. Within his
first year as CEO, he had pretty much righted the
floundering company by selling oft:some unrelated
lines of business. He had also created the share-
services deparnnent--an internal consulting organ-
ization providing change management, reengineer-
ing, total quailB, management, and other
services--and had rapped Jimenez to head the
group. Her first priority Daniels told her, would be
to improve productiviB, and morale at the com-
pany's five extraction sites. None of them were
meeting their projections. And although Wichita
was the only site at which the labor-management
conflict was painfiflly apparent, Daniels and Jimenez
both thought that morale needed an all-around
boost. Hence the team-based productivity project.
She tried to "helicopter up" and think about
the problem in the broad context of the com-
pany's history. A few ),ears ago, Acme had been in
bad financial shape, but what had really brought
things to a head--and had led to her current
dilemma--was a labor relations problem. Acme
had a wide variety of labor requirements For its
operations. The company used highly sophisti-
cated technologB employing geologists, geophysi-
cists, and engineers on what was referred to as the
"brains" side of the business, as well as skilled and
semi-skilled labor on the "brawn" side to run the
extraction operations. And in the summer of
1994, brains and brawn clashed in an embarrass-
ingly public way. A number of engineers at the
Wichita plant locked several union workers out of
the offices in 100-degree heat. Although most
Acme employees now felt that the incident had
been blown out of propo,'tion by the press, .
Lombosoro theory.In week 4, you learned about the importance.docxjeremylockett77
Lombosoro theory.
In week 4, you learned about the importance of theory, the various theoretical perspectives and the ways in which theory help guide research in regards to crime and criminal behavior.
To put this assignment into context, I want you to think about how Lombroso thought one could identify a criminal. He said that criminals had similar facial features. If that was the case you would be able to look at someone and know if they were a criminal! Social theories infer that perhaps it is the social structures around us that encourage criminality. Look around your city- what structures do you think may match up to something you have learned about this week in terms of theory? These are just two small examples to put this assignment into context for you. The idea is to learn about the theories, then critically think about how can one "show" the theory without providing written explanation for their chosen image.
Directions: With the readings week 4 in mind, please do the following:
1. Choose a theoretical perspective (I.e., biological, psychological sociological)
2. Look through media images (this can be cartoons, magazines, newspapers, internet stories, etc...) and select 10 images that you think depict your chosen theory without written explanation.
3. Provide a one paragraph statement of your theory, what kinds of behavior it explains and how it is depicted through images. Be sure to use resources to support your answer.
4. You will copy and paste your images into a word document, along with your paragraph. You do not need to cite where you got your images, but you do need to cite any information you have in number 3.
Format Directions:
Typed, 12 point font, double spaced
APA format style (Cover page, in text citations and references)
.
Looking over the initial material on the definitions of philosophy i.docxjeremylockett77
Looking over the initial material on the definitions of philosophy in
the course content section, which definition (Aristotle, Novalis,
Wittgenstein) would you say gives you the best feel for philosophy? What
is it about the definition that interests you? do you find there to be any problems with the definition? what other questions do you have regarding the meaning of philosophy?
ARISTOTLE :
Definition 1: Philosophy begins with wonder. (Aristotle)
Our study of philosophy will begin with the ancient Greeks. This is not because the Greeks were necessarily the first to philosophize. They were the first to address philosophical questions in a systematic manner. Also, the bodies of works which survive from the Greeks is quite substantial so in studying philosophy we have a lot to go on if we start with the Greeks.
Philosophy is, in fact, a Greek word. Philo is one of the Greek words for love: in this case the friendship type of love. (What other words can you think of that have "philo" as a part?) Sophia, has a few different uses in Greek. Capitalized it is the name of a woman or a Goddess: wisdom. Philosophy, then, etymologically, (that is from its roots) means love of wisdom.
But what exactly is wisdom? Is it merely knowledge? Intelligence? If I know how to perform a given skill does this necessarily imply that I also have wisdom or am wise?
The word "wise" is not in fact a Greek word. Remember for the Greeks that's "Sophia". Wise is Indo-European and is related to words like "vision", "video", "Veda" (the Indian Holy scriptures). The root has something to do with seeing. Wisdom then has to do with applying our knowledge in a meaningful and practically beneficial way. Perhaps this is the reason why philosophy is associated with the aged. Aristotle believes that philosophy in fact is more suitably studied by the old rather than the young who are inclined to be controlled by the emotions. Do you think this is correct? Nevertheless, whether Aristotle is correct or not, typically the elderly are more likely to be wise as they have more experience of life: they have seen more and hopefully know how to respond correctly to various situations.
Philosophy is not merely confined to the old. Aristotle also says that philosophy begins with wonder and that all people desire to know. Children often are paradigm cases of wondering. Think about how children (perhaps a young sibling or a son or daughter, niece or nephew of your acquaintance) inquistively ask their parents "why" certain things are the case? If the child receives a satisfying answer, one that fits, she is satisfied. If not there is dissatisfaction and frustration. Children assume that their elders know more than they do and thus rely on them for the answers. Though there is a familiar cliche that ignorance is bliss, (perhaps what is meant by this is that ignorance of evil is bliss), Aristotle sees ignorance as painful, a wonder that I would rather fill with knowledge. After all wha.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350
Spring 2018
Table of Contents
Executive Summary
Introduction
Human Relations Theory
Communications Issues
Intercultural Relations
Ethics Issues
Conclusion
Works Cited
Executive Summary
The B-certified organization that I chose is Lucky Iron Fish Enterprise which is located in Guelph, Ontario Canada. The company distributes iron fish that are designed to solve iron deficiency and anemia for the two billion people who are affected worldwide.
The human relations model is comprised of McGregor’s Theory X and Theory Y, Maslow’s Hierarchy of Needs, and theories from Peters and Waterman. These factors focus on the organizational structure of the company as it relates to the executives, the staff, and the customers. The executives provide meaningful jobs for the staff which gives them high levels of job satisfaction. Together, they are able to provide a product that satisfies the thousands of customers they have already reached.
Communication in this company flows smoothly. They implement open communication, encourage participation, and have high levels of trust among employees. Each of their departments are interconnected through teamwork.
Their intercultural relations, although successful, require a significant amount of time. They need to emphasize to the high context cultures that they are willing to understand their culture and possibly adopt some aspects of it. Additionally, they face barriers such as language dissimilarity and lack of physical store locations.
Ethics remains a top priority for this organization. They have high ethical standards that are integrated into their operations. They make decisions that do the most good for the most people, they do not take into consideration financial or political influence, and they strive to protect the environment through their sustainability measures.
Every employee is dedicated to improving the lives of those who suffer from iron deficiency
and anemia. As their organization grows, they continue to impact thousands of lives around the world. They are on a mission to put “a fish in every pot” (Lucky Iron Fish).
Introduction
Lucky Iron Fish, located in Guelph Canada, is a company that is dedicated to ending worldwide iron deficiency and anemia. They do this by providing families with iron fish that release iron when heated in food or water. They sell this product in developed countries in order to support their business model of buy one give one. Each time an iron fish is purchased, one is donated to a family in a developing country. They designed their product to resemble the kantrop fish of Cambodia; in their culture this fish is a symbol of luck. Another focus of theirs is to remain sustainable, scalable, and impactful (Lucky Iron Fish). Each of their products is made from recycled material and their packaging is biodegradable. Their organization has a horizontal stru.
Lucky Iron FishBy Ashley SnookMGMT 350Spring 2018ht.docxjeremylockett77
Lucky Iron Fish
By: Ashley Snook
MGMT 350
Spring 2018
https://www.youtube.com/watch?v=G6Rx3wDqTuI
Table of Contents
Case Overview
Introduction
Human Relations
Communications
Intercultural Relations
Ethics
Conclusion
Works Cited
https://www.youtube.com/watch?v=iY0D-PIcgB4
Video ends at 1:45
2
Case Overview
Company located in Guleph, Ontario Canada
Mission is to end iron deficiency and anemia
A fish in every pot
Gavin Armstrong, Founder/CEO
Introduction
Idea originated in Cambodia
Distribute fish through buy one give one model
Sustainable, scalable, impactful
Human Relations
McGregor’s Theory X and Y
-X: employees focused solely on financial gain
-Y: strive to improve worldwide health
Maslow’s Hierarchy of Needs
-Affiliation: desire to be part of a unit, motivated by connections
-Self-esteem: recognition for positive impact
Peters and Waterman
-Close relations to the customer
-Simple form & lean staff
Communications
Time and Distance
-Make product easily and quickly accessible
Communication Culture
-Encourages active participation
Teamwork
-Each role complements the overall mission
Gavin Armstrong Kate Mercer Mark Halpren Melissa Saunders Ashley Leone
Founder & CEO VP Marketing Chief Financial Officer Logistics Specialist Dietician
Intercultural Relations
High/Low Context
-Targets high context cultures
Barriers
-Language dissimilarity
Overcoming Barriers
-Hire a translator
Ethics
Utilitarianism
-Targets countries where majority of people will benefit
Veil of Ignorance
-Not concerned with financial influence
Categorical Imperative
-Accept projects only if environmentally friendly
Conclusion
Buy one give one model
Expansion
Sustainability
Works Cited
Guffey, Mary. “Essentials of Business Communication.” Ohio: Erin Joyner. 2008. Print.
“Lucky Iron Fish.” Lucky Iron Fish. Accessed 30 May 2018. https://luckyironfish.com/
“Lucky Iron Fish Enterprise.” B Corporation.net. Accessed 30 May 2018. https://www.bcorporation.net/community/lucky-iron-fish-enterprise
Lucky Iron Fish. “Lucky Iron Fish: A Simple
Solution
for a global problem.” Youtube. 28 October 2014. Accessed 4 June 2018. https://www.youtube.com/watch?v=iY0D-PIcgB4
“Lucky little fish to fight iron deficiency among women in Cambodia.” Grand Challenges Canada. Accessed 6 June 2018. http://www.grandchallenges.ca/grantee-stars/0355-05-30/
Podder, Api. “Lucky Iron Fish Wins 2016 Big Innovation Award.” SocialNews.com. 5 February 2016. Accessed 4 June 2018. http://mysocialgoodnews.com/lucky-iron-fish-wins-2016-big-innovation-award/
Zaremba, Alan. “Organizational Communication.” New York: Oxford University Press Inc. 2010. Print.
Lucky Iron Fish
By: Ashley Snook
Professor Phillips
MGMT 350.
look for a article that talks about some type of police activity a.docxjeremylockett77
look for a article that talks about some type of police activity and create PowerPoint and base on the history describe
-What is the role of a police officer in society? (general statement )
-how are they viewed by society?
what is the role of the police in this case?
how it is seems by society?
Article
An unbelievable History of Rape
An 18-year-old said she was attacked at knifepoint. Then she said she made it up. That’s where our story begins.
by T. Christian Miller, ProPublica and Ken Armstrong, The Marshall Project December 16, 2015
https://www.propublica.org/article/false-rape-accusations-an-unbelievable-story
.
Look at the Code of Ethics for at least two professional agencies, .docxjeremylockett77
Look at the Code of Ethics for at least two professional agencies, federal agencies, or laws that would apply to Health IT professionals. In two pages (not including the reference list), compare and contrast these standards. How much overlap did you find? Is one reference more specific than the other? Does one likely fit a broader audience, etc... Would you add anything to either of these documents?
.
Locate an example for 5 of the 12 following types of communica.docxjeremylockett77
Locate
an example for 5 of the 12 following types of communication genres:
Business card
Resume/CV
Rules and regulations
Policy handbook
Policy manual
Policy guide
Policy or departmental memorandum
Public policy report
Government grant
Government proposal
Departmental brochure or recruitment materials
Governmental agency social media (Twitter, Facebook, etc...)
Write
a 1,050- to 1,400-word paper in which you refer to your examples for each of the above listed communication genres. Be sure to address the following in your paper:
How does the purpose of the communication relate to the particular communication genre? In what ways does the genre help readers grasp information quickly and effectively? In what way is the genre similar or different than the other genres you chose?
What role has technology played in the development of the genre? How is it similar or different than the other genres you chose?
How does the use of these conventions promote understanding for the intended audience of the communication? How is it similar or different than the other genres you chose?
Is the communication intended for external or internal distribution? Describe ethical and privacy considerations used for determining an appropriate method of distribution. How is it similar or different than the other genres you chose?
Cite
at least three academic sources in your paper.
Format
your paper consistent with APA guidelines.
.
Locate and read the other teams’ group project reports (located .docxjeremylockett77
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Provide some comments for two reports in terms of what you think they did right, what you learned from these reports, as well as what else they could have done.
In addition, read the comments that other students made about your team’s report and respond to at least one of them.
Review ATTACHMENTS!!!!
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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1 S o c i a l i z a t i o n SOCIALIZATION Learning .docx
1. 1 | S o c i a l i z a t i o n
SOCIALIZATION
Learning Outcomes
At the end of this chapter you will be able to do the following.
Define socialization.
Compare nature and nurture as socialization influences.
Identify agents and agencies of socialization.
Evaluate the study of cases of feral children in terms of their
importance to our
knowledge of socialization.
Recall and define the steps in determining a self-concept.
Evaluate Dramaturgy for its application to every day life.
WHAT IS SOCIALIZATION?
Socialization is the process by which people learn
characteristics of their group’s norms,
values, attitudes, and behaviors. Through socialization we learn
the culture of the society
into which we have been born. In the course of this process, a
personality develops. A
personality is comprised of patterns of behavior and ways of
thinking and feeling that are
distinctive for each individual.
Babies are not born with the social or
emotional tools needed to contribute to
society as properly functioning social actors.
2. They have to learn all the nuances of proper
behavior, how to meet expectations for what
is expected of them, and everything else
needed to become members of society. As
newborns interact with family and friends
they learn the expectations of their society
(family, community, state, and nation).
From the first moments of life, children begin a process of
socialization wherein parents,
family, and friends establish an infant’s social construction of
reality, or what people
define as real because of their background assumptions and life
experiences with others. An
average U.S. child’s social construction of reality includes
knowledge that he or she belongs,
and can depend on others to meet his or her needs. It also
includes the privileges and
obligations that accompany membership in his or her family and
community. In a typical
set of social circumstances, children grow up through a
predictable set of life stages:
infancy, preschool, K-12 school years, young adulthood,
adulthood, middle adulthood, and
finally later-life adulthood. Most will leave home as young
adults, find a spouse or life
partner in their mid-to late 20s and work in a job for pay.
2 | S o c i a l i z a t i o n
THREE LEVELS OF SOCIALIZATION
3. When discussing the average U.S. child, most agree that the
most imperative socialization
takes place early in life and in identifiable levels. Primary
socialization typically begins at
birth and moves forward until the beginning of the school years.
Primary socialization
includes all the ways the newborn is molded into a social being
capable of interacting in and
meeting the expectations of society. Most primary socialization
is facilitated by the family,
friends, day care, and to a certain degree various forms of
media. Children watch about
three hours of TV per day (by the time the average child attends
kindergarten she has
watched about 5,000 hours of TV). They also play video games,
surf the Internet, play with
friends, and read.
Children learn how to talk, interact with others, share, manage
frustrations, follow the
rules, and grow up to be like older family and friends they
know. When they live up to
expectations they are big boys and girls, when they don’t they
are naughty. In the early
years, tremendous attention is required in the safety and
nurturance of infants. As they
begin to walk and talk they learn to communicate their needs
and wants and also to feed
and clothe themselves. Younger children do not have strong
abstract reasoning skills until
adolescence, so they rely heavily on the judgment of their
caregivers. Most importantly,
they form significant attachments to the older people who care
for them.
Around age 4 to 5, pre-school and kindergarten are presented as
4. expectations for children.
Once they begin their schooling, they begin another different
level of socialization.
Secondary socialization occurs in later childhood and
adolescence when children go to
school and come under the influence of non-family members.
This level runs concurrently
with primary socialization. Children realize that at school that
they are judged for their
performance now and are no longer accepted unconditionally.
In fact, to obtain approval
from teachers and school employees a tremendous amount of
conformity is required. Now,
as students, children have to learn to belong and cooperate in
large groups. They learn a
new culture that extends beyond their narrow family culture.
This new culture with its
complexities and challenges requires effort on their part and
that creates stressors for
children. By the time of graduation from high school, the
average U.S. child has attended
15,000 hours of school away from home;
they’ve also probably watched 15,000 hours
of TV, and spent 5-10,000 hours playing.
Friends, classmates, and peers become
increasingly important in the lives of
children in their secondary educational
stage of socialization. Most 0-5 year olds
yearn for their parents and family member’s
affection and approval. By the time of the
pre-teen years, the desire for family
diminishes and the yearning now becomes
for friends and peers. Parents often lament the loss of influence
5. over their children once
3 | S o c i a l i z a t i o n
the teen years arrive. Studies show that parents preserve at
least some of their influence
over their children by influencing their children’s peers.
Parents who host parties,
excursions, and get-togethers find that their relationship with
their children’s friends keeps
them better connected to their children.
The K-12 schooling years are brutal in terms of peer pressure.
Often, people live much of
their adult lives under the labels they were given in high school.
Many new high school
graduates face the strikingly harsh realities of adulthood shortly
after graduation. Anomie
often follows and it takes months and even years for young
adults to discover new
regulating norms which ground them back into expectable
routines of life.
The third level of socialization includes college, work,
marriage/significant relationships,
and a variety of adult roles and adventures. Adult socialization
occurs as we assume adult
roles such as wife, husband, parent, or employee. We adapt to
new roles which meet our
needs and wants throughout the adult life course. Freshmen in
college, new recruits in the
military, volunteers for Peace Corps and Vista, employees,
travellers, and others find
themselves following the same game plan that leads to their
6. success during their primary
and secondary socialization years—find out what’s expected
and strive to reach those
expectations.
Though most live an average life course, few life paths conform
perfectly to it. People die of
disease and accidents, marry and divorce, become parents,
change careers, go bankrupt,
win lotteries, or pay off their mortgages. In each change that
comes into their lives, they
find themselves adapting to new roles, new expectations, and
new limitations. Socialization
is an ongoing process for everyone starting at birth and ending
at death.
IS IT NATURE OR NURTURE?
There has been much said and written about how important
socialization is to our eventual
human adult natures. Historically, there has also been much
research into the biological
influence of who we eventually become. Think about this
question, “How much of our
socialization is influenced by our genetics and biology, and how
much is influenced by the
social environment we are born into and in which we are
raised?” Nature versus Nurture is
the debate over the influence of biological versus social
influences in socialization.
Heritability is the proportion of our personality, self, and
biological traits which stem from
genetic factors.
In the history of social science the Blank Slate Theory was
widely accepted. Tabula Rasa is
7. Latin for Blank Slate. It was a theoretical claim that humans
are born with no mental or
intellectual capacities and all that they learn is written upon
them by those who provide their
primary and secondary socialization (this claim was for 100%
nurture in how we become
human). Most social scientists reject any notion of 100%
nurture, simply because the
research does not support the theory. Socialization alone does
not explain adult outcomes.
4 | S o c i a l i z a t i o n
Geneticists have conducted many studies of heritability which
have yielded overriding
conclusion that biological factors alone do not explain
socialization outcomes. Biological
and environmental factors are both influential, yet neither are
deterministic. Steven Pinker
argued that the brain is the core issue in understanding how
biology and social
environment interact in the process of how we become human.
He argues that current
scientific knowledge has articulated much of the biological
factor and some of the
sociological factor, but fails to consider the brain’s influence in
how a child becomes an
adult wherever she grows up in this world. He states in his
conclusion: “The human brain
has been called the most complex object in the known
universe.”1
No doubt, hypotheses that pit nature against nurture as a
dichotomy or that correlate genes
8. or environment with behavior without looking at the intervening
brain will turn out to be
simplistic or wrong. But that complexity does not mean we
should fuzz up the issues by
saying that it’s all just too complicated to think about, or that
some hypotheses should be
treated as obviously true, obviously false, or too dangerous to
mention. As with inflation,
cancer, and global warming, we have no choice but to try to
disentangle the multiple
causes.2
Musical talents, genius intelligence levels, athletic abilities,
various forms of intelligence,
homosexuality, heterosexuality, conformity, and other traits
have been correlated with
biological and environmental factors. Most scientists can
conclude at this time that the
biological factors are only correlated to, not causally
deterministic of, any adult outcomes.
From the sociological perspective, the focus is heavily on
environmental factors which
account for conflict, functional, and interactionist theoretical
underpinnings of nature
versus nurture studies.
As was mentioned, part of socialization is the development of
self-concept. It begins at
birth and continues through the school years, with slight
modifications throughout the
adult years. Your self is at the core of your personality,
representing your conscious
experience of having a separate and unique identity. Your self-
concept is the sum total of
your perceptions and beliefs about yourself. It is crucial to note
that your self-concept is
9. based heavily on your social construction of reality—that means
others influence your
perception of your self-worth and definition.
WILD HUMAN CHILDREN AND ANIMALS
Feral children are wild or untamed children who grow up
without typical socialization
influences. They are rare because most human newborns will
not typically survive if they
are not cared for by an older individual. One of the earliest
documented sociological studies
of an isolated feral child was reported on by Kingsley Davis in
1940. He discussed two
similar cases of Anna and Isabelle. Anna was five years old
when she was discovered. She
lived for years isolated in an attic and kept barely alive. Anna
only learned a few basic life
skills before she died at age 10. Isabelle was also isolated, but
in her case she had the
company of her deaf and mute mother. When Isabelle was
discovered at age six she
quickly learned the basic human social skills needed and was
able to eventually attend
5 | S o c i a l i z a t i o n
school. Davis attributes the difference in outcome to nutrition
and the fact that Isabelle had
at least some social interaction with her mother.3
In rare cases, human feral children have survived. There are
three categories of feral
10. children 1) Children raised in isolation, 2) children raised in
confinement, and 3) children
raised by animals (much less common). To grow up feral is
perhaps the cruelest version of
child abuse because the crucial primary socialization does not
occur. This means that feral
children lack a sense of self-concept; a pattern of multiple
attachments and significant
others; an awareness of self, others, groups, and society; and
ultimately a void where
socialization and acculturation should be.
A few movies are available that portray the complications of
being a feral child, especially
when he or she tries to interact with socialized members of
society. Nell is based on a true
story about a girl who grew up alone in the Carolina back woods
after her mother and
sister died. The Young Savage of Aveyron is a true story about
a French boy discovered in
the woods and taken into the care of a physician. Tarzan and
The Jungle Book are believed
to have been inspired by true accounts of feral children raised
by animals. For example,
Amala (8 years old) and Kamala (1½ years old) were discovered
living with wolves in
Mindapore, India in 1920. See the artist sketch in Figure 1.
Figure 1. Artist Caricature of Amala and Kamala.4
You already know that most humans can’t co-exist with wolves
and other carnivorous
animals. It is rare to survive such an encounter, especially for
an 18 month old child. Yet,
cross-species nurturing has been documented from time to time
11. (e.g., dogs nurturing
kittens or pigs).
Another feral child was discovered in 1970 in a Los Angeles
suburb. A neighbor reported
that a child was locked in the back of a house. Police
discovered a girl that was eventually
nicknamed Genie. Genie was about 12. Nova created a
documentary on her called “Secret
6 | S o c i a l i z a t i o n
of the Wild Child.” In it you see what feral really means in the
deprivation of acting,
understanding, experiencing, and living without having been
socialized. See Figure 2 for a
sketch of Genie.
Figure 2. Artist Caricature of Genie.5
Genie’s hair was cut short to keep her from eating it. Even
though she was chained to a
potty chair her entire life, she needed to wear diapers. She spat,
clawed, rubbed, and self-
groomed more like an animal than a human. She had to be
taught the basics of everything,
and she did learn, but nowhere near at the capacity of an
average child.
George Herbert Mead argued that the self emerged out of social
interactions as a result of
countless symbolic interactions with other human beings. To
Mead, play and playful
12. interactions laid the foundation of becoming human and gaining
our sense of self. Knowing
that, how troubling must it be for children kept in isolation to
play, gain experiences
through interaction, and come to know their self?
THEORIES OF DEVELOPMENT
Charles Horton Cooley believed that the self developed through
the process of social
interaction with others. He used the phrase looking-glass self
to describe the three-stage
process through which each of us develops a sense of ourselves.
First, we imagine how our
actions might appear to others. Second, we interpret how other
people judge these actions.
We do this regularly. If you act up as child your parent gives
you the look, you stop what
you’re doing because you have internalized what that look
means, your parent is not happy
with your behaviour. Finally, we make some sort of self-
judgement based on the presumed
judgements of others. In other words, other people become our
mirror, or looking-glass,
for ourselves.7 For example, 1. You imagine you are a good
child and then your parent
smiles at you . 2. You interpret this smile as your parent being
pleased with you because
you are a good child, and so 3. You feel good about yourself,
the good child.
George Herbert Mead argued that the self becomes the sum total
of our beliefs and
feelings about ourselves. The self is composed of two parts: the
“I” and the “me.” The “I” is
the portion of the self which wishes to have free expression, to
13. be active and spontaneous.
7 | S o c i a l i z a t i o n
The “I” also wishes to be free from the control of others and to
take the initiative in
situations. It is also the part of the self that is unique and
distinctive. The “me” portion of
the self is made up of those things learned through socialization
from family, friends, peers,
and so on. The “me” regulates the “I’s” behaviors.
Mead uses the term significant others to refer to those other
people whose evaluations of
the individual are important and regularly considered during
interactions, such as parents
and teachers. Generalized others are the viewpoints, attitudes,
and expectations of a society
as a whole, or of a community of people whom we are aware of
and who are important to us.8
Significant others affect our behaviors starting from a very
early age, generalized others
influence us as our world expands to school and broader
society.
Erik Erikson stressed that development is a lifelong process,
and that a person continues
to pass through new stages even during adulthood. He also paid
greater attention to the
social and cultural forces operating on the individual at each
step along the way. Human
development is completed in eight stages (Table 1) with each
stage amounting to a crisis of
sorts brought on by two factors: the biological changes in the
14. developing individual and the
social expectations and stresses. In each stage, the individual is
pulled into two opposite
directions to resolve the crisis. A resolution in the positive
direction positions a person
well to enter the next stage. Stages that have been resolved in a
negative direction can be
revisited later in life.
LARGER SOCIAL ISSUES
Let’s shift the focus of attention away from the socialization of
individuals and towards the
larger socialization picture. In every society in the world today,
there are both agents and
agencies of socialization. In the U.S., our agents include
parents, siblings, relatives, friends,
teachers, religious leaders, bosses, and peers. Our agencies
include the family, religion,
schools, places of employment, and the media. The cultures
vary dramatically between the
U.S. and Darfur, but the structure of agents and agencies is very
similar. In Darfur, agents
are parents, other family, friends, farmers, military leaders,
religious leaders, and tribal
leaders. The agencies also include the family, religion, clan or
tribe, military, and political
structures. In general, agents are people involved in our
socialization while agencies
represent the organizations involved in our socialization.
some members of society experience a total institution at some
point in their lives and the
intense socialization that comes with them. A total institution
is an institution that
controls almost all aspects of its members’ lives, and all aspects
of the individual’s life is
15. controlled by those in authority in the institution. Boarding
schools, orphanages, the
military, juvenile detention facilities, and prisons are examples
of total institutions. To a
certain degree sororities and fraternities mimic the nature of a
total institution in the strict
rules and regulations required. A core difference among these
total institutions is the fact
that some are voluntary while others are mandated.
8 | S o c i a l i z a t i o n
Table 1. Erikson’s Eight Stages of Development.9
Stage Age Period Achieved
Characteristic Possible Hazards
Trust vs. mistrust Birth to 1 year Sense of trust or
security
Neglect, abuse, or
deprivation
Autonomy vs. shame
and doubt
1 to 4 years Sense of autonomy Conditions making a
child feel inadequate
Initiative vs. guilt 4 to 5 years Sense of initiative Guilt
produced by
overly strict
discipline interfering
with child’s
16. spontaneity
Industry vs.
inferiority
6 to 12 years Sense of duty and
accomplishment
Feelings of
inadequacy
Identity vs. role
confusion
Adolescence Sense of identity Role confusion
resulting from
inferior role models
Intimacy vs. isolation Young adulthood Sense of intimacy
Difficulty getting
close to others
Generativity vs.
stagnation
30s to 50s Sense of productivity
and creativity
Sense of stagnation
produced by feelings
of inadequacy
Integrity vs. despair Old age Sense of ego
integrity
Feelings of despair
17. and dissatisfaction
with one’s role as a
senior member of
society
Erving Goffman was interested in total institutions and wrote
Asylums: Essays on the Social
Situation of Mental Patients and other Inmates.10 Goffman
defines total institutions as
places where “like-situated individuals are cut off from the
wider society for an appreciable
period of time, together lead an enclosed, formally administered
round of life…”11 He also
suggested that total institutions have a method of depriving
individuals of their former life.
“The recruit comes into the establishment with a conception of
himself made possible by
certain stable social arrangements in his home world. Upon
entrance, he is immediately
stripped of the support provided by these arrangements. In the
accurate language of some
of our oldest total institutions, he begins a series of abasements,
degradations, humiliations
and profanations of self. His self systematically, if often
unintentionally, mortified….”12
Do fraternity orientation rituals fit the definition of what
Goffman described above? True
enough, fraternities often strip down pledges emotionally,
physically, and at times sexually
to degrade and humiliate them. Many force pledges to eat and
drink disgusting things,
while all the time testing their loyalty to the fraternity. But,
keep in mind that few if any
fraternities incarcerate their pledges, have total control of every
aspect of their lives for
18. 9 | S o c i a l i z a t i o n
extended periods of time (rounds of life as Goffman put it), and
rarely attempt to deprive
pledges of their former life. Yet, urban legends abound about
how institutionalized
fraternities and their rituals have become.
Goffman’s other significant contribution to the understanding of
socialization is called
Dramaturgy which comes out of symbolic interactionism. His
book, The Presentation of
Self in Everyday Life outlines his assumptions about how
individuals manage others’
impressions of themselves. Individuals are described as actors,
and much like actors on a
stage their actions are governed by the time, the place, and the
audience. The goal of a
presentation of self is to be accepted by the audience and
viewed as the actor intends.13
It “…is common in many social interactions [to have a]…
division between front and back
stages. The front stage is what confronts the audience—what
they see. The back stage, by
contrast, is a place where all the support activities necessary for
maintaining the
performance on the main stage will go on. In theater, the back
stage is where actors who
are not involved in the scene going on at the moment mill
about; where props that will be
used at other times are stored; and where the counterbalances,
lights, and so on that make
20. 8
“Mind, Self, and Society” by George Herbert Mead
9
See “Childhood and Society” by Erik Erikson
10 1961 NY Doubleday
11 Page xiii
12 Page 14
13
http://en.wikipedia.org/wiki/Dramaturgy_(sociology)#cite_note-
0
14
http://www.pineforge.com/upm-data/16569_Chapter_10.pdf
http://en.wikipedia.org/wiki/The_Presentation_of_Self_in_Ever
yday_Life
http://en.wikipedia.org/wiki/The_Presentation_of_Self_in_Ever
yday_Life
http://en.wikipedia.org/wiki/Social_actions