Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors).
This is often the best kind of reinforcement because it creates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punish a
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she is doing well and making progress.
The more specificthe praise, the more effective it is in modifying behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scr ...
Running Head BEHAVIOR INTERVENTION PLAN 1BEHAVIOR INTER.docxtoddr4
Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I emphatically assume that it is basic to work with a child and not against them. To address a direct issue I assume that first you ought to grasp the lead and simply more critically appreciate what its causes are. There is an a lot of ways to deal with change an issue. There are a couple of systems that I acknowledge are ideal. The system picked is a result of the possibility of the lead. I assume that the instructor should be proactive, not just reacting to hones but instead play it safe measures. An instructor may have the ability to finish an impressive proportion of things to keep up a vital separation from lead issues. I trust in couple of particularly portrayed norms and heaps of strategy. Structure in the classroom and frameworks that the understudies know how to seek after will give soundness. For example, having a starter posted every day when the understudies enter is a not too bad technique to expel bundles of uproarious talking and preparing in the anteroom. Right when the understudies acknowledge what is foreseen from them by then there is a trademark stream to the classroom. The soundness in the classroom is vital to address fundamental issues of understudies. I acknowledge relentlessly that if basic human needs are not met then there is no desire for curricular making sense of how to occur. (Fairbanks, Sugai, Guardino,& Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student is not the one giving the information to the interviewer but the respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The screaming does not take long but the intensity of the scream is too much. The child throws toys as well as objects between four to ten times a day but it does not take long. The intensity of this behavior is very disruptive. The child does the yell shuting-up near between four to ten times a day, which in terms of intensity is very disruptive. Finally, the child throws chairs violent but not so often because this is done like twice in every six months. The intensity under which this is done is dangerous. (Quinn, Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the time and yells shut up. The throwing of objects all over is also a target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with startegies that could be used in controlling the behavior. To compare the Jackson behavior with people who have been i.
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
Running Head BEHAVIOR INTERVENTION PLAN 1BEHAVIOR INTER.docxtoddr4
Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I emphatically assume that it is basic to work with a child and not against them. To address a direct issue I assume that first you ought to grasp the lead and simply more critically appreciate what its causes are. There is an a lot of ways to deal with change an issue. There are a couple of systems that I acknowledge are ideal. The system picked is a result of the possibility of the lead. I assume that the instructor should be proactive, not just reacting to hones but instead play it safe measures. An instructor may have the ability to finish an impressive proportion of things to keep up a vital separation from lead issues. I trust in couple of particularly portrayed norms and heaps of strategy. Structure in the classroom and frameworks that the understudies know how to seek after will give soundness. For example, having a starter posted every day when the understudies enter is a not too bad technique to expel bundles of uproarious talking and preparing in the anteroom. Right when the understudies acknowledge what is foreseen from them by then there is a trademark stream to the classroom. The soundness in the classroom is vital to address fundamental issues of understudies. I acknowledge relentlessly that if basic human needs are not met then there is no desire for curricular making sense of how to occur. (Fairbanks, Sugai, Guardino,& Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student is not the one giving the information to the interviewer but the respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The screaming does not take long but the intensity of the scream is too much. The child throws toys as well as objects between four to ten times a day but it does not take long. The intensity of this behavior is very disruptive. The child does the yell shuting-up near between four to ten times a day, which in terms of intensity is very disruptive. Finally, the child throws chairs violent but not so often because this is done like twice in every six months. The intensity under which this is done is dangerous. (Quinn, Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the time and yells shut up. The throwing of objects all over is also a target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with startegies that could be used in controlling the behavior. To compare the Jackson behavior with people who have been i.
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
Philosophy of Student Discipline
School Discipline Essay
Essay On Classroom Discipline
Essay On School Discipline
Discipline Is a Must at Home and in School
The Importance Of Discipline In Schools
Career Prep Level 1
Students Disrespectful In Schools
The Importance Of School Discipline Policy
Discipline In Schools
Persuasive Essay On School Discipline
The Meaning Of Discipline In School
Speech On Discipline In School
Discipline In Private Schools Essay
Exclusionary Discipline Cases
7.3 Approaches to the Guidance and Discipline of Young ChildrenI.docxalinainglis
7.3 Approaches to the Guidance and Discipline of Young Children
It is important to remember that the goal of discipline and guidance is to help children internalize important rules and societal expectations. If the discipline or guidance approach a caregiver uses is consistent with Erikson's stages of psychosocial development, success will be higher, and the caregiver will be less frustrated. Further, when all parties involved in disciplining a child are consistent, the results will be more effective. These various approaches are summarized in Table 7.1. An important category of learning is behaviorism, which is an observable change of behavior caused by the environment (Ormrod, 2008). Behaviorism can be roughly divided into two overall categories: rewards (known as positive and negative reinforcement) and punishments. (The exception to this rule is the social cognitive approach [modeling], which is both behavioral and cognitive.)
Rewards/Reinforcements
A reward, or positive reinforcement, is the consequence of a child's behaviors that increases the probability of it recurring (Marzano, 2003). Rewards can be a smile or a positive personal message, such as "I love how you put the books back on the shelf." Rewards can also be in the form of external privileges, such as the use of the computer after the child has finished an assignment. Rewards include things like money, toys, candy, dessert (after eating a main meal), tokens, and stickers.
Reinforcing agents, or reinforcers, can be primary reinforcers or secondary reinforcers. Primary reinforcers satisfy a built-in need or desire, such as food, water, air, or warmth, and are essential to our well-being. Other primary reinforcers, such as candy, are not essential, but physical affection, a smile, and cuddling would seem to be (Ormrod, 2008). There are individual differences regarding the effectiveness of these rewards. For example, for someone who does not like chocolate, chocolate is not a reinforcer. Secondary reinforcers are previously neutral stimuli that, through repeated association with another reinforcer, have become a reinforcer. A neutral stimulus is a stimulus that a person does not respond to in any noticeable way. For example, initially ringing a small bell in the classroom causes no response from the children; however, after the bell is continually followed by a snack, the bell will produce a marked response. Other examples of secondary reinforcers are praise, tokens, money, good grades, and a feeling of success.
Extrinsic Reinforcement
Positive reinforcers are rewards that increase a person's behavior, such as a smile from the teacher after a child has helped another child solve a problem, or the feeling of satisfaction when one has completed a difficult task. They are arranged into two different categories: extrinsic and intrinsic. Extrinsic reinforcements are rewards provided by the outside environment.
Material reinforcers. These are actual objects, such as food, toys, or c.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
Using an organization that you currently work for or have worked f.docxjessiehampson
Using an organization that you currently work for or have worked for previously, create a PowerPoint presentation with the following slides:
1. Slide 1: Introduction of the organization
2. Slide 2: History of the organization
3. Slide 3: Your role within the organization
4. Slides 4 – 10: Describe seven of the following elements related to the organization (select 7 of 15)
a. Operations Strategy and Competiveness
b. Product Design and Process Selection
c. Supply Chain Management
d. Total Quality Management
e. Statistical Quality Control
f. Just-in-Time and Lean Systems
g. Forecasting
h. Capacity Planning and Facility Location
i. Facility Layout
j. Work System Design
k. Inventory Management
l. Aggregate Planning
m. Resource Planning
n. Scheduling
o. Project Management
5. Slide 11: Your overall thoughts of the organization
6. Slide 12: References for all slides (full APA formatted references)
For additional content, use the notes view of PowerPoint to include details. Minimize pictures to those that are relevant to the content.
Assessment criteria (5 points per criteria):
· The presentation makes good use of course concepts/practices/strategies;
· The presentation demonstrates understanding of Operational Excellence practices;
· The presentation demonstrates appropriate application of Operational Excellence ideas/concepts /practices/strategies;
· Thoroughness, appropriateness, and creativity demonstrated by the descriptions; clarity, organization, coherence, and correctness (spelling, grammar) of the writing, quoted content where appropriate, and full references.
Student’s Name
Professor’s Name
Course Title
Date
Simone’s Case study answers
Simone lacks self-esteem because she feels she is not valued by her peers and family. She often gets anxious whenever her efforts are not praised by adults, her peers give her the least interesting roles in dramatic play causing her to get exhausted, she is picked up by a neighbor and not her mother who only brings her to school then gets busy with Simone’s infant sister and does not have time to stay, lastly, her father is yet to bring her to school. All these factors lead to her teachers’ concerns about her next class because developmentally she is not attached to adults and also not valued.
In my opinion, I believe that developing positive self-esteem is essential for overall success in life. A child with a higher sense of self-esteem makes friends easily, adapts to change, can play on their own. On the contrary, negative self-esteem leads to people situations not working out well for them and lack of self-esteem raises doubts due to flattery. Children that have low self-esteem are more likely to develop depression, mental health issues, anxiety and a reduced sense of purpose and belonging.
The first idea that I will use as an early childhood professional to promote development of Simone’s self-esteem is helping her learn to build healthy relationships with her peers. This is because as she gro ...
Cover LetterOne aspect of strategic planning is to develop a str.docxmarilucorr
Cover Letter
One aspect of strategic planning is to develop a strong team of people. Discovering and retaining top talent may lead a company to success. Your goal for this journal assignment is to showcase why you would make a good candidate for an organization. To stand out from other candidates, you will want to write a cover letter for each position in which you apply. Cover letters allow you an opportunity to highlight your skills and competencies for potential employers.
For this assignment, you will develop a cover letter, reflect on your most relevant skills, and assess what action steps you can take to make your cover letter stronger.
To write an impactful cover letter, you should answer the following questions before you begin composing it. Starting with these questions will help provide a clear and concise message for the person reading your cover letter.
Why are you interested in the position? Consider what makes the position, organization, or company interesting to you.
What three skills or competencies do you possess that match the skills the employer is seeking in a candidate?
You can find these skills by viewing the job description. These specific skills are the reason every cover letter should be unique for each job you apply for.
Begin by reviewing the following Forbes’ articles:
Forget Cover Letters – Write A Pain Letter, Instead! (Links to an external site.)
Stop! Don’t Send That Cover Letter (Links to an external site.)
Tips For The Perfect Resume And Cover Letter (Links to an external site.)
Once you have reviewed the articles, identify a position of interest as a potential job opportunity. You may use any job search website. Two popular employment websites are
Indeed (Links to an external site.)
and CareerBuilder. After you identify a position of interest, use the job description to identify three skills or qualifications that match your background. Next, develop a cover letter by creating a three- to four-sentence paragraph highlighting your matching skills.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
Required Resources
Text
Abraham, S. (2012).
S
trategic management for organizations
. Retrieved from https://content.ashford.edu/
Chapter 1: Strategic Management
Chapter 2: Leadership, Governance, Values, and Culture
Chapter 3: Strategic Thinking
Articles
Collamer, N. (2014, February 4).
The perfect elevator pitch to land a job (Links to an external site.)
.
Forbes
. Retrieved from http://www.forbes.com/sites/nextavenue/2013/02/04/the-perfect-elevator-pitch-to-land-a-job/
This article provides information about how a 30 second summary about being the perfect candidate can help during a job interview and will assist you in your Elevator Speech discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Ryan, L. (2014, October 12).
Forget cov.
Cover Letter, Resume, and Portfolio Toussaint Casimir.docxmarilucorr
Cover Letter, Resume, and Portfolio
Toussaint Casimir
Walden University
NURS 6660 PMH Nurse Practitioner Role I: Child and Adolescent
February 3, 2019
Personal Philosophy Statement
Patient care is complex system that is delivered by a multidisciplinary team. Its success requires perfect harmony between the all the involving members. It is vital that the care we deliver as healthcare professional is patient – centered. Therefore, it is important to know the population that we are serving, its needs and its cultural background. In the United States more than any other country, healthcare providers should develop their cultural awareness and competence.
The stigma around the mental illness and the quality of treatment that mentally ill individuals receive have inspired me to become a psychiatric mental health nurse practitioner (PMHNP). I have felt the necessity to stand up and do what is right as my contribution to fix this urgent issue. In our society, physical or medical diseases provoke empathy, but we demonstrate disdain for people impacted by mental conditions. Like we always say, “See it and fix it”. So, passivity is as wrong as the wrong doing.
As a psychiatric mental health nurse practitioner, I will have the opportunity to care for a multicultural population with different conceptions or point of view about mental health. It is my role and responsibility to understand the cultural differences and provide support to those in need. I have learned that in the healthcare system, we should not be judgmental. My personal philosophy is to treat each and every patient as I would like to be treated. It is a moral obligation to use my knowledge to serve and educate individuals in my community. As a healthcare professional, I believe that I have the capability to change to way mentally ill individuals are viewed and treated. Through my philosophy, I will be able to advocate for holistic and empathic care for individuals with mental health conditions.
Self – Assessment
I have decided to transition from registered nurse (RN) to psychiatric mental health nurse practitioner (PMHNP) to better serve my community. So, I have always said and believe that the more someone has the he/she can give. When I decided to go back to school to pursue my goal, I said to myself “I have to choose one of the best schools”. Finally, I have chosen Walden University that I believe meet my expectations. For my Practicum, I have chosen the Compass Health System which has been established in the South Florida since 1990, and it is well respected in the community. They offer their services through their offices and most of the hospital with mental health crisis. They are one the major teaching facilities in mental health in the South Florida.
I have selected preceptors who have been working with Compass Health System for several years. So, they acquired a very solid experience in the field. I have taken great advantage of their experience to strengthen my assessment s.
Cover
Executive Summary (mention organization, key ‘out-takes’ from main sections in the Proposal)
TableofContents
1. Introduction
2. The Research Issue & The Context
3. Justification for Conducting Research (why the research is important, what benefits does it bring about for the organization)
4. Description of the Research Problem/Opportunity (define why there is an ‘information gap’, put the Research Problem/Opportunity in a 1-2 line statement)
5. Research Questions Emerging from the Problem/Opportunity (if there are sub-dimensions to the Research Problem/Opportunity statement, design Research Questions (basically broad research themes/topic areas around them. Suggest 2-3 Research Questions. Max of 4
6. Information Needs under Each Research Question (for each Research Question, make a listing of the types of information likely to be needed. Suggest 4-5 for each of the Research Questions
7. Appropriate Research Approach (exploratory, descriptive, correlation, causal) then decide primary or secondary research, then decide (if primary) whether qualitative or quantitative
8. Data Collection Design Overview (if qualitative – focus groups or in-depth interviews, if quantitative – surveys, or experiments, then consider if any role for observation)
9. Proposed Data Collection Methodology (if focus groups, in-depth interviews, surveys, experiments, observations, detail the approach to be taken e.g. for focus groups or in-depth interviews – central location or elsewhere, unstructured or semi-structured, for surveys – interviewer or self-completion, where, any technology used, for experiments – in labs or ‘in the field’, for observations – disguised or undisguised)
10. Proposed Sampling Design (if probability or non-probability, if probability which particular sub-type e.g. simple random probability, if non-probability which particular sub-type e.g. convenience, then consider sample size, and justify reason for chosen size)
11. Proposed Data Analysis Methodology (if focus groups, or in-depth interviews – human content or software based analysis, if surveys or experiments – univariate, bivariate or multivariate analysis, reasons for choice of analysis method
12. Ethical Issues (identify any ethical issues associated, with information collection, sample design, data analysis - think anonymity, confidentiality, privacy, embarrassing questions etc., solutions to overcome them)
Reference List (does not need to be an extensive list, major use of the textbook chapter(s) can be made, possibly information from the ‘client’ organization)
Appendices (only if needed)
Cover
Executiv
e Summary (mention organization, key ‘out
-
takes’ from main sections in the Proposal)
Table
of
Contents
1.
Introductio
n
2.
The Research Issue & The Contex
t
3.
Justification for Conducting Research (why the research is important, what benefits does it
bring about for the organization
)
4.
Description of the Research Problem/Opportunity (define why there is an .
couse name Enterprise risk management From your research, dis.docxmarilucorr
couse name : Enterprise risk management
From your research, discuss whether or not your organization has ISO 27001 certification. Outside of overall protection from cyber-attacks, describe, in detail, some other benefits your organization will achieve in obtaining this certification. If your company does not have this certification, how can they go about obtaining it?
.
Courts have reasoned that hospitals have a duty to reserve their b.docxmarilucorr
Courts have reasoned that hospitals have a duty to reserve their beds and facilities for patients who genuinely need them.” (Showalter) Who do you feel this ‘duty’ is owed to? (Current patients? Future patients? Staff? Shareholders? Community? Others?)
Requirements: 250 words minimum APA Style
.
Court Operations and Sentencing GuidelinesPeriodically, se.docxmarilucorr
Court Operations and Sentencing Guidelines
Periodically, sentencing guidelines will be changed at both the federal and state court levels. When this occurs impacted courts must realign their operations to accommodate the changes that have occurred. Sentencing guidelines alterations can alter court operations along a wide range from simply updating sentencing documents all the way to complex changes in overall court operations (e.g., method for handling sentencing hearings).
In your initial response,
A) Evaluate how sentencing guideline changes can impact the administration of court operations.
B) As part of your response discuss steps that court personnel must take to realign court operations to accommodate new sentencing guidelines when the changes have a major impact on the way offenders are sentenced.
Assignment Instructions:
1) Based on research, and
2) Using professional, scholarly sources, and
3) Submitted in APA 6th ed style, and
4) A minimum of 450 words, excluding the references list.
.
Course Competencies/ Learning Objectives
Course Learning Objectives
Assessment Method
Recognize the activities involved in securing the operations of an enterprise and identify the technologies used to maintain network and resource availability.
Labs, case project, and exams
Identify the effects of various hardware and software violations on the system, and recognize how different types of operational and life-cycle assurance are used to secure operations.
Labs, case project, and exams
Determine the effects of different attacks on the network and identify the consequences of those effects.
Labs, case project, and exams
Recognize how different auditing and monitoring techniques are used to identify and protect against system and network attacks.
Labs, case project, and exams
Recognize the need for resource protection, distinguish between e- mail protocols, and identify different types of e-mail vulnerability.
Labs, case project, and exams
Identify basic mechanisms and security issues associated with the Web, and recognize different technologies for transferring and sharing files over the Internet.
Labs, case project, and exams
Recognize key reconnaissance attack methods and identify different types of administrative management and media storage control.
Labs, case project, and exams
Identify the appropriate security measures and controls for creating a more secure workspace.
Labs, case project, and exams
.
Coursework 2 – Presentation Report The aim of this 1000-word r.docxmarilucorr
Coursework 2 – Presentation Report:
The aim of this 1000-word report is to develop ideas discussed and questions asked during the delivery of the presentation. This will allow the development of analytical and critical investigative skills, along with skills of communication and presentation. This can be written in the style of a mini essay, in which you can further elaborate on concepts raised in the presentation, and also offer references to the relevant resources used.
they idea is not to repeat what I wrote but more on to think more about questions raised and explore them and other questions.
Harvard referencing and bibliography.
I have uploaded the presentation and the rubric below as well as the reading list for this topic from my course(more readings in the power point presentation reference list).
.
Philosophy of Student Discipline
School Discipline Essay
Essay On Classroom Discipline
Essay On School Discipline
Discipline Is a Must at Home and in School
The Importance Of Discipline In Schools
Career Prep Level 1
Students Disrespectful In Schools
The Importance Of School Discipline Policy
Discipline In Schools
Persuasive Essay On School Discipline
The Meaning Of Discipline In School
Speech On Discipline In School
Discipline In Private Schools Essay
Exclusionary Discipline Cases
7.3 Approaches to the Guidance and Discipline of Young ChildrenI.docxalinainglis
7.3 Approaches to the Guidance and Discipline of Young Children
It is important to remember that the goal of discipline and guidance is to help children internalize important rules and societal expectations. If the discipline or guidance approach a caregiver uses is consistent with Erikson's stages of psychosocial development, success will be higher, and the caregiver will be less frustrated. Further, when all parties involved in disciplining a child are consistent, the results will be more effective. These various approaches are summarized in Table 7.1. An important category of learning is behaviorism, which is an observable change of behavior caused by the environment (Ormrod, 2008). Behaviorism can be roughly divided into two overall categories: rewards (known as positive and negative reinforcement) and punishments. (The exception to this rule is the social cognitive approach [modeling], which is both behavioral and cognitive.)
Rewards/Reinforcements
A reward, or positive reinforcement, is the consequence of a child's behaviors that increases the probability of it recurring (Marzano, 2003). Rewards can be a smile or a positive personal message, such as "I love how you put the books back on the shelf." Rewards can also be in the form of external privileges, such as the use of the computer after the child has finished an assignment. Rewards include things like money, toys, candy, dessert (after eating a main meal), tokens, and stickers.
Reinforcing agents, or reinforcers, can be primary reinforcers or secondary reinforcers. Primary reinforcers satisfy a built-in need or desire, such as food, water, air, or warmth, and are essential to our well-being. Other primary reinforcers, such as candy, are not essential, but physical affection, a smile, and cuddling would seem to be (Ormrod, 2008). There are individual differences regarding the effectiveness of these rewards. For example, for someone who does not like chocolate, chocolate is not a reinforcer. Secondary reinforcers are previously neutral stimuli that, through repeated association with another reinforcer, have become a reinforcer. A neutral stimulus is a stimulus that a person does not respond to in any noticeable way. For example, initially ringing a small bell in the classroom causes no response from the children; however, after the bell is continually followed by a snack, the bell will produce a marked response. Other examples of secondary reinforcers are praise, tokens, money, good grades, and a feeling of success.
Extrinsic Reinforcement
Positive reinforcers are rewards that increase a person's behavior, such as a smile from the teacher after a child has helped another child solve a problem, or the feeling of satisfaction when one has completed a difficult task. They are arranged into two different categories: extrinsic and intrinsic. Extrinsic reinforcements are rewards provided by the outside environment.
Material reinforcers. These are actual objects, such as food, toys, or c.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
Using an organization that you currently work for or have worked f.docxjessiehampson
Using an organization that you currently work for or have worked for previously, create a PowerPoint presentation with the following slides:
1. Slide 1: Introduction of the organization
2. Slide 2: History of the organization
3. Slide 3: Your role within the organization
4. Slides 4 – 10: Describe seven of the following elements related to the organization (select 7 of 15)
a. Operations Strategy and Competiveness
b. Product Design and Process Selection
c. Supply Chain Management
d. Total Quality Management
e. Statistical Quality Control
f. Just-in-Time and Lean Systems
g. Forecasting
h. Capacity Planning and Facility Location
i. Facility Layout
j. Work System Design
k. Inventory Management
l. Aggregate Planning
m. Resource Planning
n. Scheduling
o. Project Management
5. Slide 11: Your overall thoughts of the organization
6. Slide 12: References for all slides (full APA formatted references)
For additional content, use the notes view of PowerPoint to include details. Minimize pictures to those that are relevant to the content.
Assessment criteria (5 points per criteria):
· The presentation makes good use of course concepts/practices/strategies;
· The presentation demonstrates understanding of Operational Excellence practices;
· The presentation demonstrates appropriate application of Operational Excellence ideas/concepts /practices/strategies;
· Thoroughness, appropriateness, and creativity demonstrated by the descriptions; clarity, organization, coherence, and correctness (spelling, grammar) of the writing, quoted content where appropriate, and full references.
Student’s Name
Professor’s Name
Course Title
Date
Simone’s Case study answers
Simone lacks self-esteem because she feels she is not valued by her peers and family. She often gets anxious whenever her efforts are not praised by adults, her peers give her the least interesting roles in dramatic play causing her to get exhausted, she is picked up by a neighbor and not her mother who only brings her to school then gets busy with Simone’s infant sister and does not have time to stay, lastly, her father is yet to bring her to school. All these factors lead to her teachers’ concerns about her next class because developmentally she is not attached to adults and also not valued.
In my opinion, I believe that developing positive self-esteem is essential for overall success in life. A child with a higher sense of self-esteem makes friends easily, adapts to change, can play on their own. On the contrary, negative self-esteem leads to people situations not working out well for them and lack of self-esteem raises doubts due to flattery. Children that have low self-esteem are more likely to develop depression, mental health issues, anxiety and a reduced sense of purpose and belonging.
The first idea that I will use as an early childhood professional to promote development of Simone’s self-esteem is helping her learn to build healthy relationships with her peers. This is because as she gro ...
Cover LetterOne aspect of strategic planning is to develop a str.docxmarilucorr
Cover Letter
One aspect of strategic planning is to develop a strong team of people. Discovering and retaining top talent may lead a company to success. Your goal for this journal assignment is to showcase why you would make a good candidate for an organization. To stand out from other candidates, you will want to write a cover letter for each position in which you apply. Cover letters allow you an opportunity to highlight your skills and competencies for potential employers.
For this assignment, you will develop a cover letter, reflect on your most relevant skills, and assess what action steps you can take to make your cover letter stronger.
To write an impactful cover letter, you should answer the following questions before you begin composing it. Starting with these questions will help provide a clear and concise message for the person reading your cover letter.
Why are you interested in the position? Consider what makes the position, organization, or company interesting to you.
What three skills or competencies do you possess that match the skills the employer is seeking in a candidate?
You can find these skills by viewing the job description. These specific skills are the reason every cover letter should be unique for each job you apply for.
Begin by reviewing the following Forbes’ articles:
Forget Cover Letters – Write A Pain Letter, Instead! (Links to an external site.)
Stop! Don’t Send That Cover Letter (Links to an external site.)
Tips For The Perfect Resume And Cover Letter (Links to an external site.)
Once you have reviewed the articles, identify a position of interest as a potential job opportunity. You may use any job search website. Two popular employment websites are
Indeed (Links to an external site.)
and CareerBuilder. After you identify a position of interest, use the job description to identify three skills or qualifications that match your background. Next, develop a cover letter by creating a three- to four-sentence paragraph highlighting your matching skills.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
Required Resources
Text
Abraham, S. (2012).
S
trategic management for organizations
. Retrieved from https://content.ashford.edu/
Chapter 1: Strategic Management
Chapter 2: Leadership, Governance, Values, and Culture
Chapter 3: Strategic Thinking
Articles
Collamer, N. (2014, February 4).
The perfect elevator pitch to land a job (Links to an external site.)
.
Forbes
. Retrieved from http://www.forbes.com/sites/nextavenue/2013/02/04/the-perfect-elevator-pitch-to-land-a-job/
This article provides information about how a 30 second summary about being the perfect candidate can help during a job interview and will assist you in your Elevator Speech discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Ryan, L. (2014, October 12).
Forget cov.
Cover Letter, Resume, and Portfolio Toussaint Casimir.docxmarilucorr
Cover Letter, Resume, and Portfolio
Toussaint Casimir
Walden University
NURS 6660 PMH Nurse Practitioner Role I: Child and Adolescent
February 3, 2019
Personal Philosophy Statement
Patient care is complex system that is delivered by a multidisciplinary team. Its success requires perfect harmony between the all the involving members. It is vital that the care we deliver as healthcare professional is patient – centered. Therefore, it is important to know the population that we are serving, its needs and its cultural background. In the United States more than any other country, healthcare providers should develop their cultural awareness and competence.
The stigma around the mental illness and the quality of treatment that mentally ill individuals receive have inspired me to become a psychiatric mental health nurse practitioner (PMHNP). I have felt the necessity to stand up and do what is right as my contribution to fix this urgent issue. In our society, physical or medical diseases provoke empathy, but we demonstrate disdain for people impacted by mental conditions. Like we always say, “See it and fix it”. So, passivity is as wrong as the wrong doing.
As a psychiatric mental health nurse practitioner, I will have the opportunity to care for a multicultural population with different conceptions or point of view about mental health. It is my role and responsibility to understand the cultural differences and provide support to those in need. I have learned that in the healthcare system, we should not be judgmental. My personal philosophy is to treat each and every patient as I would like to be treated. It is a moral obligation to use my knowledge to serve and educate individuals in my community. As a healthcare professional, I believe that I have the capability to change to way mentally ill individuals are viewed and treated. Through my philosophy, I will be able to advocate for holistic and empathic care for individuals with mental health conditions.
Self – Assessment
I have decided to transition from registered nurse (RN) to psychiatric mental health nurse practitioner (PMHNP) to better serve my community. So, I have always said and believe that the more someone has the he/she can give. When I decided to go back to school to pursue my goal, I said to myself “I have to choose one of the best schools”. Finally, I have chosen Walden University that I believe meet my expectations. For my Practicum, I have chosen the Compass Health System which has been established in the South Florida since 1990, and it is well respected in the community. They offer their services through their offices and most of the hospital with mental health crisis. They are one the major teaching facilities in mental health in the South Florida.
I have selected preceptors who have been working with Compass Health System for several years. So, they acquired a very solid experience in the field. I have taken great advantage of their experience to strengthen my assessment s.
Cover
Executive Summary (mention organization, key ‘out-takes’ from main sections in the Proposal)
TableofContents
1. Introduction
2. The Research Issue & The Context
3. Justification for Conducting Research (why the research is important, what benefits does it bring about for the organization)
4. Description of the Research Problem/Opportunity (define why there is an ‘information gap’, put the Research Problem/Opportunity in a 1-2 line statement)
5. Research Questions Emerging from the Problem/Opportunity (if there are sub-dimensions to the Research Problem/Opportunity statement, design Research Questions (basically broad research themes/topic areas around them. Suggest 2-3 Research Questions. Max of 4
6. Information Needs under Each Research Question (for each Research Question, make a listing of the types of information likely to be needed. Suggest 4-5 for each of the Research Questions
7. Appropriate Research Approach (exploratory, descriptive, correlation, causal) then decide primary or secondary research, then decide (if primary) whether qualitative or quantitative
8. Data Collection Design Overview (if qualitative – focus groups or in-depth interviews, if quantitative – surveys, or experiments, then consider if any role for observation)
9. Proposed Data Collection Methodology (if focus groups, in-depth interviews, surveys, experiments, observations, detail the approach to be taken e.g. for focus groups or in-depth interviews – central location or elsewhere, unstructured or semi-structured, for surveys – interviewer or self-completion, where, any technology used, for experiments – in labs or ‘in the field’, for observations – disguised or undisguised)
10. Proposed Sampling Design (if probability or non-probability, if probability which particular sub-type e.g. simple random probability, if non-probability which particular sub-type e.g. convenience, then consider sample size, and justify reason for chosen size)
11. Proposed Data Analysis Methodology (if focus groups, or in-depth interviews – human content or software based analysis, if surveys or experiments – univariate, bivariate or multivariate analysis, reasons for choice of analysis method
12. Ethical Issues (identify any ethical issues associated, with information collection, sample design, data analysis - think anonymity, confidentiality, privacy, embarrassing questions etc., solutions to overcome them)
Reference List (does not need to be an extensive list, major use of the textbook chapter(s) can be made, possibly information from the ‘client’ organization)
Appendices (only if needed)
Cover
Executiv
e Summary (mention organization, key ‘out
-
takes’ from main sections in the Proposal)
Table
of
Contents
1.
Introductio
n
2.
The Research Issue & The Contex
t
3.
Justification for Conducting Research (why the research is important, what benefits does it
bring about for the organization
)
4.
Description of the Research Problem/Opportunity (define why there is an .
couse name Enterprise risk management From your research, dis.docxmarilucorr
couse name : Enterprise risk management
From your research, discuss whether or not your organization has ISO 27001 certification. Outside of overall protection from cyber-attacks, describe, in detail, some other benefits your organization will achieve in obtaining this certification. If your company does not have this certification, how can they go about obtaining it?
.
Courts have reasoned that hospitals have a duty to reserve their b.docxmarilucorr
Courts have reasoned that hospitals have a duty to reserve their beds and facilities for patients who genuinely need them.” (Showalter) Who do you feel this ‘duty’ is owed to? (Current patients? Future patients? Staff? Shareholders? Community? Others?)
Requirements: 250 words minimum APA Style
.
Court Operations and Sentencing GuidelinesPeriodically, se.docxmarilucorr
Court Operations and Sentencing Guidelines
Periodically, sentencing guidelines will be changed at both the federal and state court levels. When this occurs impacted courts must realign their operations to accommodate the changes that have occurred. Sentencing guidelines alterations can alter court operations along a wide range from simply updating sentencing documents all the way to complex changes in overall court operations (e.g., method for handling sentencing hearings).
In your initial response,
A) Evaluate how sentencing guideline changes can impact the administration of court operations.
B) As part of your response discuss steps that court personnel must take to realign court operations to accommodate new sentencing guidelines when the changes have a major impact on the way offenders are sentenced.
Assignment Instructions:
1) Based on research, and
2) Using professional, scholarly sources, and
3) Submitted in APA 6th ed style, and
4) A minimum of 450 words, excluding the references list.
.
Course Competencies/ Learning Objectives
Course Learning Objectives
Assessment Method
Recognize the activities involved in securing the operations of an enterprise and identify the technologies used to maintain network and resource availability.
Labs, case project, and exams
Identify the effects of various hardware and software violations on the system, and recognize how different types of operational and life-cycle assurance are used to secure operations.
Labs, case project, and exams
Determine the effects of different attacks on the network and identify the consequences of those effects.
Labs, case project, and exams
Recognize how different auditing and monitoring techniques are used to identify and protect against system and network attacks.
Labs, case project, and exams
Recognize the need for resource protection, distinguish between e- mail protocols, and identify different types of e-mail vulnerability.
Labs, case project, and exams
Identify basic mechanisms and security issues associated with the Web, and recognize different technologies for transferring and sharing files over the Internet.
Labs, case project, and exams
Recognize key reconnaissance attack methods and identify different types of administrative management and media storage control.
Labs, case project, and exams
Identify the appropriate security measures and controls for creating a more secure workspace.
Labs, case project, and exams
.
Coursework 2 – Presentation Report The aim of this 1000-word r.docxmarilucorr
Coursework 2 – Presentation Report:
The aim of this 1000-word report is to develop ideas discussed and questions asked during the delivery of the presentation. This will allow the development of analytical and critical investigative skills, along with skills of communication and presentation. This can be written in the style of a mini essay, in which you can further elaborate on concepts raised in the presentation, and also offer references to the relevant resources used.
they idea is not to repeat what I wrote but more on to think more about questions raised and explore them and other questions.
Harvard referencing and bibliography.
I have uploaded the presentation and the rubric below as well as the reading list for this topic from my course(more readings in the power point presentation reference list).
.
COURSE InfoTech in a Global Economy Do you feel that countri.docxmarilucorr
COURSE: InfoTech in a Global Economy
Do you feel that countries and companies need explicit strategies for technology development, given the tremendous amount of largely spontaneous creativity that occurs today, often in areas where new technologies are not expected to exert a great influence. Why or why not?
please cite properly in APA
At least one scholarly source should be used in the initial discussion thread.
.
Course Themes Guide The English 112 course will focus o.docxmarilucorr
Course Themes Guide
The English 112 course will focus on a central theme that runs throughout the course. Students
will choose a theme, and then use this theme when completing assignments under modules 2-4.
Course Themes:
o Addiction
o Aging, death, and dying
o Body image/eating disorders
o Coming of Age
o Heterosexual gender roles: equality and civil rights
o Lesbian, gay, bisexual, and transgender roles: equality and civil rights
o Mental illness: schizophrenia, OCD, bipolar disorder
o Physical disability, impairment, and disfigurement
o Psychosis and violence
o War and Post Traumatic Stress Disorder (PTSD)
Module Two: Course Theme Literary Analysis
In Module Two, students will work on a literary analysis. To complete the analysis, course theme
will have to be paired with a fictional work (such as a fictional short story, poem, play, or film).
Below are some suggested fictional works listed under their corresponding course themes.
Author names are provided parenthetically. Most of the suggested stories/poems/plays can be
found through a quick web search. If a story is unavailable, inform the instructor so he or she
may assist you.
Addiction:
“Babylon Revisited” (F. Scott Fitzgerald)
“Sonny’s Blues” (James Baldwin)
Aging, death, and dying
“Thanatopsis” (William Cullen Bryant)
“Midterm Break” (Seamus Heaney);
“Death Be Not Proud” (John Donne)
Time Flies (David Ives)
Body image/eating disorders
“Barbie Doll” (Marge Piercy)
Wasted (Marya Hornbacher)
Coming of Age
“A&P” (John Updike)
“How Far She Went” (Mary Hood)
“Where Are You Going, Where Have You Been?” (Joyce Carol Oates)
Heterosexual gender roles: equality and civil rights
“A Work of Artifice” (Marge Piercy)
“The Curse” (Andre Dubus)
“Yellow Wallpaper” (Charlotte Perkins Gilman)
Trifles (Susan Glaspell)
Lesbian, gay, bisexual, and transgender roles: equality and civil rights
“Life After High School” (Joyce Carol Oates)
“Paul’s Case” (Willa Cather)
A Streetcar Named Desire (Tennessee Williams)
Mental illness: schizophrenia, OCD, bipolar disorder
“A Rose for Emily” (William Faulkner)
“The Tale-Tell Heart” (Edgar Allan Poe)
“Bartleby” (Herman Melville)
Physical disability, impairment, and disfigurement
“Everyday Use” (Alice Walker)
“Good Country People” (Flannery O’Connor)
“The Birthmark” (Nathaniel Hawthorne)
Psychosis and violence
“A Good Man Is Hard to Find” (Flannery O’Connor)
“The Curse” (Andre Dubus)
“The Cask of Amontillado” (Edgar Allan Poe)
“Hunters in the Snow” (Tobias Wolff)
War and Post Traumatic Stress Disorder (PTSD)
The Red Badge of Courage (Stephen Crane)
“Soldiers Home” (Ernest Hemingway)
“The Things They Carried” (Tim O’Brien)
“The Thing in the Forest” (A.S. Byatt)
Modules Three and Four: Course Theme Research
In Modules Three and Four, you will research your course themes in the social and natural
sciences. Keywords will.
Course SyllabusPrerequisitesThere are no prerequisites for PHI20.docxmarilucorr
Course Syllabus
Prerequisites
There are no prerequisites for PHI208.
Course Description
This course explores key philosophical concepts from an ethical perspective. Students will analyze selected assertions of knowledge and the methods of reasoning humans use to justify these claims. Through research into theories of science and religion, as well as the theoretical and empirical challenges these institutions of thought face, students will also investigate how the mind constructs and understands reality. This will provide a foundation for an exploration into questions of morality, in which students will look at traditional and contemporary ethical theories, and apply these theories to contemporary moral issues.
Course Design
In this course, students will be introduced to various ethical theories and practical ethical issues. 1) Students will examine and engage dominant theories of ethics, as well as relativism, and how the relativist position argues against universal ethical principles. Students will utilize what they learn about those ethical theories to examine a contemporary ethical issue and reflect on their own ideas about relativism. 2) Students will examine consequentialist ethical theory and responses to the consequentialist position. 3) Students will examine deontological ethical theory. 4) Students will examine virtue ethics. 5) Students will examine feminist ethics and how feminist ethics relate and attempt to break free from the previous ethical positions. While students are learning about the various ethical theories they will also examine articles that utilize the theories to make arguments in relation to contemporary moral problems. Students will ultimately be asked to choose a contemporary moral problem and apply the ethical theories to the moral problem, while also explaining which theory they find to provide the strongest position.
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
Define the nature and scope of morality and ethics.
Differentiate among traditional ethical theories.
Interpret philosophical thought through critical thinking.
Apply the concepts of ethical and moral reasoning to contemporary issues.
Determine one’s own ethical perspectives through personal reflection.
Course Map
The course map illustrates the careful design of the course through which each learning objective is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.
LEARNING OUTCOME
WEEK
ASSIGNMENT
Define the nature and scope of morality and ethics.
1
1
1
2
2
3
4
4
5
5
Week One Discussion
Week One Readings Quiz
Week One Media Quiz
Week Two Readings Quiz
Week Two Media Quiz
Week Three Readings Quiz
Week Four Readings Quiz
Week Four Media Quiz
Week Five Readings Quiz
Final Exam
Differentiate among traditional ethical theories.
1
2
2
3
3
4
4
5
5
5
5
Week One Readings Quiz
Week Two Readings Quiz
Week Two Media Quiz
Week Three .
COURSE SYLLABUSData Analysis and Reporting Spring 2019.docxmarilucorr
COURSE SYLLABUS
Data Analysis and Reporting
Spring 2019
I. Class
· Course Description: Students will gain practical experience in using advanceddatabase techniques and data visualization, data warehousing, reporting and other Business Intelligence (BI) tools. Contemporary BI tools and technologies will be used to create intelligent solutions to realistic problems.
· Course Objectives:
1. Effectively understand the evolution of business analytics needs and to develop an appreciation for issues in managing data/information/knowledge.
2. Apply in advanced database techniques in designing and executing complex queries in enterprise level database management information systems (Oracle,
SQL server, DB2 …).
3. Understand data warehousing administration and security issues.
4. Apply data extraction, transformation, and load (ETL) processes.
5. Administer and build reports
BI. Required Course Materials
· Free eBooks and other software resources will be posted on Blackboard.
· We use the Microsoft SQL Server 2017 in this class through a virtual machine that you can access from home or from campus.
· The on-campus computer lab in the business building located off the Atrium is available for student use and has the necessary computers and software. Computer lab hours can be found at: http://ualr.edu/cob/student-services/advising/advising-faq/
· Some of the assignments will require Microsoft Office software (e.g., MS Word, Excel, etc.). One way to get access to the MS Office software is get a free subscription to MS Office 365 ProPlus. Get the MS Office software here for free..
2
IV.
Course Grading
Course grading will be the combination of exams, term project, assignments, and quizzes. Grades are based on: A: 90~ 100%, B: 80~ 89%, C: 70~ 79%, D: 60~ 69%, F: 59 as described below. Graduate students will be evaluated using the same criteria as the undergraduate students. However, they will have to submit an additional assignments and/or extra project.
Grade Element
%
A.
Participation
10%
B.
Reading Quizzes
20%
C.
Assignments
30%
D.
Assignment Quizzes
10%
E.
Exams (three)
30%
Total
100%
A. Participation
You will be responsible for various in-class activities that will allow you to exercise your skills and knowledge, stimulate your critical thinking, and perform your assignments. You are expected to attend all the sessions, come to the class before it starts, stay in class for lectures and assignments, and participate with all class activities. Failure in any of these four areas will impact your participation grade.
Class attendance, measured as a percentage of classes attended where role is called, sets the baseline for the participation grade (e.g., 80% means you attended 8 out of 10 classes and did not leave those classes early). Additional points may be removed for non-participation in classroom activities or discussions.
· Class attendances will be verified at the beginning of each class. Students will be count.
COURSE SYLLABUS ADDENDUM INTEGRATED CASE ANALYSIS CRITERIA.docxmarilucorr
COURSE SYLLABUS ADDENDUM
INTEGRATED CASE ANALYSIS CRITERIA
Management 350: Administrative Communications
Instructor: Anna Phillips
An individual integrative case analysis, which applies pertinent course concepts and theories to illustrate actual organizational issues, will be due on date of presentation.
One (1) page, typed, double-spaced DRAFT of Integrative Case Analysis
Identify the organization (manufacturing, service, government, import/export, etc)
Identify human relations theory, communication issues, intercultural relationships, and ethics as they relate to your organization.
Explain your role in the organization, if any.
The research report will determine 40 points towards the final grade for the course.
The written integrative case analysis should be:
typed, double-spaced, a minimum of ten (10) pages and a maximum of fifteen (15) pages.
use MLA format.
Do Not use Wikipedia as a resource.
Presentation paper will be accompanied by a 10- minute oral presentation on a business topic to be agreed upon with instructor.
1 page, typed, double-spaced DRAFT of Integrative Case Analysis (see schedule)
Remember to use the RULE of 3. Three (3) theories or concepts and three (3) examples of each theory or concept in the analysis of the case. Clearly you cannot address all of the theories or concepts identified in the text – suggest selecting 3 theories or concepts which relate to your case and then provide 3 examples of how the theory or concept applies to the case
Individual 10 minute oral PowerPoint presentation.
Written and oral report will determine 40% of a student’s final grade for the course. (see individual presentation rating sheet)
Overview of paper
Cover Page
Table of Contents
EXECUTIVE SUMMARY
Introduction
Human Relations Theory
Communication issues
Intercultural
Ethics
Conclusion
Works Cited
Written Analysis will include all of the information on the Rating sheet. The structure of the written assignment is as follows:
Cover Page … with the name of your topic, a list of the students presenting the topic, the date and the course name
The Table of Contents which is a listing of the topics the written paper will cover
The Executive Summary outlines the observations of the organization. The Executive Summary is the first section of the paper however it is the last section to be written.
The reason for writing this section last is that you need to have written the entire document so that you are able to identify the key ideas the reader expects in the paper.
REMEMBER the Executive Summary is for the EXECUTIVE. This means it needs to attract the Executive to either read the rest of the document or, more likely, refer the document to the appropriate staff person to read e.g. marketing, production, legal, etc.
This section can be as long as 1 pages and is clearly longer than a paragraph.
The Body of the written analysis will feature those theories or concepts attached to the case (see the.
Course SuccessHabits Matter1. Professors are influenced by you.docxmarilucorr
Course Success
Habits Matter
1. Professors are influenced by your behaviors (texting, excessively late/absent, etc.) which could impact your grade.
2. Do your best with every assignment by asking questions and making corrections because details matter!
3. Do work early, procrastination will usually result in poor work quality or failure to submit assignments.
4. Participation helps collective classroom learning and increases the chance of receiving a favorable letter of recommendations.
Communicating Via Email
1. Start off by indicating your course name/section, day and time.
2. Subject: Intro. Criminal Justice 111-02 (Tues. 6pm.) Class Absence
3. Always type in your “main reason” for the email.
4. It should be an “attention getter” such as a newspaper heading.
5. Proof read your e-mail! Download and use Ginger application on phone
6. Always end email with your full name and student ID #
Writing Format
1. Use Times New Roman 12 point Font.
2. Keep margins at 1 inch
3. Click “No Spacing” at the top of your Microsoft Word document
4. “Single space” discussion boards and “double space” reports, midterm and final papers.
5. Subtitles should be bold and flush left/upper and lower case(center for research papers and don’t bold).
6. Indent (TAB .5) at the beginning of every paragraph.
7. Write short, clear and concise sentences (Do not type I think, I belive, I feel, etc. just state your point).
8. A paragraph is a minimum of 5 sentences. You must have additional paragraphs for sections having more than 12 sentences.
Subtitles
Use subtitles in every essay! This ensures that both you and the reader will remain focused on the topic in each section (see your college textbook). When a professor is reading an average of one hundred papers, one right after another, it can become confusing attempting to figure out what your specific paper is about.
Your subtitles should be like newspaper headings, short and grabs the readers attention. You should consider using subtitles for sections having more thanfour paragraphs. The ‘References’ subtitle (which is always last) should be centered. Look at the effectiveness of subtitles from Dr. King’s Autobiography.
Early Years
Born as Michael King Jr. on January 15, 1929, Martin Luther King Jr. was the middle child of Michael King Sr. and Alberta Williams King. The King and Williams families were rooted in rural Georgia. Martin Jr.'s grandfather, A.D. Williams, was a rural minister for years and then moved to Atlanta in 1893. He took over the small, struggling Ebenezer Baptist church with around 13 members and made it into a forceful congregation. He married Jennie Celeste Parks and they had one child that survived, Alberta. Michael King Sr. came from a sharecropper family in a poor farming community. He married Alberta in 1926 after an eight-year courtship. The newlyweds moved to A.D. Williams home in Atlanta.
Michael King Sr. stepped in as pastor of Ebenezer Baptist Church upon the death of h.
Course ScenarioYou have been hired as the Human Resources Di.docxmarilucorr
Course Scenario
You have been hired as the Human Resources Director for a global organization that is headquartered in the United States. Your job is to evaluate and make recommendations in the area of diversity for your company. Each section will contain specific areas within diversity for you to focus on. You will be tasked with choosing from one of the diversity areas that are provided to you. Be sure to conduct research using the university library and other relevant sources.
Diversity Areas
(Select one, and continue to use for all modules)
· Race
· Gender
· Sexual orientation
· Religion
· Ethnicity
Instructions
In your first days of your new role, you have noticed a lack of diversity initiatives. Your CEO has come to you and asked for a brief executive summary outlining the importance of your selected diversity group in the workplace.
For your report you have been asked to reflect and address the following sets of questions:
· Introduce the diversity area you have selected through an executive summary.
· What are two benefits of having your selected diversity group represented in the workplace?
· How does the diversity group contribute to a collaborative and innovative environment?
· Conclude your report; why it is important to address this diverse group in the workplace?
1-2 Pages
.
Course ScenarioPresently, your multinational organization us.docxmarilucorr
Course Scenario
Presently, your multinational organization uses steel at locations across the U.S. and globally with operations in Mexico, Russia, India, and China. Your boss is tasked with developing a global Request for Proposal (RFP) for gathering and comparing steel suppliers. In preparation for the RFP, he
has tasked you with building an internal data collection tool to identify key questions to include within the RFP
. The purpose of your survey is to identify all key information that is needed for the RFP, and the data collection tool will be sent to managers across the U.S. and globe. The data collection tool is a survey administered through email. Furthermore, the tool must contain a maximum of 10 questions and include the following:
Cost
Volume
Locations
Safety
You will also need to create templates supporting the project plan, including an action list, meeting minutes, and a risk management tool with strong supporting evidence. The time allotment from start to finish for this project by your boss is three months.
.
COURSE RTM 300 (Recreation and Community Development (V. Ward)).docxmarilucorr
COURSE: RTM 300 (Recreation and Community Development (V. Ward))
Paper Content Checklist
This is provided to assist you with your paper organization, thought process and making connections of material you find. For example, after collecting all of your social media entries into the chart provided below, you could also make your own summary chart sorted by the type of media and the key findings from each that could be incorporated into the paper itself.
Type of Evidence Informing and Supporting Your Paper
Key Concepts or Ideas from Evidence/ Source
Programs and
Solution
s for Tourism, Parks, Hospitality, Recreation and Entertainment Industry Professionals
Citation in APA Format
Peer-reviewed, Published Journal Articles
Proposal for building housing for homeless individuals in Chatsworth. The idea is to bring dozens of units of homeless housing to Chatsworth. The Homelessness and Poverty Committee passed its concept.
The programs proposed is building units of houses to reduce the homelessness. The building will create a new image in the region, thus attract development of recreational facilities such as swimming pool and slides for kids. Other facilities such as entertainment and hospitality will develop
Reyes, E. A. (2019). Hotly contested plan for homeless housing in Valley district moves forward. Los Angeles Times, Retrieved from https://www.latimes.com/california/story/2019-09-18/homeless-housing-vote-chatsworth
Community-focused publications by professional organizations or non-profits, NGOs
It ensures optimal services for children and families by providing the required tools and information to program evaluations and strategic planning.
The Research Department offers a professional community assessment for any project. It focuses on solutions to the wellbeing of child care to diminish homelessness. Improve the SMEs and hospitality industries.
Ccrclacl. (n.d.). Child Care Resource Center. Retrieved from https://www.ccrcca.org/resources/research-evaluation
Media: Television broadcasts, public television specials, radio, social media tracking of the topic (homelessness), e.g., KABC Facebook site on Homelessness and blog posts
Approval of HHH Funding to build houses in Chatsworth. It defines ideas that were met by the Homelessness Committee to approve the building of proposed Topanga Apartments development
The approval of the project will see Chatsworth develop into a business area. This new attraction will push solution for tourism Parks and hospitality industries. They will be prepared to meet the basic entertainments and recreations needs of the residents.
Linton, J., & Newton, D. (2019, September 19). Committee Narrowly Approves HHH Funding for Chatsworth Housing, Over Opposition From Councilmember Lee. Retrieved from https://la.streetsblog.org/2019/09/19/committee-narrowly-approves-hhh-funding-for-chatsworth-housing-over-opposition-from-councilmember-lee/
REMEMBER: Cite the source (including web addresses) of any tables or .
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Type of discipline guidanceHow it worksAdvicecautionsReinf.docx
1. Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). Th
ese are given to the child after the child
has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult
attention (which is why teachers must becareful when respondin
g to negative behaviors).
This is often the best kind of reinforcement because it creates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-
desirable activity (e.g.,cleaning up the art area) is rewarded by
a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punish a
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she
is doing well and making progress.
The more specificthe praise, the more effective it is in modifyin
g behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by
2. removing a negativestimulus. For example, children will compl
ete work more quickly so they can go to the playground
sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
Children's appropriate behavior is rewarded
immediately with tokens, which are exchanged for material
reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child:
feelings of success or happiness, or a sense of
competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does
not do. A child who forgets to put on a jacket will get
cold on a winter day. A child who comes late to the
meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have
him or her clean up the mess; a logical consequence
for a child drawing on a table is to have him or her
scrub the table clean.
The focus should be on fixing the problem and not on the
3. punishment. The child must be able to see how he or she
caused the problem and how the action helps to fix it.
Unrelated consequence
A child who does not complete a math assignment is
prevented from playing on the playground. There is
no logical connection between the behavior and the
consequence.
This approach should be avoided as much as possible,
because it does not teach anything and can backfire.
Response cost
A child's inappropriate behavior is punished by
removing a privilege he or she has earned. For
example, a child may earn money for a task and then
have it taken away for disobeying.
This approach is most effective when combined with positive
reinforcement for appropriate behavior, and when the child
does not lose everything he or she has earned.
Verbal reprimands
This is a verbal response by the adult to the child's
inappropriate behavior. The response should not be
sarcastic, in anger, or degrading. It should inform the
child of how he or she can engage in the appropriate behavior.
Verbal reprimands are more effective when they are brief,
immediate, and accompanied by eye contact or a firm grip.
They should be softly spoken and include a statement
acknowledging that the child is capable of exhibiting the
appropriate behavior.
Time out
This is a punishment that removes a child from a
pleasurable, engaging, or enjoyable situation. The
setting should not be reinforcing and the duration of
the punishment should be quite short.
Time out should be used sparingly and at the highest end of
a behavioral continuum. If it ends up being used frequently,
it is not working.
Modeling
4. Modeling is a very powerful way to teach both
appropriate and inappropriate behaviors. It works by
the child observing an adult or child who has prestige
and competence in a certain behavior or skill.
Adults and children whom other children see as behavioral
and learning models must be extremely consistent in their
behaviors. It is ineffective to say, "Do as I say, not as I do!"
ORG 6700, Diversity and Inclusion in the Organization Culture
1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Compare and contrast dysfunctional and healthy thought-
behavior processes as they relate to
diversity and inclusion.
3.1 Evaluate stereotypes that impede an organization’s efforts
for diversity and inclusion.
3.2 Evaluate discriminatory practices that impede an
organization’s efforts for diversity and
inclusion.
3.3 Develop strategies for transforming a dysfunctional mental
model—based on stereotypes
and discriminatory practices—to a healthy mental model.
5. Reading Assignment
Read the following journal article from the Business Source
Complete database in the Waldorf Online Library:
Martinez, E. (2010). The air up there. OD Practitioner, 42(2),
14-18.
Read the following article from the Opposing Viewpoints
database in the Waldorf Online Library (Note: In the
Opposing Viewpoints database, type the article title in the
“search” bar to obtain the article.):
Levin, J., & Nolan, J. (2014). Racism and Anti-Semitism Are
Often Culturally Validated. In N. Berlatsky (Ed.),
Opposing Viewpoints. Anti-Semitism. Farmington Hills, MI:
Greenhaven Press.
(Reprinted from The Violence of Hate: Confronting Racism,
Anti-Semitism, and Other Forms of Bigotry, n.d.,
Pearson Education, Inc.: Upper Saddle River, NJ)
Watch the following video clips from the Films on Demand
database in the Waldorf Online Library:
Library Project” (10 minutes, 33
seconds)*
* If this video clip is not available, instead read the following
6. article from the Academic Search
Complete database in the Waldorf Online Library:
Kinsley, L. (2009). Lismore’s living library: Connecting
communities through conversation. APLIS,
22(1), 20-25.
Unit Lesson
Think of examples of workplace stereotypes and discrimination
that you have observed. Left unchecked, an
organization’s culture plays a major role in perpetuating those
stereotypes and discriminatory behaviors.
However, with an intervention designed to replace dysfunctional
patterns of stereotyping and discrimination
with more productive thought-behavior patterns, the
organization’s culture will also play a major role in that
change (Friesenborg, 2015; Schein, 2009). Comparing these two
scenarios, organization culture can either
be part of the problem or part of the solution. The difference is
whether there is an intervention led by a leader
or a consultant who is well-versed in the use-of-self as an
instrument for change (Friesenborg, 2015).
UNIT II STUDY GUIDE
Cultural Stereotypes and Discrimination
7. ORG 6700, Diversity and Inclusion in the Organization Culture
2
UNIT x STUDY GUIDE
Title
Socio-Cognitive Systems Learning Model
The phrase socio-cognitive focuses on the thought-behavior
patterns that people have about themselves and
others, as social beings. The Socio-Cognitive Systems Learning
Model is a diagram that compares two
systems of values, behaviors, and outcomes: (a) Model I (i.e.,
the dysfunctional “default” system that
perpetuates stereotyping and discrimination) and (b) Model II
(i.e., the alternative, healthy, more productive
system that must be learned; Argyris, 2000, 20014, 2006a,
2006b, 2010; Argyris & Schön, 1996; Friesenborg,
2015).
Click here to view a document that depicts the Socio-Cognitive
Systems Learning Model. It includes two
figures. First, look at Figure 2, the simplified version of the
Socio-Cognitive Systems Learning Model. The
center row, shaded in black, shows the elements that comprise a
socio-cognitive process: values, behaviors,
and outcomes. Each of these three elements is influenced by
culture, which is mutually influenced by the
organization and the individual as patterns of meaning flow
between them (Argyris, 2000, 20014, 2006a,
2006b, 2010; Argyris & Schön, 1996; Friesenborg, 2015;
Schein, 2009). At the top of the diagram, you will
see the pattern of values, behaviors, and outcomes of the Model
I process. At the bottom of the diagram, you
8. will see the pattern of values, behaviors, and outcomes of the
Model II process (Friesenborg, 2015). Let us
look at these patterns in more detail, using both Figures 1 and 2.
Figure 1 is the Socio-Cognitive Systems
Learning Model, and Figure 2 is a simplified version to use as
an introduction for understanding Figure 1.
Model I: Accommodating Stereotyping and Discrimination
Take a closer look at the Model I process, the cultural default
process that is typically in place unless an
intervention takes place (Friesenborg, 2015). We will also
weave a general example of stereotyping and
discrimination throughout the interrelated system of Model I
values, behaviors, and outcomes to demonstrate
how this system works.
Model I Values
The Model I values are self-centered. The individual espouses
(or pays lip-service) to values that are
idealized by the culture, but his or her real, underlying values
revolve around his or her own self-centered
desires and goals (Argyris, 2000, 20014, 2006a, 2006b, 2010;
Argyris & Schön, 1996; Friesenborg, 2015).
For example, people may claim to value the cultural ideals of
equality and fairness. However, their deep,
underlying values reflect their own self-centered desires and
goals. Their deep, underlying values also hold
stereotypes, such as those about women, people from minority
races, people in poverty, people with other
religious practices, people who are skinny, people who are
overweight, people who are young, people who
are old, people perceived as beautiful, people perceived as ugly,
or people from a variety of other
9. demographic groups. While individuals may pay lip service to
equality and fairness, they are mainly
concerned with their own self-centered desires and goals,
padding their egos and often comparing
themselves to those they stereotype.
Model I Behaviors
The Model I behaviors are self-centered behaviors that revolve
around gaining unilateral control by competing
for recognition, accruing social capital, and either punishing or
threatening people. Model I behaviors also
revolve around both blame and evasive behaviors that are
designed to defend oneself. These defensive
behaviors also protect the contradiction between the real and
espoused values from being analyzed. This
charade makes certain topics undiscussable (Argyris, 2000,
20014, 2006a, 2006b, 2010; Argyris & Schön,
1996; Friesenborg, 2015).
Let us continue the example described above, with people
espousing equality and fairness, yet truly valuing
their own self-centered desires and goals that are justified by
stereotyping other people based on their
demographic backgrounds. These Model I values are
subconsciously applied through Model I behaviors.
Using this example, the stereotypes that are woven into people’s
values are expressed through discriminatory
behaviors, which may be either subtle or explicit. Using the
example from above, a group of people believe
themselves to be superior to people from another demographic
group, so they seize unilateral control, which
they believe to be rightfully theirs. They may blame the other
demographic group or avoid extending
opportunities to people of that group. Through it all, they
subconsciously shroud the contradiction between
10. https://online.waldorf.edu/CSU_Content/Waldorf_Content/ZUL
U/Business/ORG/ORG6700/W14Aw/UnitV_VII_VIII_Socio-
CognitivegModel.pdf
ORG 6700, Diversity and Inclusion in the Organization Culture
3
UNIT x STUDY GUIDE
Title
their discriminatory actions and their espoused values about
equality and fairness, making the contradiction
undiscussable.
Model I Outcomes
A Model I system that includes stereotypical values and
discriminatory behaviors results in outcomes that are
riddled with pain and frustration among those people on the
receiving end of the stereotypes and
discrimination. This can lead to mistrust. People do not trust
others who stereotype and discriminate against
them. This destruction of trust typically results in the escalation
of problems (Argyris, 2000, 20014, 2006a,
2006b, 2010; Argyris & Schön, 1996; Friesenborg, 2015).
Single-Loop Learning
A socio-cognitive process is a cycle, a living system, and not
just a snapshot in time. The people involved will
11. respond to the Model I outcomes by reverting to Model I
behaviors, which can include seeking more unilateral
control, blaming, and using fancy footwork. Fancy footwork
consists of actions that deflect blame from oneself
and often redirect blame, undermining the other party involved
in the situation. Look at Figure 1, the Socio-
Cognitive Systems Learning Model. Single-loop learning
creates a vicious cycle between Model I behaviors
and Model I outcomes, producing resistance to productive
learning and change. Assumptions and values are
not tested through Model I, although the ugliness of the vicious
cycle fuels the self-centered focus of the
values of each person involved (Argyris, 2000, 20014, 2006a,
2006b, 2010; Argyris & Schön, 1996;
Friesenborg, 2015).
So, how can we change if this vicious cycle fuels itself? Before
we discuss interventions, we should contrast
Model I to the Model II socio-cognitive process.
Model II: Seeking to Understand People of Diverse
Backgrounds
The Model II socio-cognitive process is an alternative to the
Model I default.
Model II Values
Model II values are based on understanding yourself and other
people. This is accomplished by
acknowledging and testing assumptions or stereotypes, both
about yourself and about other people. Even the
most well-meaning of people are likely to have some inaccurate
assumptions or stereotypes because it is
human nature to judge people and situations. Model II values
seek to uncover these assumptions and
12. stereotypes, so they may be dealt with as the person seeks to
understand herself or himself and other people.
Model II Behaviors
Model II behaviors are centered on dialogue as the primary
means of better understanding oneself and other
people. People from diverse backgrounds are included and
welcomed to participate, and the ground rules
include treating each other with respect and providing the
freedom to disagree and the freedom to discuss the
undiscussable In this way, people discuss any elephants in the
room. This is not a debate to prove oneself
right, but instead it is a dialogue that focuses on asking
questions, listening, and observing.
First Loop of Double-Loop Learning
In contrast to Model I, Model II has two feedback loops. Also
different from Model I, the Model II feedback
loops both target one’s values: “acknowledging and testing
assumptions to understanding (one’s) true self
and other people” (Friesenborg, 2015, p. 9). For the first loop of
double-loop learning, you use the information
and observations gleaned from the dialogue (i.e., the Model II
behaviors) to better understand yourself and
others by uncovering and acknowledging stereotypes that you
have held, as well as uncovering any potential
discrimination that you have practiced.
ORG 6700, Diversity and Inclusion in the Organization Culture
13. 4
UNIT x STUDY GUIDE
Title
Model II Outcomes
Through Model II, problems are typically resolved, and the
people involved receive a sense of peace. Having
provided a psychologically safe environment for dialogue, they
trust each other. Ultimately, Model II typically
results in productive learning and change.
Second Loop of Double-Loop Learning
With the second loop of double-loop learning, the individuals
reflect on the outcomes to further inform their
values. The Model II outcomes produce a sense of wholeness,
which aligns with Model II values. Unlike the
values and outcomes of Model I, Model II’s values and
outcomes are congruent or complementary. If
wholeness-oriented outcomes were not achieved and the values
and outcomes do not yet align, more
dialogue is needed.
Intervention: Transformative Learning from Model I to Model II
Model II is clearly the more productive thought-behavior
pattern. How do we lead people from Model I to
Model II? One way to lead this change is through intervention.
An intervention is defined as a change agent’s deliberate action
that is designed to replace old thought-
behavior patterns with new ways of thinking and behaving
14. (Cummings & Worley, 2009). An intervention may
take a variety of forms. In this unit, we will discuss both
informal and formal interventions, as well as small-
scale and large-scale approaches. Each of these forms of
intervention is typically driven by ethics and by an
ethically-driven interest in generating change to help people.
Below are some examples of interventions.
Individual-Level Intervention
By learning about the culture of learning organizations and how
culture impacts diversity and inclusion, you
are developing an awareness of Model I and Model II patterns.
As you interact with people in the organization
and you recognize Model II behaviors and outcomes, you have
the opportunity to initiate a Model II feedback
loop aimed at Model II values. The feedback loop is designed to
seek the perspectives of other people in
order to better understand yourself and other people. In other
words, you have the opportunity to initiate
dialogue and other Model II behaviors with others with the goal
of better understanding yourself and better
understanding other people. This also creates an environment
for the other person to do the same. The
feedback loop makes the connection between actions and
underlying values.
When you recognize Model I behaviors and outcomes among
other people, you have the opportunity to
initiate Model II dialogue in order to generate a Model II
feedback loop, helping other people to better
understand themselves and other people from diverse
backgrounds. As you are speaking one-on-one with an
individual who is making assumptions or stereotypes about a
person based on that person’s group affiliation,
you may use self-as-instrument to initiate dialogue with that
15. person.
For example, if an individual in your organization tells a joke
that fuels stereotypes or demeans people of a
particular demographic group, you might dialogue with that
person to help him or her see the perspective of
people from that demographic group. As another example, a
leader might make an off-hand comment that a
particular job candidate is less desirable because he or she is
older or nearing retirement.
However, maybe it is not something that someone said, but it
might be an observation that someone is being
excluded based on his or her membership within a particular
demographic group. For example, the leadership
may decide to launch a plumb project, but the employees
considered for that project may be limited to males.
Based on this observation, you would have the opportunity to
discuss your observation with the leaders and
ask if there are women (or members of other under-represented
groups) who might also qualify to participate
in the project.
Prompting a Model II feedback loop may be considered a small-
scale intervention as you dialogue with
people to help them develop awareness of their Model I patterns
and to use dialogue and other Model II
behaviors. The goal is to help people recognize the assumptions
they have about people and to probe those
assumptions—by seeking to understand the perspectives of
other people from diverse backgrounds—in order
to identify whether those assumptions are baseless stereotypes
or whether the assumptions are valid.
16. ORG 6700, Diversity and Inclusion in the Organization Culture
5
UNIT x STUDY GUIDE
Title
One note of caution: Be careful that you create a
psychologically safe environment in order to avoid the
inclination for others to respond defensively. Also, be careful
that you do not fall into Model I traps as you
seek to help others recognize their stereotypes. Your goal is not
to prove them wrong or prove yourself right,
as those are actions are indicative of Model I behaviors
designed to achieve unilateral control or blame.
Instead, think of yourself as a coach whose role is to ask
questions in order to help people consider new
angles. In the process, you may learn more about yourself as
well, and you may even realize assumptions
and stereotypes that you have held.
Intervention at the Team-Level
Organizational change may occur through either a formal or an
informal intervention, led by one or more
people within the team or by an external consultant. In both
cases, the leader or consultant uses self-as-
instrument to initiate change by helping people to dialogue in
order to better understand themselves and other
people. Like the individual-level intervention described above,
interventions at the team level also use a
Model II feedback loop to help people learn from the diverse
17. perspectives of other people. The goal is to
create a culture that uses Model II.
Intervention at the Organization-Level
Depending on the scale of the intervention, particularly with a
large team or an entire organization, you may
wish to enlist the help of an external consultant who is well-
versed in transformative change through the
development of a Model II culture. The tools presented in this
class may help initiate an intervention at the
individual level and perhaps among small teams.
Conclusion
Model II includes excellent strategies for dispelling stereotypes
and abolishing discriminatory practices. Think
about how Model I and Model II apply to the examples in the
Required Readings. Also, seek to recognize
examples of Model I and Model II in your own experience and
think about how you might lead those
relationships from Model I to Model II, achieving productive
learning and change.
References
Argyris, C. (2000). Flawed advice and the management trap.
New York, NY: Oxford University Press.
Argyris, C. (2004). Reasons and rationalizations: The limits to
organizational knowledge. New York, NY:
Oxford University Press.
18. Argyris, C. (2006a). Effective intervention activity. In J. V.
Gallos (Ed.), Organization development
(pp. 158-184). San Francisco, CA: Jossey-Bass.
Argyris, C. (2006b). Teaching smart people to learn. In J. V.
Gallos (Ed.), Organization development
(pp. 267-285). San Francisco, CA: Jossey-Bass.
Argyris, C. (2010). Organizational traps: Leadership, culture,
organizational design. New York, NY:
Oxford University Press.
Argyris, C., & Schön, D. A. (1996). Organizational learning II:
Theory, method, and practice. Reading, MA:
Addison-Wesley Publishing
Cummings, T. G., & Worley, C. G. (2009). Organization
development & change. Mason, OH: South-Western
Cengage Learning.
Friesenborg, L. (2015). The culture of learning organizations:
Understanding Argyris’ theory through a
Socio-Cognitive Systems Learning Model. Manuscript
submitted for publication.
Schein, E. H. (2009). The corporate culture survival guide (2nd
ed.). San Francisco, CA: Jossey-Bass.
19. 7.3 Approaches to the Guidance and Discipline of Young
Children
It is important to remember that the goal of discipline and
guidance is to help children internalize important rules and
societal expectations. If the discipline or guidance approach a
caregiver uses is consistent with Erikson's stages of
psychosocial development, success will be higher, and the
caregiver will be less frustrated. Further, when all parties
involved in disciplining a child are consistent, the results will
be more effective. These various approaches are summarized in
Table 7.1. An important category of learning is behaviorism,
which is an observable change of behavior caused by the
environment (Ormrod, 2008). Behaviorism can be roughly
divided into two overall categories: rewards (known as positive
and negative reinforcement) and punishments. (The exception to
this rule is the social cognitive approach [modeling], which is
both behavioral and cognitive.)
Rewards/Reinforcements
A reward, or positive reinforcement, is the consequence of a
child's behaviors that increases the probability of it recurring
(Marzano, 2003). Rewards can be a smile or a positive personal
message, such as "I love how you put the books back on the
shelf." Rewards can also be in the form of external privileges,
such as the use of the computer after the child has finished an
assignment. Rewards include things like money, toys, candy,
dessert (after eating a main meal), tokens, and stickers.
Reinforcing agents, or reinforcers, can be primary reinforcers or
secondary reinforcers. Primary reinforcers satisfy a built-in
need or desire, such as food, water, air, or warmth, and are
essential to our well-being. Other primary reinforcers, such as
candy, are not essential, but physical affection, a smile, and
cuddling would seem to be (Ormrod, 2008). There are
individual differences regarding the effectiveness of these
rewards. For example, for someone who does not like chocolate,
20. chocolate is not a reinforcer. Secondary reinforcers are
previously neutral stimuli that, through repeated association
with another reinforcer, have become a reinforcer. A neutral
stimulus is a stimulus that a person does not respond to in any
noticeable way. For example, initially ringing a small bell in the
classroom causes no response from the children; however, after
the bell is continually followed by a snack, the bell will produce
a marked response. Other examples of secondary reinforcers are
praise, tokens, money, good grades, and a feeling of success.
Extrinsic Reinforcement
Positive reinforcers are rewards that increase a person's
behavior, such as a smile from the teacher after a child has
helped another child solve a problem, or the feeling of
satisfaction when one has completed a difficult task. They are
arranged into two different categories: extrinsic and intrinsic.
Extrinsic reinforcements are rewards provided by the outside
environment.
Material reinforcers. These are actual objects, such as food,
toys, or candy. While this approach is extremely effective in
changing behavior, it can be counterproductive, as it focuses the
child's learning on achieving the reward, rather than on the
complexities and strategies required to learn.
Social reinforcers. Social reinforcers are gestures or signs (a
smile, praise, or attention) that one person gives to another.
Teachers' attention, approval, and praise are powerful and
effective reinforcers (McKerchar & Thompson, 2004).
Activity reinforcers. This is the opportunity to engage in a
favorite activity after completing a less favorable one. It is
called the Premack principle. The more desirable activity is
contingent on the completion of the less desirable one
(Premack, 1959).
Positive feedback. Positive feedback works when it
21. communicates to the child that he or she is doing well or
making progress, and it is particularly effective when it gives
students guidance about what they have learned and how to
improve their behavior. Students think about this information in
an effort to modify their behavior (Ormrod, 2008).
Token economies. A token economy is a program in which
individuals who have behaved appropriately receive a token—an
item that can later be traded for objects or privileges of the
child's choice. Most children under age 5 cannot benefit from a
token economy due to their developmental stage and lack of
experience.
Intrinsic Reinforcement
Intrinsic reinforcements are the internal good feelings that come
from within the child. Feelings of success, pride, and relief at
completing a task or assignment are all examples of intrinsic
reinforcement. For many young children, the motivation for
achieving a variety of new skills and tasks, from learning to
walk and talk to toilet training and holding a spoon, come from
a deep sense of accomplishment and personal satisfaction.
Rather than generally praising children for what they have
attempted or achieved, a parent or teacher can praise the effort:
"I like how you kept trying until you were able to tie your shoe"
and "I see how carefully you decided which tomatoes were ripe
enough to pick, and which were the ones that needed to stay on
the plant."
Negative Reinforcement
Negative reinforcement increases a response through the
removal of a stimulus—usually an unpleasant one. Thus,
negative reinforcement occurs when something negative is taken
away to improve a behavior. Telling children they can leave the
classroom to go to the playground once they have completed
their math activity is negative reinforcement. Other examples
include when a parent picks up a crying baby (negative stimuli)
22. and the baby stops crying, as well as the annoying buzzer in
your car that keeps going until you put on the seatbelt (you put
on the seatbelt [the desired behavior] to get rid of the annoying
noise [the negative stimuli]).
Punishment
Punishment is a behavioral approach that attempts to reduce a
child's inappropriate behavior (Ormrod, 2008). There are two
kinds of punishment: (1) the presentation of a negative
stimulus, for example, scolding a child who has misbehaved or
assigning a failing grade after a child did not complete an
academic task; and (2) removal of a stimulus, usually a pleasant
one. This could be, for example, taking away an allowance or
the loss of special privileges. Both kinds of punishment reduce
the target behavior. Forms of punishment used in early care,
education programs, and homes include natural consequences,
logical consequences, unrelated consequences, response cost,
verbal reprimands, and time out. Punishment does not directly
help the child gain emotional regulation or internalize accepted
behaviors, but it does help children (if used consistently) know
which behaviors are acceptable and which are not acceptable
(Bodrova & Leong, 2007).
Problems with the Use of Punishment to Modify Children's
Behavior
Though punishment is a very popular approach used by adults
with young children (both parents and early care and education
staff) and can be very effective (Hall et al., 1976), it tends to be
overused and is fraught with problems. For example, a punished
behavior is not eliminated. It often reappears when the person
doing the punishing leaves, thus requiring constant adult
supervision at home and in the program. Further, punishment
does not address the cause of the behavior. Often, there are
clear and salient reasons why a young child is behaving a
specific way in a specific situation, and it is important that
these causes be addressed.
23. In some situations, punishment can actually lead to an increase
in the behavior that is being punished. This can occur in two
ways. If punishment is the only attention the child gets from the
adult, the child will continue to engage in the behavior for
attention. Punishment can also increase the behavior in a setting
where there is no one to control it; for example, punishing
certain bad language in the classroom can increase the use of
the same language on the playground. Further, young children
are often unaware of the specific behavior being punished, and
then they believe they are being punished for being "a bad
child." This develops low self-esteem, particularly in young
children who take an all or nothing view of personal criticism
(e.g., "I am all good" or "I am all bad").
Punishment can also lead to children avoiding certain places
and activities. For example, a child who always does poorly at
an assignment, such as math, and is punished for it, may not
only learn to avoid math, but may learn to dislike school
because he or she learns to associate all of school with math
(Smith & Smoll, 1997).
When punishment is used on children, they are not always being
shown how to engage in the appropriate behavior. The
punishment only tells them what not to do and what they are
doing poorly; it does not teach anything about what they should
be doing instead. Often, children do not know how to engage in
the socially acceptable alternative to aggression (for example,
how to resolve a conflict without being aggressive). A child
who grabs a toy from another child may not understand that
there is another way to get what he or she wants; a child who
bites another child may not have the language to communicate
his or her anger and frustration. Punishment can also lead to
aggression and later to bullying (Landrum & Kauffman, 2006),
because it models aggressive behavior and the use of power by
adults to achieve their goals (see Helping Children Develop: Do
as I Do: The Power of Example).
24. Finally, severe punishment can lead to emotional and physical
harm. Punishment can potentially lead to child abuse; many
adults with low self-esteem can trace this back to receiving
constant and harsh negative putdowns and punishment as
children (Smith & Fong, 2004), and parents who were abused as
children are more likely to become abusers themselves (Milner
et al., 2010).
Natural and Logical Consequences
Natural and logical consequences are forms of punishment that
make much more sense to children and teach them that certain
behaviors have consequences, some of which are unpleasant.
Natural Consequences
Natural consequences are the result of a child's behavior
without any direct involvement by an adult. They teach children
the causes and effects of certain behaviors. For example, if a
child fails to put on a jacket, the natural consequence is that he
or she might get cold; a child who comes late to lunch may get
cold food or fewer food choices. Natural consequences do not
work when a child is too young to make the connection between
cause and effect. They also do not work when the adults
involved are overly protective and do not allow children to
"suffer the consequences" of their actions or inactions.
Logical Consequences
Logical consequences occur when a child must rectify a
situation or repair damage caused by his or her behavior. When
a child spills milk on the floor, the logical consequence is for
the child to help clean up the milk; if a child draws on a table
top, the logical consequence is for the child to scrub the table
top clean. Logical consequences only work when the following
occur:
Children are able to make the connection between their
25. behavior, the consequences of that behavior, and what they are
then asked to do. This connection develops during the preschool
years, through experience and brain development.
The consequence is logical. Preventing a child from going
outside to play because he misbehaved in the classroom is not a
logical consequence.
The consequence occurs immediately after the infraction takes
place.
A logical consequence might be to remove a child from an
activity or group, which is called time away. For example, a
child who continually knocks down other children's
constructions in the block area may be asked to leave for a
while; but again, this consequence must be logical and timely.
Because logical consequences require a child to "fix" the
problem, they are rarely something the child would choose to do
and thus are not often viewed by the child as a reward.
However, the child learns that if he or she wants to participate
in an activity, or do what the other children are doing, then he
or she needs to engage in the appropriate behaviors. While time
away is a form of time out (discussed later in the chapter), its
focus is on making it clear to the child that removal from the
activity is directly related to the child's behavior.
Unrelated Consequences
Unrelated consequences are the punishment of a child's
inappropriate behavior with something that is totally unrelated
to the behavior—as in the example of keeping a child from
outdoor play after he or she has misbehaved inside the
classroom. Because the consequence is not logically related to
the behavior, this approach is usually ineffective (Ormrod,
2008). It can also misfire; for example, the child who is kept
indoors because he or she misbehaved may need to go outside to
burn off energy and take a rest from academic activities;
preventing this will cause further classroom disruption.
Response Cost
26. Response cost involves taking away something the child
previously earned. Thus, a child might have earned time at the
computer by cleaning up the art area but now loses this
privilege due to fighting with another child. The response cost
approach is most effective when used with positive
reinforcement for an appropriate behavior and when the child
does not lose everything he or she has earned by only a small
infraction (Phillips et al., 1971). When children lose everything
they have earned, they will soon not bother to earn anything.
Verbal Reprimands
Verbal reprimands are more effective when they are immediate,
brief, and accompanied by eye contact or a firm grip (Pfiffner &
O'Leary, 1993). (See Chapter 6 for a discussion on this in
relation to eye contact.) A verbal reprimand may also be more
effective when spoken quietly and close to the child, thus not
bringing attention to the child, which would cause guilt and
shame. Verbal reprimands should also provide an encouraging
statement indicating the caregiver knows the child can engage
in the appropriate behavior (Pintrich & Schunk, 2002).
Time Out
Time out is punishment because the child is removed from a
pleasurable and enjoyable stimulus due to his or her
inappropriate behavior (Skiba & Raison, 1990). Time out differs
from time away in that time out is a general punishment for any
kind of behavioral problems, while time away is removal of the
child when the child's behavior directly results in the disruption
of an activity. Further, in time away, the focus is on the child
understanding the relationship between his or her behavior and
the resultant disruption, and not on putting the child in a
stimulus-free environment (removal is the punishment). In time
out, the child is usually removed to another room or a corner of
the classroom that is screened off. The time out environment
should not be reinforcing, such as the school corridor or
principal's office—or frightening, such as a dark closet (Walker
27. & Shea, 1995). Time out is usually quite short—for example,
one minute for each year of a child's age. A key for using time
out is that a child's release from the environment is contingent
on the child's demonstrating the appropriate behavior. Time out
has been shown to be effective in reducing a variety of
disruptive and inappropriate behaviors (Pfiffner & Barkley,
1998; Rortvedt & Mittenberger, 1994) and does not interfere
with the ongoing classroom activities and events. Time out also
does not give undue attention (a reward) to the child.
Modeling
Modeling is both a behavioral and cognitive process of social
learning by which a person observes the actions of others and
then copies them. The academic term for modeling is social
cognitive theory. Infants imitate facial expressions of others
within a day or two after birth. By 6–9 months of age, they
learn new ways to manipulate objects by watching a model
demonstrate those behaviors, and by 18 months of age, they
remember how to imitate an action they observed a month
before (Collie & Hayne, 1999).
Albert Bandura is the theorist most associated with our
understanding of modeling. According to Bandura, modeling
can teach new behaviors, increase the frequency of previously
forbidden behaviors, and increase the frequency of similar (but
not exactly the same) behaviors (1977, 1986). From a discipline
perspective, modeling can teach and increase desired behaviors,
such as putting blocks back on a shelf like a teacher or
classmate does. Negative behaviors can also increase through
modeling (e.g., teasing Johnny because others are doing so) (see
Helping Children Develop: Do as I Do: The Power of Example).
Modeling works by the learner (child) observing the behavior of
the model (adult, peer). After the behavior of the model is
reinforced, the learner repeats the behavior. The reinforcement
of the model's behavior is called vicarious reinforcement and is
the behavioral part of the theory. The ability of the child to
28. imitate the model's behavior (even some time later) and the
motivation to do so make up the cognitive part of modeling.
As mentioned, children can learn both appropriate and
inappropriate behaviors through modeling. A great amount of
research has been conducted on learning aggression from real
models and from film, television, and video game models. These
studies show the powerful effect of models on teaching children
aggressive behaviors (Bandura, 1986). However, modeling (both
real and symbolic) can also effectively teach prosocial
behaviors—those aimed at helping others (Bandura &
McDonald, 1963).
HELPING CHILDREN DEVELOP:
Do as I Do: The Power of Example
It works better than rewards and punishments to change a
child's behavior.
It works better than direct instruction to teach academic skills
and concepts.
It explains why children imitate the behavior of people and
characters their parents and teachers might find unacceptable.
It is one of the most effective ways for parents to help their
children develop important literacy skills.
What is This Miraculous Thing?
Social cognitive theory. Commonly called modeling, social
cognitive theory is a very powerful, yet often misunderstood,
method for teaching young children.
Children will imitate the behavior of a role model, which can be
a live person or a symbolic model such as a character from a TV
program, movie, video game, or book. Unfortunately, the
behaviors they copy may be appropriate or inappropriate—it
29. works equally well for both! But social cognitive theory is more
complex than simply copying a role model. The theory is
powerful because it combines cognition (thinking), behaviorism
(rewards and punishment), and motivation. For modeling to
work, the following conditions must be met:
The model must be competent in the area or skill being
modeled. While a professional athlete would be a good model
for encouraging athletics in children, he or she may not be an
effective model for teaching children to read.
The model must have respect and stature in the eyes of the
learner.
The model must model behavior in which the child is already
interested. For example, someone who can speak Portuguese is
likely to be a role model for someone who is about to go to
Brazil and wants to learn Portuguese. But this same person is
not likely to be a role model for someone who has no interest in
learning Portuguese.
The role model's behavior must be reinforced in some way.
Many children look up to professional athletes and rap stars, for
example, because these stars' actions are seen by the children to
be rewarded with money and the things money can buy, such as
fancy cars, big houses, and expensive jewelry and clothing.
Teachers, parents, and even children can become role models
for teaching good or bad behavior. If Johnny, a popular boy in
the classroom, picks on another child and other children laugh
while the teacher ignores his behavior, other children are likely
to engage in this kind of bullying behavior. If, on the other
hand, when Johnny teases another child the teacher sternly
cautions him and removes him from the action for a short while,
chances are the other children in the classroom will not mimic
Johnny's behavior, because it is not being rewarded.
Uses of Social Cognitive Theory
When a teacher wants a young child to clean up after the child
has played with blocks, the teacher can tell the child to replace
30. the blocks on the shelves and threaten him or her with some sort
of punishment if the task is not done, or the teacher can get
down on the floor with the child and show him or her how to put
the blocks on the shelf, making it a pleasant experience. Then,
when the child has finished, the teacher can praise the child for
helping. If a parent wants to help a child learn to read, the best
thing the parent can do is model reading to the child. Modeling
can be done by reading a newspaper or book, reading the
directions aloud when a child wants to make something, and
reading books to the child on a regular basis. This will help the
child realize that reading is a pleasant and rewarding
experience.
Finally, if parents and teachers want to know why a child is
using bad language or engaging in poor behavior on the
playground or in the classroom, they usually only have to look
as far as the role models in the child's life, which sometimes
means reflecting on their own behavior and making positive
changes.
Wardle, F. (2003). Do as I do: Power of example. Children and
Families, 17(4), pp. 62–63. National Head Start Association.
Table 7.1: Approaches to guidance and discipline with young
children
Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
31. Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). Th
ese are given to the child after the child
has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult
attention (which is why teachers must becareful when respondin
g to negative behaviors).
This is often the best kind of reinforcement because itcreates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-
desirable activity (e.g.,cleaning up the art area) is rewarded by
a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punisha
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she
is doing well and making progress.
The more specificthe praise, the more effective it is in modifyin
g behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by
removing a negativestimulus. For example, children will compl
ete work more quickly so they can go to the playground
sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
32. Children's appropriate behavior is rewarded
immediately with tokens, which are exchanged for material
reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child:
feelings of success or happiness, or a sense of
competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does
not do. A child who forgets to put on a jacket will get
cold on a winter day. A child who comes late to the
meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have
him or her clean up the mess; a logical consequence
for a child drawing on a table is to have him or her
scrub the table clean.
The focus should be on fixing the problem and not on the
punishment. The child must be able to see how he or she
caused the problem and how the action helps to fix it.
Unrelated consequence
A child who does not complete a math assignment is
prevented from playing on the playground. There is
no logical connection between the behavior and the
consequence.
33. This approach should be avoided as much as possible,
because it does not teach anything and can backfire.
Response cost
A child's inappropriate behavior is punished by
removing a privilege he or she has earned. For
example, a child may earn money for a task and then
have it taken away for disobeying.
This approach is most effective when combined with positive
reinforcement for appropriate behavior, and when the child
does not lose everything he or she has earned.
Verbal reprimands
This is a verbal response by the adult to the child's
inappropriate behavior. The response should not be
sarcastic, in anger, or degrading. It should inform the
child of how he or she can engage in the appropriate behavior.
Verbal reprimands are more effective when they are brief,
immediate, and accompanied by eye contact or a firm grip.
They should be softly spoken and include a statement
acknowledging that the child is capable of exhibiting the
appropriate behavior.
Time out
This is a punishment that removes a child from a
pleasurable, engaging, or enjoyable situation. The
setting should not be reinforcing and the duration of
the punishment should be quite short.
Time out should be used sparingly and at the highest end of
a behavioral continuum. If it ends up being used frequently,
it is not working.
Modeling
Modeling is a very powerful way to teach both
appropriate and inappropriate behaviors. It works by
the child observing an adult or child who has prestige
and competence in a certain behavior or skill.
Adults and children whom other children see as behavioral
and learning models must be extremely consistent in their
behaviors. It is ineffective to say, "Do as I say, not as I do!"
34. Wardle, F. (2013). Collaboration with families and
communities [Electronic version]. Retrieved from
https://content.ashford.edu/