“The Goal” Report: After reading “The Goal,” please submit a 1-2 page write-up (11 pt, 1.5 line spacing, 1 inch margins on each side) with answers to the following questions: 1. Provide the definitions of throughput, inventory and operational expense as they are provided in “The Goal.” What is the common feature of these definitions, and why are these definitions more convenient to determine whether a firm reaches its goal? 2. How does “The Goal” define a bottleneck resource? Develop your own simple example of a bottleneck to demonstrate. (Not the examples from the book, not artificial examples!) Example: During the 20-30 minute period before the beginning of classes at Baruch, there are long lines that form in front of the elevators at NVC. This is an indication that elevators become the bottlenecks in the process that transports students from the ground floor to the floors where the classrooms are. 3. Provide recommended actions to do to increase throughput by improving the movement of flow units in a production/service system. (Identify at least 4 distinct principles.) Example: Inserting quality control before a bottleneck resource ensures that the bottleneck resource would only work on semi-finished products that are not defective, thus preventing limited bottleneck capacity from being used for processing products that could not have been delivered to customers. 4. Provide an explanation of the pitfalls, as discussed in “The Goal,” of using cost accounting data for decision making. (Identify at least 3 distinct issues.) Example: Over-utilizing non bottleneck resources to improve efficiencies cannot reduce the unit costs, as doing so would not increase the throughput, but instead increase inventory. Due Date: See Syllabus ! 1 Section 2: Developmental Psychology Week 5 -- Learning sections 7-1 through 7-3, 7-7 through 7-9, 7-11, 7-13, 7-16 Quiz: Thursday 3/1, Friday 3/2 Homework due ConceptsStudies classical conditioning Pavlov’s dog experiments unconditioned stimulus children observe aggression (Bandura et al., 1963) unconditioned response attribution of fear/anger in infants (lecture only) conditioned stimulus fathers play with babies (lecture only) conditioned response teachers’ attention to pre-schoolers (lecture only) operant conditioning mothers read to children (lecture only) positive reinforcement punishment primary reinforcer or punisher secondary reinforcer or punisher Names to know extinction Ivan Pavlov shaping Albert Bandura superstitious behavior social learning theories observational learning gender schema Week 6 ...

1. “The Goal” Report:
After reading “The Goal,” please submit a 1-2 page write-up (11
pt, 1.5 line spacing, 1 inch margins on each side) with answers
to the following questions:
1. Provide the definitions of throughput, inventory and
operational expense as they are provided in “The Goal.” What is
the common feature of these definitions, and why are these
definitions more convenient to determine whether a firm reaches
its goal?
2. How does “The Goal” define a bottleneck resource? Develop
your own simple example of a bottleneck to demonstrate. (Not
the examples from the book, not artificial examples!)
Example: During the 20-30 minute period before the beginning
of classes at Baruch, there are long lines that form in front of
the elevators at NVC. This is an indication that elevators
become the bottlenecks in the process that transports students
from the ground floor to the floors where the classrooms are.
3. Provide recommended actions to do to increase throughput by
improving the movement of flow units in a production/service
system. (Identify at least 4 distinct principles.)
Example: Inserting quality control before a bottleneck resource
ensures that the bottleneck resource would only work on semi-
finished products that are not defective, thus preventing limited
bottleneck capacity from being used for processing products
that could not have been delivered to customers.
4. Provide an explanation of the pitfalls, as discussed in “The
Goal,” of using cost accounting data for decision making.
(Identify at least 3 distinct issues.)
Example: Over-utilizing non bottleneck resources to improve
efficiencies cannot reduce the unit costs, as doing so would not

2. increase the throughput, but instead increase inventory.
Due Date: See Syllabus !
1
Section 2: Developmental Psychology
Week 5 -- Learning sections 7-1 through 7-3, 7-7 through 7-9,
7-11, 7-13, 7-16 Quiz: Thursday 3/1, Friday 3/2 Homework
due
ConceptsStudies
classical conditioning Pavlov’s dog
experiments
unconditioned stimulus children observe
aggression (Bandura et al., 1963)
unconditioned response attribution of
fear/anger in infants (lecture only)
conditioned stimulus fathers play with
babies (lecture only)
conditioned response teachers’ attention to
pre-schoolers (lecture only)
operant conditioning mothers read to
children (lecture only)
positive reinforcement
punishment
primary reinforcer or punisher
secondary reinforcer or punisher Names to know
extinction Ivan Pavlov
shaping Albert Bandura
superstitious behavior
social learning theories
observational learning

3. gender schema
Week 6 -- Cognitive Development sections 5-1, 5-5, 5-13
Quiz: Thursday 3/8, Friday 3/9 Paper 1 due No homework due
ConceptsStudies
motor reflexes babies
view dogs and cats (Spencer lecture only)
Piaget’s cognitive stages
children view model room and toy (DeLoache, 1987)
assimilation
children view Band Aid box with pencils (Jenkins et al., 1996)
accomodation moral
dilemmas (Kohlberg, 1983, 1984)
sensorimotor stage brain
imaging of moral dilemma (Greene, 2001 textbook only)
object permanence
preoperational stage
egocentric
Names to know
theory of mind Jean
Piaget
concrete operational stage
Lawrence Kohlberg
operations
conservation developing morality
formal operational stage preconventional morality
abstract reasoning conventional morality
reflecting on Piaget postconventional
morality
Week 7 -- Lifespan Development pages section 5-14 Quiz:
Thursday 3/15, Friday 3/16 Homework due
Paper 2
assigned, due Thursday 4/12, Friday 4/13

4. Concepts
Erikson’s psychosocial stages
Names to know
trust vs. mistrust
Erik Erikson
autonomy vs. shame and doubt
initiative vs. guilt
industry vs. inferiority
identity vs. role confusion
intimacy vs. isolation
generativity vs. stagnation
ego integrity vs. despair
biological maturation
societal expectation
life crises
Experimental Methods and Measures of Central Tendency
Lecture 3/12 see concepts after Week 15 below No quiz
Paper 2: Who Am I? Who are my friends? Who should I listen
to?
Developmental psychology studies the psychological
development and growth of individuals from birth to death. It
categorizes people in stages and focuses on the changes,
responses and behaviors that each person experiences as part of
a certain stage pertaining to areas such as biological, cognitive,
emotional and social processes. Some even explain the growth
of moral development. Since the childhood and adolescence
periods account for the largest number of change occurrences,
they are focused on with a significant proportion of stages and
theories. This specific area of psychology is very important and
useful in understanding the growth of individuals relative to
their age and maturation specifically. Adolescents often argue a

5. lot with their parents and struggle to find the right friends who
match who they are. Jessica experiences similar challenges,
which will be explained through the psychological concepts
punishment and analyzed with the pre-conventional and identity
vs. role confusion stages.
My sister’s friend, Jessica, is seventeen-years old and lives with
her two parents, father and mother, and two younger siblings.
She is currently a junior at Grover Cleveland HS. Jessica has
many friends; she is friends with a group that is less-known,
quiet and disciplined, and another that is popular, extravagant
and more concerned with seeking their own pleasures, which her
mom labels as “bad.” She does not stay with one group more
than the other, but tries to hang out with both to see which one
she likes more. Her parents are concerned with her socializing
and mingling with the bad group. However, she often disobeys
her parents and goes to parties with them and her parents had no
choice other than grounding her and not permitting her to go
outside except for school. Following the punishment, Jessica
stopped going out with her friends.
Punishment is any change or event that takes place following a
certain behavior that reduces the chance of it occurring again.
While there are positive and negative punishments, the situation
described corresponds to negative punishment. This type of
punishment works to decrease the possibility of a behavior or
response occurring by removing a rewarding and desirable
stimulus. In this case, Jessica’s parents are using negative
punishment to eliminate her behavior of going out with the
group that they do not like. They do this by grounding her and
not allowing her to leave the house unless it is for academic and
school purposes. Thus, they are taking away some of her
freedom and opportunity to do what she wants and socialize in
the way she desires. In response to the punishment, Jessica
obeyed her parents and stopped hanging out with that group.
The pre-conventional stage is the first level of Kohlberg’s
theory of moral development and reasoning, which involves the
thinking that considers what is right and wrong. This stage

6. approximately refers to individuals before the age of nine who
interpret morality and follow the rules for the sole reason of
avoiding punishment and acquiring rewards. Although Jessica
does not belong in that age interval, she is still considered to be
in the pre-conventional stage, given the described situation.
When her parents started giving her punishments for being
friends with the group that is bringing her down, Jessica quitted
her behavior as a way to evade the consequences. Thus, in this
particular condition, Jessica was in the pre-conventional stage
where she was only concerned with the punishment when
considering doing some behavior.
The identity vs. role confusion is the fifth stage of Erikson’s
theory of psychosocial development. It is during this period of
the lifespan that adolescents go through many changes including
biological, societal, academic and social changes. Such changes
lead the person to become an adult, but it builds up many
questions of identity and thus, the crisis of this stage is
searching for an identity and finding a sense of self. Given her
age and experience, Jessica definitely falls under the identity
vs. role confusion stage. Jessica is working to find her sense of
self by trying different roles. She is trying different groups of
friends to see which one she will like more or one that she can
base her identity on. She might even integrate the different roles
to make a single identity. Thus, Jessica is currently in the
identity vs. role confusion stage and is facing the challenge of
finding a sense of who she is and who she wants to be.
If Jessica is twelve years old, or five years younger, some of the
described theories above would be applied differently. Jessica’s
parents would have still followed the same punishment to stop
her behavior. If she quitted her behavior in response to the
punishment when she is 17, she would have probably done the
same if she was younger. Jessica’s reasoning to why she obeyed
her parents would still only consider the punishment or reward
given. However, the slight difference would be the placement in
Erikson’s stages. If Jessica is 12, she would be in the borderline
between industry vs. inferiority and identity vs. role confusion

7. stages. She would be coming out of one and entering into the
other. In this case, she would leave the industry vs. inferiority
stage with a sense of competence, encouraged and able to do
tasks successfully. With the success from the first, she would go
into the other and start attempting to find her identity.
Overall, developmental psychology is significant in explaining
what an individual goes through during certain periods of their
lifespans. Jessica’s described situation reflects her struggle with
identity and thus, reflects her placement into Erikson’s
psychosocial stage of identity vs. role confusion as she tries to
find her sense of self through different friendships. Her parents
use operant conditioning, and specifically punishment, to
attempt to decrease her behavior of hanging out with certain
groups. In response, she obeys them for the sole reason of
avoiding the punishment and consequence.
Paper 2 Psychology 102 Developmental Psychology
Due in discussion class April 12 (Thursday classes) or April 13
(Friday classes) and SafeAssign
Select a person 7-18 years old. The person could be a relative,
a friend, an acquaintance, someone (living or dead) about whom
you have read biographical information, or even a fictional
character from a book, play, or movie. After an Introductory
Paragraph (#1), in Paragraph 2 describe the person, including a
challenge (problem or opportunity) the person is experiencing
or has experienced at this time of life.
In Paragraphs 3-5, use one concept EACH from weeks 5-7 in the
syllabus, to explain how the person has developed a way of
dealing with the challenge (it doesn’t matter whether or not the
person’s response to the challenge is or was useful). For weeks
6 and 7, the explanation must take account of the developmental
stage the person was in at the time of the challenge.

8. Be sure to include a definition of each of the concepts
explained. For stage theories (Paragraphs 4 and 5), the
definition should involve one sentence on what aspects of
thought, feeling or behavior the theory focuses on (i.e.
cognition, morality or psycho-social) plus a description of the
characteristics of people in the particular stage you are applying
according to the authors of the theory. Then apply the theory to
the person about whom you are writing.
In Paragraph 6, discuss how, based upon the material of section
2 of the course (not just your own opinion), the person’s
response to the challenge (problem or opportunity) would have
been different if she/he were five years younger. This should
be only one paragraph, using a few sentences for each concept
used in the earlier paragraphs to describe how the response of
the person at the younger age might be different than the
response at the current age. Use the same concepts you used in
paragraphs 3-5 to briefly discuss the younger age but of course
there may be some differences in the details of concepts at an
earlier age. Paragraph 7 is the Conclusion.
The format of the paper is similar to that used in paper 1: an
introduction paragraph, a paragraph describing the person and
the challenge, a paragraph to apply each concept, PLUS one
paragraph to discuss the response that might have occurred if
the person were five years younger, and a conclusion. Total 7
paragraphs. Remember to use the model for a paper that is in
the syllabus, such as using topic sentences for the paragraphs.