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Thread 2: Intelligence: Post a personal definition of intelligence. Then explain how environment and heredity contribute to intelligence and its development. Finally, explain how intelligence influences physical, cognitive, and socioemotional development. I need the work asp . free plgrism correcret grammer correct speling the second thing I need this What are your thoughts about the feral child Genie, who was found in the 70's right in Los Angeles? She is mentioned in the text, but here is the film about her below. http :// wn .com/genie_feral_child_ Some items you may wish to consider writing about include: language aquisition , cognitive development and mental retardation, the human experiment "forbidden", social influence on development, relevant applicable theories............anything that is important or stands out to you. indivadual documment ...
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Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu ...
We Are But Meme Machines
My Computers & Writing 2013 slide-show. There's a bunch of talky-talking that happens during a number of the pictures, so just reading this might not make much sense. Hopefully if you see the presentation, though, having access to it will remind you of my anecdotes and central premise.
Human Intelligence Source Analysis
Human Intelligence Source Analysis
- Human Intelligence relies on personal connections with sources of information. Close relationships allow access to insights not available through other forms of intelligence, such as decision-making processes and moral obligations.
- Developed contacts can bypass security through means like access badges or ID cards.
- While powerful, Human Intelligence is also susceptible to counterintelligence operations and deception due to the close personal involvement between agents and sources.
An Analytical Study on Assessing Human Competencies Based on Tests
An Analytical Study on Assessing Human Competencies Based on TestsCentre for Social Initiative and Management
Testing Instruments are used to test Intelligence Quotient or personality tests to evaluate past-acquired competencies or future success in education or employment. A close examination and study of human cognition based on biological and anthropological evidence such as plasticity of brain we may have to include more universal set of competencies than ordinarily been considered such as verbal, mathematical and logical competencies. This paper attempts to address issues relating to definition of intelligence, its components and application of study for educational testing and selection process.Essay On Figure Ground
This document summarizes and analyzes Rene Descartes' experiment with a piece of wax in his work "Meditations on First Philosophy." The summary discusses how Descartes describes the wax at the beginning of the experiment. It then explains how Descartes alters the wax by melting, cooling, and shaping it to prove that the perceptions of the wax come from the mind rather than the imagination. The summary concludes by noting that Descartes doubts his own proof and acknowledges the prone nature of the mind to make errors in perception. The three sentence summary effectively captures the key details and conclusions of Descartes' wax experiment as presented in the document.
120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
Recommended
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu ...
We Are But Meme Machines
My Computers & Writing 2013 slide-show. There's a bunch of talky-talking that happens during a number of the pictures, so just reading this might not make much sense. Hopefully if you see the presentation, though, having access to it will remind you of my anecdotes and central premise.
Human Intelligence Source Analysis
Human Intelligence Source Analysis
- Human Intelligence relies on personal connections with sources of information. Close relationships allow access to insights not available through other forms of intelligence, such as decision-making processes and moral obligations.
- Developed contacts can bypass security through means like access badges or ID cards.
- While powerful, Human Intelligence is also susceptible to counterintelligence operations and deception due to the close personal involvement between agents and sources.
An Analytical Study on Assessing Human Competencies Based on Tests
An Analytical Study on Assessing Human Competencies Based on TestsCentre for Social Initiative and Management
Testing Instruments are used to test Intelligence Quotient or personality tests to evaluate past-acquired competencies or future success in education or employment. A close examination and study of human cognition based on biological and anthropological evidence such as plasticity of brain we may have to include more universal set of competencies than ordinarily been considered such as verbal, mathematical and logical competencies. This paper attempts to address issues relating to definition of intelligence, its components and application of study for educational testing and selection process.Essay On Figure Ground
This document summarizes and analyzes Rene Descartes' experiment with a piece of wax in his work "Meditations on First Philosophy." The summary discusses how Descartes describes the wax at the beginning of the experiment. It then explains how Descartes alters the wax by melting, cooling, and shaping it to prove that the perceptions of the wax come from the mind rather than the imagination. The summary concludes by noting that Descartes doubts his own proof and acknowledges the prone nature of the mind to make errors in perception. The three sentence summary effectively captures the key details and conclusions of Descartes' wax experiment as presented in the document.
120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
120 9The Language of Internet MemesPat r i c k D
120 |
9
The Language of Internet Memes
Pat r i c k D av i s o n
In The Future of the Internet—and How to Stop It, Jonathan Zittrain
describes the features of a generative network. A generative network encour-
ages and enables creative production and, as a system, possesses leverage,
adaptability, ease of mastery, accessibility, and transferability.1 Notably absent
from this list of characteristics, however, is security. Many of the character-
istics that make a system generative are precisely the same ones that leave it
vulnerable to exploitation. This zero-sum game between creativity and secu-
rity implies a divided Internet. Those platforms and communities which value
security over creativity can be thought of as the “restricted web,” while those
that remain generative in the face of other concerns are the “unrestricted web.”
The restricted web has its poster children. Facebook and other social net-
working sites are growing at incredible speeds. Google and its ever-expand-
ing corral of applications are slowly assimilating solutions to all our com-
puting needs. Amazon and similar search-based commerce sites are creating
previously unimagined economies.2 Metaphorically, these sites, and count-
less others, make up the cities and public works of the restricted web. How-
ever, the unrestricted web remains the wilderness all around them, and it is
this wilderness that is the native habitat of Internet memes.
The purpose of this essay is twofold. The first is to contribute to a frame-
work for discussing so-called Internet memes. Internet memes are popular
and recognizable but lack a rigorous descriptive vocabulary. I provide a few
terms to aid in their discussion. The second purpose is to consider Foucault’s
“author function” relative to Internet memes, many of which are created and
spread anonymously.
What Is an Internet Meme?
In 1979 Richard Dawkins published The Selfish Gene, in which he discredits
the idea that living beings are genetically compelled to behave in ways that
are “good for the species.” Dawkins accomplishes this by making one point
The Language of Internet Memes | 121
clear: the basic units of genetics are not species, families, or even individuals
but rather single genes—unique strands of DNA.3
At the end of the book, Dawkins discusses two areas where evolutionary
theory might be heading next. It is here that he coins the term “meme.” He
acknowledges that much of human behavior comes not from genes but from
culture. He proposes that any nongenetic behavior be labeled as a meme and
then poses a question: can the application of genetic logic to memes be pro-
ductive? To make the differences between genes and memes clear, I offer a
short example of each.
Genes determine an organism’s physical characteristics. A certain gene
causes an organism to have short legs, or long, for instance. Imagine two
zebra. The first has the short-leg gene, and the second the long. A lion attacks
them. The shor ...
Intelligence Of Intelligence And Intelligence
The document discusses different theories of intelligence, including:
- Louis Terman's theory that some students are exceptionally gifted, as measured by tests like the Stanford-Binet.
- Howard Gardner's theory of multiple intelligences, which identifies eight types of intelligence including musical, bodily-kinesthetic, logical-mathematical, and interpersonal.
- The triarchy theory that identifies three main types of intelligence: analytical, creative, and practical.
The document also examines competitive intelligence and its benefits, discussing how countries like Germany and Japan integrated understanding competitors into business strategy.
Cognitive Development
Piaget's theory of cognitive development proposes four stages of development:
1. Sensorimotor stage (birth to age 2): Children learn about the world through senses and physical interaction.
2. Preoperational stage (ages 2 to 7): Children develop language skills and use symbols but still struggle with logic.
3. Concrete operational stage (ages 7 to 11): Children can think logically about concrete events but not abstract concepts.
4. Formal operational stage (age 12 and up): Teenagers develop abstract thought and can consider hypothetical situations.
Consider the different developmental theories discussed in this ch.docx
Consider the different developmental theories discussed in this chapter. What theory do you find most interesting? Most challenging? Most useful to your work as a human service professional? Explain why you feel this way and how you plan to use these concepts to support your clients.
Psychology is defined as the science of mind and behavior. Human psychological development involves personality, cognition, emotion, and self-concept. Each child develops into a unique entity with individual strengths and weaknesses. At the same time, however, some principles and processes apply to the psychological development of all people. Likewise, virtually everyone is subject to similar psychological feelings and reactions that affect their behavior.
This example portrays two schoolboys discussing their current academic careers. Numerous psychological concepts and variables are affecting even this simple interaction. The boys are addressing their own and their peers’ ability to learn and achieve. Learning is easier for some children and more difficult for others. Personality characteristics also come into play. Some children are more dominant and aggressive. Others are more passive. Some young people are more motivated to achieve and win. Others are less interested and enthusiastic. Finally, some children feel good about themselves, and others have poor self-concepts.
A Perspective
Psychological variables interact with biological and social factors to affect an individual’s situation and behavior. Their interaction influences the potential courses of action available to a person at any point in time. This chapter will focus on some of the psychological concepts that critically impact children as they grow up. There are four major thrusts. The first presents a perspective on how personalities develop. The second provides a basic understanding of how children think and learn. The third focuses on emotion, and the fourth on self-concept.
Learning Objectives
This chapter will:
A. Summarize prominent psychological theories concerning personality development, including psychodynamic, neo-Freudian psychoanalytic, behavioral, phenomenological, and feminist theories.
B. Suggest a procedure for evaluating theory and discuss some concepts useful in enhancing sensitivity to human diversity when doing so.
C. Examine Piaget’s theory of cognitive development and Vygotsky’s sociocultural theory of cognitive development.
D. Describe the concept of emotion and investigate the development of temperament and attachment.
E. Discuss self-concept and self-esteem.
F. Examine the concepts of intelligence and intelligence testing, emphasizing the potential cultural and other biases involved.
G. Explore cognitive disabilities (mental retardation), learning disabilities, and attention deficit hyperactivity disorder, their effects on children, and current macro system responses.Theories of Psychological Development
How many times have you heard someone make statements such as the f.
1-1 Discussion Defining Abnormal BehaviorPreviousNext.docx
1-1 Discussion: Defining Abnormal Behavior
Previous
Next
In this module, you will explore the concept of abnormal behavior and consider why we often think of abnormal behavior as weird, uncomfortable, and difficult to define.
For your initial post, review the definition of abnormal behavior from your textbook,
Abnormal Psychology
, Chapter 2, and from the video,
Defining Abnormality
, to answer the following questions:
How has abnormal behavior been defined throughout history?
In your own words, how would you define abnormal behavior?
What are some of the ways in which abnormal behavior might be defined across different cultures?
What are some of the factors that contribute to abnormal behavior?
How do these contributing factors apply to any of the following programmatic themes? You may want to review the
Programmatic Themes
document.
Self-care
Social justice
Emotional intelligence
Career connections
Ethics
.
Essay On Standardized Test
The document discusses issues with cultural bias in IQ tests. It begins by using an analogy of giving different animals the same test of climbing a tree, which would clearly favor some over others. It then provides background on the origins of IQ tests in 1904 when Alfred Binet created the first intelligence test to help identify students struggling in France. The test was later expanded by Lewis Terman into the Stanford-Binet intelligence test used in the US. However, the document notes that IQ tests may be culturally biased as they often reflect the cultural experiences of their creators rather than being a fair assessment of intelligence across different cultures.
Facets of intelligence
Facets of Intelligence: Intelligence Quotient (IQ): Rational Intelligence is about thinking; Emotional Quotient (EQ): Emotional Intelligence is about feeling; Spiritual Quotient (SQ): Spiritual Intelligence is about being- behaviour
The Homunculus Problem: Why You Will Lose the Battle of BYOD
BYOD, it's the new enterprise Boogie Man, striking fear into the heart of security professionals everywhere. We think this is a simple issue of policy, but if a recent study is correct and 20somethings will risk their jobs to use their own devices, it's clear there's more going on. One explanation for the attachment to our smartphones and tablets can be found in neuroscience.
Facets of intelligence by bunpeiris
Supreme of all aspects of Intelligence is Spiritual Intelligence: the aspect of Intelligence with which we address and solve problems of meaning and value, we place our actions and our lives in a wider, richer & meaning giving context, we assess that one course of action or one life-path that is more meaningful than any other.
The Cognitive Neuroscience of Empathy, DevOpsDays Austin 2016
Slide from The Cognitive Neuroscience of Empathy, You're A DevOps Natural, including speaker notes and bibliographies
Conceptual 1. Which of the following components is NOT a.docx
Conceptual
1. Which of the following components is NOT a part of prejudice?
a. emotional
b. political
c. cognitive
d. behavioral
Explain your reason for selecting this answer.
Applied
2. Jorge states, “I always knew that guy Johnson was a sneak. I’m not at all surprised that they finally caught him stealing money out of the cash drawer.” Jorge’s statement is best thought of as an example of:
a. an authoritarian personality.
b. hindsight bias.
c. the psychology of inevitability.
d. mutual interdependence.
Why is this the best answer?
Research/textbook
3. According to Jacobs and Eccles, what is the best way for mothers to encourage their daughters to develop strong math skills?
Research/reader
Article 32
4. Social identity theory suggests that people make comparisons between others like themselves (in-group) and others who are dissimilar to themselves (out-group). What did Fein and Spencer determine about these sorts of comparisons in their studies?
Personal Relevance
5. What is your current understanding of meaning of the word “scapegoat”? Have you always understood the meaning of the word? Describe any early impressions you had at a much younger age as to what a “scapegoat” was. Give an example of a scapegoat.
Summary
6. Summarize the most effective strategy when it comes to changing deeply rooted attitudes and behavior
.
Organizational Analysis Write a 5-7-page paper on a conflict th.docx
Organizational Analysis
Write a 5-7-page paper on a conflict that he or she experienced in an organizational setting.
The submission must be typed, double-spaced, and have uniform 1-inch margins in 12-point Times New Roman font.
The organizational analysis will contain the following sections:
• Background and history that led to the conflict.
• How/why did the conflict escalate?
• How was the conflict resolved?
• What would the student have done differently, based on what he or she has learned in the class?
.
Organizational BehaviorThe field of organizational behavior ca.docx
Organizational Behavior
The field of organizational behavior can be organized around three levels: individual level, team level, and organizational level. In other words, some theories focus on factors influencing individual behavior (e.g., personality, motivation). Some theories focus on factors influencing team or group behaviors (e.g., group development, conflict, roles). Still other theories focus on factors that tend to operate at an organizational level (e.g., structure, culture, leadership).
During the course, you have studied a variety of theories and perspectives at all these levels. Which ones seem most meaningful to you?
For your last paper:
Select one theory or perspective that you have studied that seems to be an individual level theme. One that you have studied that seems to be a team level theme. And one that you have studied that seems to be an organizational level theme. Summarize what those theories are and why each pertains to its corresponding level (individual, team, or organization).
Analyze those three theories based on this question: Why do people do what they do in organizations? That is, how do the theories you have selected help explain "organizational behavior?"
What are the challenges, problems, or difficulties in behavior as suggested by each of your theories?
What are the potential strategies and solutions (to the challenges) as suggested by your theories?
How do your three theories seem to fit together? How do they seem to interact with each other? What important lessons can you derive from thinking about the interaction of the theories?
Submission Details:
Submit your answers in a 5 Microsoft Word document, using APA style.
Support your work with examples and research.
Name your document SU_MGT3002_W5_LastName_FirstInitial.doc.
Submit your document to the Submissions Area by the due date assigned.
.
Organizational behavior is the combination of four areas of study—ps.docx
Organizational behavior is the combination of four areas of study—psychology, social psychology, sociology, and anthropology. While each of these areas involves an examination of people and their interactions, the focuses are quite different:
Psychology studies the mind and how people make decisions.
Social Psychology examines how people work in groups.
Sociology explores how systems work within the organization.
Anthropology examines how culture works within the organization.
Now, assume that you are an organizational consultant and have been asked by a new CEO to evaluate the strengths and weaknesses of the organization.
Step 2 - Post a Response
Respond to the following.
Of the four areas of study listed above, which would you focus on first?
Make sure to explain why you chose this area, and why it would take precedence over the other areas.
.
Organizational CommunicationPeople in this organization don’t.docx
Organizational Communication
“People in this organization don’t talk to one another anymore. Everything is e-mail, e-mail, e-mail. If you are mad at someone, you can just say it and then hide behind your computer.” With these words, Joe expressed his frustrations with Delta General’s operations. Charley echoed his concerns, responding, “I agree, but surely the managing director should be able to improve organizational communication without losing the advantages of e-mail.” As a consultant overhearing this conversation, how do you suggest the managing director respond to Charley’s challenge?
Guided Response:
Respond to at least two of your classmates’ postings.
.
Organizational Culture Edgar H. Schein I I I I II I II .docx
Organizational Culture
Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
Maanen, 1988). One probable reason for this diversity of
approaches is that culture, like role, lies at the intersection
of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
their implications is far beyond the scope of this article.
Instead I will provide a brief historical overview leading
to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
is still insufficient linkage of theory wit.
Organizational culture is so ubiquitous that it affects all area.docx
Organizational culture is so ubiquitous that it affects all areas of group life. Though organizational culture is not always immediately obvious in organizations, its outcomes (e.g., turnover, morale, productivity) can be. Some workplaces require employees to wear business attire whereas others allow employees to dress casually. In some workplaces, formal address is used and in others, people use first names regardless of position. Both examples reflect organizational norms, or “the way we do things around here,” otherwise known as
organizational culture
. Organizational culture may be subtle yet pervasive and may have a profound effect on employee attitudes and behavior.
Organizational culture affects each of the levels of organizational assessment: individual, small group, large group, intergroup, and organization. As an organizational consultant or practitioner, it is beneficial to have a
toolbox
of assessments for organizational evaluation for each of these levels. By assessing organizational culture, practitioners and consultants can then develop evidence-based interventions to address the issues identified by the assessment and evaluation processes.
Consider how the information above may be applied to the Greenvale Correctional Facility case study that follows.
Greenvale Correctional Facility is a large, privately-owned, medium-security prison in the southeastern United States. The prison opened in 1988, and, until recently, it employed 300 security, operational, facilities, maintenance, healthcare, and administrative employees.
The prison’s salary and benefit structure are comparable to other prison systems around the country. However, Greenvale is currently experiencing significant attrition, creating an unsafe and unstable environment, both for the inmates and remaining employees. Staff has reduced from 300 to 210 employees during the last 6 months, and attempts to recruit and hire new staff have been challenging. Online recruitment, employee sourcing, and participation in various job fairs have not created a plentiful base of trained, experienced employment candidates, and efforts to retain existing personnel have been unsuccessful. Exit interview data point to leadership issues, and poor working conditions.
Prison leadership is comprised of Warden Bob Jones, who started at Greenvale when it first opened; Sergeant Dave Lee, the senior-level correctional leader with over 15 years of experience; and Officer Stan Phillips, a correctional manager who joined the leadership team in 2015. All three leaders work collaboratively, but they tend to remain siloed away from the other employees. All of the prison’s communications are
top-down
and authoritative; the leadership team believes this style is necessary given the work environment and inherent risks involved. While the team believes they are fostering a management-by-objectives culture, many employees feel excluded from the process and perceive more of an in-group/out-group m.
OracleFIT5195-2-Star Schema.pdfWeek 2 – Star SchemaSe.docx
This document discusses star schemas and bridge tables in data warehousing. It provides an overview of star schemas and their components, including facts, dimensions, and attributes. It also discusses bridge tables, which are used to link dimensions when a direct relationship does not exist in the source data. Two case studies are presented that involve creating star schemas and bridge tables to model sales data and truck delivery data for analysis. Bridge tables allow extending star schemas into snowflake schemas when dimensions cannot be directly connected to facts.
Oral PresentationPlease pick (1) one of the following topics.docx
Oral Presentation
Please pick (1) one of the following topics below and present a 5-
7 minute oral presentation:
1.
Race and contemporary concerns relative to policing particular ethnic communities
2.
Public opinion of police by different ethnic groups
3.
Police practices and police community relations
4.
Police corruption and citizen complaints relative to ethnicity
Note:
I strongly encourage you to research your information before you present in class.
.
Option A. You are a student at a New York City college in Septe.docx
Option A. You are a student at a New York City college in September, 1776. Write a letter home. You are asking for money. Work in a reference to what your parents do -- and are they your parents, or is one a step-parent? You could work in a little social history here, perhaps on high mortality rates. To sweeten your request, tell the people at home what's been going on in New York City. Mention two specific events you've witnessed. Finally -- is this a legitimate request? (Is your college still holding classes?) You'll have to cruise the internet for background information; just cite what you use. If you're feeling rather proud of what you've achieved, by the way, I'm giving you a benchmark against which to compare your efforts, a letter of
James Madison (Links to an external site.)
written in 1774.
Option B. This is a rather open question, and, again, you'll be cruising on the internet or using the library's resources. If you use Wikipedia, I ask that you go further; maybe you could consult one of the sources listed in the "reference section" usually included at the end of a Wikipedia article. What I would like you to do is to choose three of the Native American peoples that lived in the Ohio Valley between 1750 and 1850. Tell me who they are, what they have in common with each other, and some of the differences between each. Then, locate one myth told by these people. (You might start
here (Links to an external site.)
on the internet. The library has some material -- rummage! Search for "North American mythology;" I would consider an Iroquois myth as qualifying.) Tell me about the myth, and then tell me what this myth says about the culture of the people who produced it.
Essays are to be turned in as hard copy -- either printed, or hand-written. In either case, if you can manage it, double-space. I don't do a word count, but I expect some development. There should be an introductory paragraph, a body of the essay presenting your argument, with evidence (quotations or particular references are good), and a conclusion.
Grammar matters to me. Avoid sentence fragments; avoid misspellings and dangling modifiers.
If you use a source I haven't provided, then cite it. Don't copy word-for-word from what I provide unless you're using quotation marks; if it's not self-evident, tell me which source you've gotten your quotation from. Plagiarism rates an F.
There are due dates for each essay. Aim to get it in on the due date. I'll accept it up to 2 days later without penalty. Not after that.
You only need to do 3 essays, not all 4!
.
Order #12087Type of serviceWriting from ScratchWork type.docx
Order #12087
Type of service: Writing from Scratch
Work type: Analysis (any type)
Pages: 1 pages ( 550 words, Single spaced
Number of sources: 3
Subject or discipline: Music
Title: Analysis of "In th Hall of the Mountain King" from Peer Gynt no 1 Suite op 48 IV
Paper instructions:
Comment as a referential, critical, perceptive listener on how Grieg achieves unity and variety with the use of dynamics, timbre, pitch and temp.
Listening perspectives c4elink
Order #12085
Type of service: Writing from Scratch
Subject or discipline: Music
Title: Writer's choice
Pages: 1 pages ( 550 words, Single Spaced)
Number of sources: 3
Paper instructions:
The piece is cherry pink and apple blossom white (4:08) . Need to know number of musical ideas? The timings ( start and stop) of different sections, Unity and variety thru use of dynamics , timber, pitch; List Characteristics of the style; purpose on a C4elink
.
ORAL PRESENTATION( POWER POINT ) 12 SLICES . use the Manual of Menta.docx
ORAL PRESENTATION( POWER POINT ) 12 SLICES . use the Manual of Mental Disorders (DSM-5) AND OTHER REFERENCES
INTRODUCTION
WHAT IS PEDOPHILIA
CLASSIFICATIONS
MATERIALIZATION OF PEDOPHILIA
CHARACTERIZATION OF THE PEDOPHILE
DESCRIPTION
EMOTIVE NEEDS OF PEDOPHILES
CAUSES
DIAGNOSIS
DIFFERENTIAL DIAGNOSIS
TREATMENT OF PEDOPHILE
.
Organizational change initiatives are a team effort. It is the j.docx
Organizational change initiatives are a team effort. It is the job of the leadership team to ensure that transition is a success. To do so, the right leaders must be put in place, and each must hold a thorough understanding of their roles and responsibilities.
Examine the
Delta Pacific Case Study
, then analyze the following:
· What are the challenges facing Delta Pacific?
· What change initiative would be most effective to implement within this organization?
· What type of change leaders need to be put in place? (Ex.: Change Lead, Change Managers, Change Analyst, etc.)
· What departments, areas, and stakeholders will each leader be responsible for?
· Where will each change leader be most effective?
· What roles will each change leader need to play at their level of influence?
Leadership Structure Plan
Utilizing the above information, create a
Leadership Structure Plan
that includes the following:
· At least three change leader positions to be put in place for the change initiative.
· Description of each change leader's roles and responsibilities.
· Account of departments they will lead.
· A short description of how each position will effectively aid in the success of the initiative.
Note: When creating your plan, think in terms of a job description and job analysis, and the detail used to specifically identify the roles and responsibilities of each particular job assignment. Â While this particular project does not have a page requirement, keep in mind that a thorough plan should be no less than 3 pages in length. Use headers for each category.
The paper should include an APA formatted cover page and reference page.
.
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The document discusses different theories of intelligence, including:
- Louis Terman's theory that some students are exceptionally gifted, as measured by tests like the Stanford-Binet.
- Howard Gardner's theory of multiple intelligences, which identifies eight types of intelligence including musical, bodily-kinesthetic, logical-mathematical, and interpersonal.
- The triarchy theory that identifies three main types of intelligence: analytical, creative, and practical.
The document also examines competitive intelligence and its benefits, discussing how countries like Germany and Japan integrated understanding competitors into business strategy.
Cognitive Development
Piaget's theory of cognitive development proposes four stages of development:
1. Sensorimotor stage (birth to age 2): Children learn about the world through senses and physical interaction.
2. Preoperational stage (ages 2 to 7): Children develop language skills and use symbols but still struggle with logic.
3. Concrete operational stage (ages 7 to 11): Children can think logically about concrete events but not abstract concepts.
4. Formal operational stage (age 12 and up): Teenagers develop abstract thought and can consider hypothetical situations.
Consider the different developmental theories discussed in this ch.docx
Consider the different developmental theories discussed in this chapter. What theory do you find most interesting? Most challenging? Most useful to your work as a human service professional? Explain why you feel this way and how you plan to use these concepts to support your clients.
Psychology is defined as the science of mind and behavior. Human psychological development involves personality, cognition, emotion, and self-concept. Each child develops into a unique entity with individual strengths and weaknesses. At the same time, however, some principles and processes apply to the psychological development of all people. Likewise, virtually everyone is subject to similar psychological feelings and reactions that affect their behavior.
This example portrays two schoolboys discussing their current academic careers. Numerous psychological concepts and variables are affecting even this simple interaction. The boys are addressing their own and their peers’ ability to learn and achieve. Learning is easier for some children and more difficult for others. Personality characteristics also come into play. Some children are more dominant and aggressive. Others are more passive. Some young people are more motivated to achieve and win. Others are less interested and enthusiastic. Finally, some children feel good about themselves, and others have poor self-concepts.
A Perspective
Psychological variables interact with biological and social factors to affect an individual’s situation and behavior. Their interaction influences the potential courses of action available to a person at any point in time. This chapter will focus on some of the psychological concepts that critically impact children as they grow up. There are four major thrusts. The first presents a perspective on how personalities develop. The second provides a basic understanding of how children think and learn. The third focuses on emotion, and the fourth on self-concept.
Learning Objectives
This chapter will:
A. Summarize prominent psychological theories concerning personality development, including psychodynamic, neo-Freudian psychoanalytic, behavioral, phenomenological, and feminist theories.
B. Suggest a procedure for evaluating theory and discuss some concepts useful in enhancing sensitivity to human diversity when doing so.
C. Examine Piaget’s theory of cognitive development and Vygotsky’s sociocultural theory of cognitive development.
D. Describe the concept of emotion and investigate the development of temperament and attachment.
E. Discuss self-concept and self-esteem.
F. Examine the concepts of intelligence and intelligence testing, emphasizing the potential cultural and other biases involved.
G. Explore cognitive disabilities (mental retardation), learning disabilities, and attention deficit hyperactivity disorder, their effects on children, and current macro system responses.Theories of Psychological Development
How many times have you heard someone make statements such as the f.
1-1 Discussion Defining Abnormal BehaviorPreviousNext.docx
1-1 Discussion: Defining Abnormal Behavior
Previous
Next
In this module, you will explore the concept of abnormal behavior and consider why we often think of abnormal behavior as weird, uncomfortable, and difficult to define.
For your initial post, review the definition of abnormal behavior from your textbook,
Abnormal Psychology
, Chapter 2, and from the video,
Defining Abnormality
, to answer the following questions:
How has abnormal behavior been defined throughout history?
In your own words, how would you define abnormal behavior?
What are some of the ways in which abnormal behavior might be defined across different cultures?
What are some of the factors that contribute to abnormal behavior?
How do these contributing factors apply to any of the following programmatic themes? You may want to review the
Programmatic Themes
document.
Self-care
Social justice
Emotional intelligence
Career connections
Ethics
.
Essay On Standardized Test
The document discusses issues with cultural bias in IQ tests. It begins by using an analogy of giving different animals the same test of climbing a tree, which would clearly favor some over others. It then provides background on the origins of IQ tests in 1904 when Alfred Binet created the first intelligence test to help identify students struggling in France. The test was later expanded by Lewis Terman into the Stanford-Binet intelligence test used in the US. However, the document notes that IQ tests may be culturally biased as they often reflect the cultural experiences of their creators rather than being a fair assessment of intelligence across different cultures.
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The Homunculus Problem: Why You Will Lose the Battle of BYOD
BYOD, it's the new enterprise Boogie Man, striking fear into the heart of security professionals everywhere. We think this is a simple issue of policy, but if a recent study is correct and 20somethings will risk their jobs to use their own devices, it's clear there's more going on. One explanation for the attachment to our smartphones and tablets can be found in neuroscience.
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Supreme of all aspects of Intelligence is Spiritual Intelligence: the aspect of Intelligence with which we address and solve problems of meaning and value, we place our actions and our lives in a wider, richer & meaning giving context, we assess that one course of action or one life-path that is more meaningful than any other.
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Slide from The Cognitive Neuroscience of Empathy, You're A DevOps Natural, including speaker notes and bibliographies
Conceptual 1. Which of the following components is NOT a.docx
Conceptual
1. Which of the following components is NOT a part of prejudice?
a. emotional
b. political
c. cognitive
d. behavioral
Explain your reason for selecting this answer.
Applied
2. Jorge states, “I always knew that guy Johnson was a sneak. I’m not at all surprised that they finally caught him stealing money out of the cash drawer.” Jorge’s statement is best thought of as an example of:
a. an authoritarian personality.
b. hindsight bias.
c. the psychology of inevitability.
d. mutual interdependence.
Why is this the best answer?
Research/textbook
3. According to Jacobs and Eccles, what is the best way for mothers to encourage their daughters to develop strong math skills?
Research/reader
Article 32
4. Social identity theory suggests that people make comparisons between others like themselves (in-group) and others who are dissimilar to themselves (out-group). What did Fein and Spencer determine about these sorts of comparisons in their studies?
Personal Relevance
5. What is your current understanding of meaning of the word “scapegoat”? Have you always understood the meaning of the word? Describe any early impressions you had at a much younger age as to what a “scapegoat” was. Give an example of a scapegoat.
Summary
6. Summarize the most effective strategy when it comes to changing deeply rooted attitudes and behavior
.
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More from amit657720
Organizational Analysis Write a 5-7-page paper on a conflict th.docx
Organizational Analysis
Write a 5-7-page paper on a conflict that he or she experienced in an organizational setting.
The submission must be typed, double-spaced, and have uniform 1-inch margins in 12-point Times New Roman font.
The organizational analysis will contain the following sections:
• Background and history that led to the conflict.
• How/why did the conflict escalate?
• How was the conflict resolved?
• What would the student have done differently, based on what he or she has learned in the class?
.
Organizational BehaviorThe field of organizational behavior ca.docx
Organizational Behavior
The field of organizational behavior can be organized around three levels: individual level, team level, and organizational level. In other words, some theories focus on factors influencing individual behavior (e.g., personality, motivation). Some theories focus on factors influencing team or group behaviors (e.g., group development, conflict, roles). Still other theories focus on factors that tend to operate at an organizational level (e.g., structure, culture, leadership).
During the course, you have studied a variety of theories and perspectives at all these levels. Which ones seem most meaningful to you?
For your last paper:
Select one theory or perspective that you have studied that seems to be an individual level theme. One that you have studied that seems to be a team level theme. And one that you have studied that seems to be an organizational level theme. Summarize what those theories are and why each pertains to its corresponding level (individual, team, or organization).
Analyze those three theories based on this question: Why do people do what they do in organizations? That is, how do the theories you have selected help explain "organizational behavior?"
What are the challenges, problems, or difficulties in behavior as suggested by each of your theories?
What are the potential strategies and solutions (to the challenges) as suggested by your theories?
How do your three theories seem to fit together? How do they seem to interact with each other? What important lessons can you derive from thinking about the interaction of the theories?
Submission Details:
Submit your answers in a 5 Microsoft Word document, using APA style.
Support your work with examples and research.
Name your document SU_MGT3002_W5_LastName_FirstInitial.doc.
Submit your document to the Submissions Area by the due date assigned.
.
Organizational behavior is the combination of four areas of study—ps.docx
Organizational behavior is the combination of four areas of study—psychology, social psychology, sociology, and anthropology. While each of these areas involves an examination of people and their interactions, the focuses are quite different:
Psychology studies the mind and how people make decisions.
Social Psychology examines how people work in groups.
Sociology explores how systems work within the organization.
Anthropology examines how culture works within the organization.
Now, assume that you are an organizational consultant and have been asked by a new CEO to evaluate the strengths and weaknesses of the organization.
Step 2 - Post a Response
Respond to the following.
Of the four areas of study listed above, which would you focus on first?
Make sure to explain why you chose this area, and why it would take precedence over the other areas.
.
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“People in this organization don’t talk to one another anymore. Everything is e-mail, e-mail, e-mail. If you are mad at someone, you can just say it and then hide behind your computer.” With these words, Joe expressed his frustrations with Delta General’s operations. Charley echoed his concerns, responding, “I agree, but surely the managing director should be able to improve organizational communication without losing the advantages of e-mail.” As a consultant overhearing this conversation, how do you suggest the managing director respond to Charley’s challenge?
Guided Response:
Respond to at least two of your classmates’ postings.
.
Organizational Culture Edgar H. Schein I I I I II I II .docx
Organizational Culture
Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
Maanen, 1988). One probable reason for this diversity of
approaches is that culture, like role, lies at the intersection
of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
their implications is far beyond the scope of this article.
Instead I will provide a brief historical overview leading
to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
is still insufficient linkage of theory wit.
Organizational culture is so ubiquitous that it affects all area.docx
Organizational culture is so ubiquitous that it affects all areas of group life. Though organizational culture is not always immediately obvious in organizations, its outcomes (e.g., turnover, morale, productivity) can be. Some workplaces require employees to wear business attire whereas others allow employees to dress casually. In some workplaces, formal address is used and in others, people use first names regardless of position. Both examples reflect organizational norms, or “the way we do things around here,” otherwise known as
organizational culture
. Organizational culture may be subtle yet pervasive and may have a profound effect on employee attitudes and behavior.
Organizational culture affects each of the levels of organizational assessment: individual, small group, large group, intergroup, and organization. As an organizational consultant or practitioner, it is beneficial to have a
toolbox
of assessments for organizational evaluation for each of these levels. By assessing organizational culture, practitioners and consultants can then develop evidence-based interventions to address the issues identified by the assessment and evaluation processes.
Consider how the information above may be applied to the Greenvale Correctional Facility case study that follows.
Greenvale Correctional Facility is a large, privately-owned, medium-security prison in the southeastern United States. The prison opened in 1988, and, until recently, it employed 300 security, operational, facilities, maintenance, healthcare, and administrative employees.
The prison’s salary and benefit structure are comparable to other prison systems around the country. However, Greenvale is currently experiencing significant attrition, creating an unsafe and unstable environment, both for the inmates and remaining employees. Staff has reduced from 300 to 210 employees during the last 6 months, and attempts to recruit and hire new staff have been challenging. Online recruitment, employee sourcing, and participation in various job fairs have not created a plentiful base of trained, experienced employment candidates, and efforts to retain existing personnel have been unsuccessful. Exit interview data point to leadership issues, and poor working conditions.
Prison leadership is comprised of Warden Bob Jones, who started at Greenvale when it first opened; Sergeant Dave Lee, the senior-level correctional leader with over 15 years of experience; and Officer Stan Phillips, a correctional manager who joined the leadership team in 2015. All three leaders work collaboratively, but they tend to remain siloed away from the other employees. All of the prison’s communications are
top-down
and authoritative; the leadership team believes this style is necessary given the work environment and inherent risks involved. While the team believes they are fostering a management-by-objectives culture, many employees feel excluded from the process and perceive more of an in-group/out-group m.
OracleFIT5195-2-Star Schema.pdfWeek 2 – Star SchemaSe.docx
This document discusses star schemas and bridge tables in data warehousing. It provides an overview of star schemas and their components, including facts, dimensions, and attributes. It also discusses bridge tables, which are used to link dimensions when a direct relationship does not exist in the source data. Two case studies are presented that involve creating star schemas and bridge tables to model sales data and truck delivery data for analysis. Bridge tables allow extending star schemas into snowflake schemas when dimensions cannot be directly connected to facts.
Oral PresentationPlease pick (1) one of the following topics.docx
Oral Presentation
Please pick (1) one of the following topics below and present a 5-
7 minute oral presentation:
1.
Race and contemporary concerns relative to policing particular ethnic communities
2.
Public opinion of police by different ethnic groups
3.
Police practices and police community relations
4.
Police corruption and citizen complaints relative to ethnicity
Note:
I strongly encourage you to research your information before you present in class.
.
Option A. You are a student at a New York City college in Septe.docx
Option A. You are a student at a New York City college in September, 1776. Write a letter home. You are asking for money. Work in a reference to what your parents do -- and are they your parents, or is one a step-parent? You could work in a little social history here, perhaps on high mortality rates. To sweeten your request, tell the people at home what's been going on in New York City. Mention two specific events you've witnessed. Finally -- is this a legitimate request? (Is your college still holding classes?) You'll have to cruise the internet for background information; just cite what you use. If you're feeling rather proud of what you've achieved, by the way, I'm giving you a benchmark against which to compare your efforts, a letter of
James Madison (Links to an external site.)
written in 1774.
Option B. This is a rather open question, and, again, you'll be cruising on the internet or using the library's resources. If you use Wikipedia, I ask that you go further; maybe you could consult one of the sources listed in the "reference section" usually included at the end of a Wikipedia article. What I would like you to do is to choose three of the Native American peoples that lived in the Ohio Valley between 1750 and 1850. Tell me who they are, what they have in common with each other, and some of the differences between each. Then, locate one myth told by these people. (You might start
here (Links to an external site.)
on the internet. The library has some material -- rummage! Search for "North American mythology;" I would consider an Iroquois myth as qualifying.) Tell me about the myth, and then tell me what this myth says about the culture of the people who produced it.
Essays are to be turned in as hard copy -- either printed, or hand-written. In either case, if you can manage it, double-space. I don't do a word count, but I expect some development. There should be an introductory paragraph, a body of the essay presenting your argument, with evidence (quotations or particular references are good), and a conclusion.
Grammar matters to me. Avoid sentence fragments; avoid misspellings and dangling modifiers.
If you use a source I haven't provided, then cite it. Don't copy word-for-word from what I provide unless you're using quotation marks; if it's not self-evident, tell me which source you've gotten your quotation from. Plagiarism rates an F.
There are due dates for each essay. Aim to get it in on the due date. I'll accept it up to 2 days later without penalty. Not after that.
You only need to do 3 essays, not all 4!
.
Order #12087Type of serviceWriting from ScratchWork type.docx
Order #12087
Type of service: Writing from Scratch
Work type: Analysis (any type)
Pages: 1 pages ( 550 words, Single spaced
Number of sources: 3
Subject or discipline: Music
Title: Analysis of "In th Hall of the Mountain King" from Peer Gynt no 1 Suite op 48 IV
Paper instructions:
Comment as a referential, critical, perceptive listener on how Grieg achieves unity and variety with the use of dynamics, timbre, pitch and temp.
Listening perspectives c4elink
Order #12085
Type of service: Writing from Scratch
Subject or discipline: Music
Title: Writer's choice
Pages: 1 pages ( 550 words, Single Spaced)
Number of sources: 3
Paper instructions:
The piece is cherry pink and apple blossom white (4:08) . Need to know number of musical ideas? The timings ( start and stop) of different sections, Unity and variety thru use of dynamics , timber, pitch; List Characteristics of the style; purpose on a C4elink
.
ORAL PRESENTATION( POWER POINT ) 12 SLICES . use the Manual of Menta.docx
ORAL PRESENTATION( POWER POINT ) 12 SLICES . use the Manual of Mental Disorders (DSM-5) AND OTHER REFERENCES
INTRODUCTION
WHAT IS PEDOPHILIA
CLASSIFICATIONS
MATERIALIZATION OF PEDOPHILIA
CHARACTERIZATION OF THE PEDOPHILE
DESCRIPTION
EMOTIVE NEEDS OF PEDOPHILES
CAUSES
DIAGNOSIS
DIFFERENTIAL DIAGNOSIS
TREATMENT OF PEDOPHILE
.
Organizational change initiatives are a team effort. It is the j.docx
Organizational change initiatives are a team effort. It is the job of the leadership team to ensure that transition is a success. To do so, the right leaders must be put in place, and each must hold a thorough understanding of their roles and responsibilities.
Examine the
Delta Pacific Case Study
, then analyze the following:
· What are the challenges facing Delta Pacific?
· What change initiative would be most effective to implement within this organization?
· What type of change leaders need to be put in place? (Ex.: Change Lead, Change Managers, Change Analyst, etc.)
· What departments, areas, and stakeholders will each leader be responsible for?
· Where will each change leader be most effective?
· What roles will each change leader need to play at their level of influence?
Leadership Structure Plan
Utilizing the above information, create a
Leadership Structure Plan
that includes the following:
· At least three change leader positions to be put in place for the change initiative.
· Description of each change leader's roles and responsibilities.
· Account of departments they will lead.
· A short description of how each position will effectively aid in the success of the initiative.
Note: When creating your plan, think in terms of a job description and job analysis, and the detail used to specifically identify the roles and responsibilities of each particular job assignment. Â While this particular project does not have a page requirement, keep in mind that a thorough plan should be no less than 3 pages in length. Use headers for each category.
The paper should include an APA formatted cover page and reference page.
.
Organizational Behavior OpenStax Rice Univer.docx
Organizational Behavior
OpenStax
Rice University
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To learn more about OpenStax, visit https://openstax.org.
Individual print copies and bulk orders can be purchased through our website.
©2019 Rice University. Textbook content produced by OpenStax is licensed under a Creative Commons
Attribution 4.0 International License (CC BY 4.0). Under this license, any user of this textbook or the textbook
contents herein must provide proper attribution as follows:
- If you redistribute this textbook in a digital format (including but not limited to PDF and HTML), then you
must retain on every page the following attribution:
“Download for free at https://openstax.org/details/books/organizational-behavior.”
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following attribution:
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- If you redistribute part of this textbook, then you must retain in every digital format page view (including
but not limited to PDF and HTML) and on every physical printed page the following attribution:
“Download for free at https://openstax.org/details/books/organizational-behavior.”
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1-947172-71-9
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Placement® courses and low-cost, personalized courseware that helps students learn. A nonprofit ed tech
initiative based at Rice University, we’re committed to helping students access the tools they need to complete
their courses and meet their educational goals.
RICE UNIVERSITY
OpenStax, OpenStax CNX, and OpenStax Tutor are initiatives of Rice University. As a leading research
university with a distinctive commitment to undergraduate education, Rice University aspires to path-breaking
research, unsurpassed teaching, and contributions to the betterment of our world. It seeks to fulfill this
mission by cultivating a diverse community of learning and discovery that produces leaders across the
spectrum of human endeavor.
PHILANTHROPIC SUPPORT
OpenStax is grateful for our generous phi.
Organisms Causing Systemic MycosesObjectives -.docx
This document discusses four systemic dimorphic fungi - Histoplasma capsulatum, Blastomyces dermatitidis, Coccidioides immitis, and Paracoccidioides brasiliensis. It describes their characteristic morphologies in both mold and yeast phases, geographic distributions, diseases caused, methods of identification including culture characteristics and microscopy, and safety precautions for working with them. Proper identification requires demonstrating both mold and yeast phases as well as other tests such as exoantigen testing and molecular techniques.
Option 2Several artists created multiple self-portraits. Select.docx
Three self-portraits by the same artist were selected and studied closely to analyze the differences between them and what the artist was exploring or conveying in each. A reflection on how this assignment reinforced concepts from the module was written, citing required readings and supplementary materials as appropriate.
Option 1 Media and Mental IllnessFind a source of informa.docx
Option 1: Media and Mental Illness
Find a source of information in the media (e.g., newspaper, talk shows, TV programs, films, etc.) that deal directly with mental illness
You will need to cite this media source in your References page
Discuss the quality of the coverage, the accuracy/inaccuracy of the images presented, the assumptions made about mental illness, and an overall evaluation of the coverage.
Be scientific, back up your arguments with the research literature. How does this coverage affect those suffering from the particular form of mental illness covered?
Could you present the information in a better way? How?
Your paper will need to be 2 to 5 pages in APA format, not including a title page and reference page. The rubric will be posted on Canvas.
MUST include a Title page
MUST include a References page - site the media article, TV show, movie, documentary, magazine article, website page
Refer to the APA Purdue Owl website
Paper Option 1: Media and Mental Illness
Movies/TV Shows Featuring a Mental Illness Disorder & Characters with Mental Disorder
Movies (not an exhaustive list)
Lights Out
Donnie Darko
Perks of Being a Wallflower
A Beautiful Mind
Split
Hide and Seek
Girl, Interrupted (trigger warning)
A Star is Born
Welcome to Marwen
Love & Other Drugs
Silver Linings Playbook
The Notebook (Alzheimer’s Disorder)
Black Swan
The Soloist
Rain Man
Little Miss Sunshine
To The Bone
One Flew Over the Cuckoo’s Nest
American Sniper
We Need to Talk About Kevin
Love & Mercy
Benny and Joon
Eternal Sunshine of the Spotless Mind
It’s Kind of a Funny Story
Coco (Alzheimer’s)
Glass (2018)
Birdman
American Psycho
Still Alice
On My Block
The Three Faces of Eve
George Jung character in the movie
Blow
Roma
What’s Eating Gilbert Grape
A Clockwork Orange
Extremely Wicked, Shocking Evil, and Vile
The King’s Speech
What About Bob?
Temple Grandin
Rain Man
T.V. Shows (not an exhaustive list)
This is Us: Randall
Black-ish: Rainbow (Bow) Johnson
Chapelle Show: Tyrone Biggums
Unbreakable Kimmy Schmidt: Kimmy Schmidt
The Simpsons: Barney Gumble
You: Love and/or Joe
House: Dr. Greg House
Girls: Hannah Horvath
Saved by the Bell: Jessie Spano
Insecure: Molly
Netflix Jessica Jones: Jessica Jones
One Day at a Time: Penelope
BoJack Horseman
You’re the Worst: Gretchen
Grey’s Anatomy: Owen Hunt
Shameless: Ian
Grey’s Anatomy: Christina Yang
Psych: Shawn Spencer
Grey’s Anatomy: Richard Webber
The Big Bang Theory: Sheldon Cooper
Grey’s Anatomy: Miranda Bailey
The Big Bang Theory: Raj Koothrappali
Grey’s Anatomy: Arizona Robbins
Hulu’s show Dave: GaTa
Grey’s Anatomy: Amelia Shepherd
Euphoria: Rue Bennett
Mr. Robot: Elliot
Empire: Andre Lyon
Monk: Adrian Monk
Criminal Minds: Spencer Reid (short time)
Grey’s Anatomy characters (can focus on 1 episode, character, patient, etc.)
Criminal Minds characters (can focus on 1 episode, character, kille.
Option 1 Thought about a child who is dying. Is a death of a chil.docx
A child's death from a chronic illness may be less tragic than an adult's sudden accidental death. When communicating with grieving parents who have lost a child, the circumstances of the death may impact the approach, though the loss of a child is deeply painful in any situation. Support and compassion are needed to help parents cope with their devastating loss.
Option One—The Odyssey For the first option, focused solely on.docx
Option One—
The Odyssey
: For the first option, focused solely on Homer’s
Odyssey
, there are a variety of topics to choose from. Keep in mind that the questions under each topic are intended to stimulate your thinking—you are not required to address each and every one:
The Concept of Justice
: In the very first speech in the epic, Zeus claims that “mortals blame the gods. / From us alone, they say, come all their miseries, yes, / but they themselves, with their own reckless ways, / compound their pains beyond their proper share” (I. 37-40). This emphasis on human responsibility recurs throughout the epic, particularly regarding the suitors, yet at other times fate seems fixed. Consider the degree to which humans bring on their own destiny, and the degree to which fate appears to be decreed and unchangeable. In pondering this question, you might consider the function of prophecy, the role of the gods, and the force of human character on the events of the epic. In the world depicted here, how great a scope is allowed for human choice? Closely related to the question of justice is the question of human suffering. To what extent is suffering deserved?
The Wanderings of Odysseus
: Choose just one episode, or two that are related, in the wanderings of Odysseus as he relates them to the Phaeacians in Books IX-XII and consider how that episode relates to the epic as a whole. What important themes, motifs, and/or images are featured? How do they resonate with the larger themes of the epic?
Testing
: The epic is filled with contests, from tests of physical strength in Scheria and Ithaca to Odysseus’ testing of the members of his household, and their testing of him, to name just the most obvious. Why the emphasis on testing? What is being tested, and why?
Women
: Consider the role of women in the epic, whether mortal or divine. For what are they most praised? Most denigrated? You would do well to choose just one woman, or one contrasting pair (Helen and Penelope, for example) as you consider this question.
Fathers and Sons
: The epic begins with the story of Agamemnon and Orestes, and ends with the image of Laertes, Odysseus, and Telemachos fighting side by side; in between the epic is filled with fathers and sons. What appears to be valued in the father-son relationship?
Odysseus
: Consider the man himself—lying trickster or epic hero? A man of reckless daring or formidable self-restraint? Does he change or is his character consistent (or inconsistent!) throughout?
Option Two—Comparative Essay
: This option asks you to compare elements of
The Odyssey
and
Beowulf
. Both are classed as epics, with much in common, yet there are key differences. The choices below ask you to choose one specific element of the epic to focus on.
The Hero
: What is the most important or most interesting difference between Odysseus and Beowulf in terms of their character—who they are as individuals?
The Nature of Their Quests
: Consider the nature of .
Option 1Right to Counsel PresentationAnalyze two case.docx
Option 1:
Right to Counsel Presentation
Analyze
two cases involving the right to counsel and document your observations in a 7- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.
Address
the following topics:
The aspects of right to counsel for the cases
How the historical development of right to counsel relates to the cases
When the right to counsel attaches to criminal procedure for the cases
Whether the defendants in the cases exercised their right to self-representation
The role of the attorneys in the cases as it applies to right to counsel
Include
videos, audio, photos, diagrams, or graphs as appropriate.
100% original work NO plagiarism
.
Option 2 Art Select any 2 of works of art about the Hol.docx
Option 2: Art
Select
any 2
of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
works of art about the Holocaust list (
Select
any 2
of works)
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
After selecting any 2 works of art: Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
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to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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