Week One Learning Resources:
The following are required readings and viewings for Week One:
_______________________________
1. notes for Week One:
New Possibilities for Parenting Newborns:
As social and behavioral scientists have enriched our views of parenting over recent decades, neuroscientists have been equally busy learning about brain architecture in babies and children and learning about wonderful possibilities for responsive parenting that help construct the richest possible outcomes, including adult outcomes, that result from sensitive responses to our newborns and toddlers.
This course focuses on a new view of parenting and of children. Child development has a long history of adherence to a very successful medical model began around 1900 from the developments of knowledge about sanitation, germ theory of disease, conquering childhood illness with vaccines, and the development of therapies that address mental health problems and misbehaviors. If you look carefully at these topics, they rest on the belief that what matters in child development is pathology, and correcting pathology is the whole picture. There is a reading list of medical model topics in child development found under Resources for Parenting References, just under Syllabus in our course. I placed the only two books I recommend (but do not require) for our course. The rest of the information there is a fine list medical model references about pathology that can be used in other sections of BEHS 343.
Starting early in the twentieth century our first American child psychologist, G. Stanley Hall coined a phrase that has taken over child development beliefs about adolescence. Hall was descriptive, for in the early twentieth century there were no theories of child development. He coined the now-famous phrase of “storm and stress” to characterize adolescence. Even today, as psychologist Richard Lerner says, (and as you will read in this course), parents continue to define their teens in terms of a “pathology” If asked how their teen is doing, they will often answer, “Well, at least he hasn’t crashed the car.” Or “At least he is not into drugs.” Or, at least she is not pregnant and she hasn’t dropped out of school.” That is, teens are being measured against a whole Pandora’s box of expected pathology: “storm and stress.” And, in this course, many parents mention they are dreading adolescence as their children are growing older.
The new viewpoint comes from a question that has been around for decades. Neurologists and psychologists have quietly been inquiring about many topics, including that of the storm and stress of adolescence: “Isn’t well-being of adolescents (and all of us) more than just the absence of pathology? Isn’t well-being more than these negative descriptions parents use to describe their teens? Methods and measures of well-being did not exist until quite recently, as development of much more sensitive brain scans have become able to measure activities d.
comment on these student posts- paragraph eachStudent 1 .docxdivinapavey
comment on these student posts- paragraph each
Student 1 Stacia
The brain
The brain develops at an unbelievable rate from infancy into the toddler age. The brain consists of microscopic brain cells and the cerebral cortex. The cerebral cortex is the most complex brain structure. It is responsible for our intelligence. Within the brain are neurons that store and transmit information.
Growth of infant brain.
During the prenatal period, neurons are produced in the embryo’s neural tube. They then move to form other parts of the brain. They eventually form fibers and synaptic connections with other cells. In infancy and toddlerhood, the neural fibers increase tremendously. The neurons are stimulated from input and form communication systems that support complex abilities. The stimulation results in synapses that ensure children obtain motor, cognitive, and social skills. A child’s brain needs to be appropriately stimulated during the formation of synapses.
Physical growth.
Different parts of the body grow at different rates. The cephalocaudal trend and the proximodistal trend. The cephalocaudal trend is when the head develops more quickly than the lower half of the body. At birth, the head is most of a child’s body length. The rest of the body eventually catches up. The proximodistal trend is defined as growth from the center of the body and out. In infancy and early childhood, arms and legs grow ahead of hands and feet.
Brain Plasticity.
Plasticity is a basic property of the nervous system. Synaptic connections support brain plasticity. Within the first years of life, the brain is very plastic. This means than it is able to reorganize, something that mature brain cannot do as well. Essentially, brain injury after this time is less likely to yield improvements but with it is possible with practicing relevant tasks.
Experience-expectant versus experience-dependent brain growth.
Experience-expectant brain growth is the young brains developing organization that depends on ordinary experiences and opportunities to explore the environment, interact with people, and to hear sounds. The brains of all young children “expect” to encounter experiences and grow. Experience-dependent brain growth happens throughout life and the refinement of existing brain structures from learning experiences.
Student 2 Lisa
To new parents having a new baby can bring a lot of worries about everything regarding health and development. Brain development is one of the major concerns when it comes to the baby. The brain is one of the most important parts of the body and as a baby it continues to develop. At the beginning of the infancy the neural fibers and synapses increase rapidly as they grow (Berk, Meyers, 2015-03-01). This just means that all the parts of the brain are doing everything it needs to do and growing the way it should. If this is happening in the brain then the baby will grow and develop by all the milestones.
Each ...
Parent's guide to child development-by Bombay Cambridge Gurukullatha27
The document provides information on brain development in children from birth to age 5. It discusses that while children are born with brains, early experiences are critical for building brain connections. The first 5 years are very important as the brain develops from 25% of its adult size at birth to 90% by age 5. Both genetics and environment influence development, with 40-70% depending on interactions. Providing loving care, experiences, talking, and reading are key to building a strong brain foundation in early childhood.
Why brain development in ages 2-7 Matter so much? | Future Education MagazineFuture Education Magazine
Some people believe that their brains cease developing after birth and that their brain cells continue to die off throughout their lives, although this is disputed in the book Nurturing Habits of Mind in Early Childhood.
The document provides information on brain development in children from birth to age 5. It discusses that:
- The brain develops most rapidly during the first 5 years of life, reaching 90% of its adult size by age 5. Early experiences and interactions shape brain development more than genes.
- Common myths about child development are debunked, such as the notions that young children cannot understand language or need special toys. Quality interactions like reading, singing and playing are most important.
- The document outlines developmental milestones and provides tips for caregivers to support healthy development through nurturing relationships, limiting TV/screens, talking, reading and establishing routines while avoiding stress and pressure.
Early Childhood Education Essay examples
Essay on The Children Are Our Future
Essay on Parents and their Children
Child Psychology Essay
Child Rearing Practices Essay
Essay about My Child
Parenting Essay
Essay on Raising a Child
Childrens Mental Health Essay
Essay on Child Development
How Children Learn Language Essay
Essay about Children: Tomorrow’s Future
Essay on Child Development
Childrens Behavior Essay
Essay on Child Safeguarding
In 2011, Denton ISD partnered with the local United Way organization and Ready Rosie to form an Early Childhood Coalition. The goal was to reach all parents and community members with tools that would get all 0-6 year olds ready for success in school. We reached all 10,000 families with MOBILE video content that went straight to their mobile devices. This session will share the data and success of
that coalition plus resources that can work in any community.
comment on these student posts- paragraph eachStudent 1 .docxdivinapavey
comment on these student posts- paragraph each
Student 1 Stacia
The brain
The brain develops at an unbelievable rate from infancy into the toddler age. The brain consists of microscopic brain cells and the cerebral cortex. The cerebral cortex is the most complex brain structure. It is responsible for our intelligence. Within the brain are neurons that store and transmit information.
Growth of infant brain.
During the prenatal period, neurons are produced in the embryo’s neural tube. They then move to form other parts of the brain. They eventually form fibers and synaptic connections with other cells. In infancy and toddlerhood, the neural fibers increase tremendously. The neurons are stimulated from input and form communication systems that support complex abilities. The stimulation results in synapses that ensure children obtain motor, cognitive, and social skills. A child’s brain needs to be appropriately stimulated during the formation of synapses.
Physical growth.
Different parts of the body grow at different rates. The cephalocaudal trend and the proximodistal trend. The cephalocaudal trend is when the head develops more quickly than the lower half of the body. At birth, the head is most of a child’s body length. The rest of the body eventually catches up. The proximodistal trend is defined as growth from the center of the body and out. In infancy and early childhood, arms and legs grow ahead of hands and feet.
Brain Plasticity.
Plasticity is a basic property of the nervous system. Synaptic connections support brain plasticity. Within the first years of life, the brain is very plastic. This means than it is able to reorganize, something that mature brain cannot do as well. Essentially, brain injury after this time is less likely to yield improvements but with it is possible with practicing relevant tasks.
Experience-expectant versus experience-dependent brain growth.
Experience-expectant brain growth is the young brains developing organization that depends on ordinary experiences and opportunities to explore the environment, interact with people, and to hear sounds. The brains of all young children “expect” to encounter experiences and grow. Experience-dependent brain growth happens throughout life and the refinement of existing brain structures from learning experiences.
Student 2 Lisa
To new parents having a new baby can bring a lot of worries about everything regarding health and development. Brain development is one of the major concerns when it comes to the baby. The brain is one of the most important parts of the body and as a baby it continues to develop. At the beginning of the infancy the neural fibers and synapses increase rapidly as they grow (Berk, Meyers, 2015-03-01). This just means that all the parts of the brain are doing everything it needs to do and growing the way it should. If this is happening in the brain then the baby will grow and develop by all the milestones.
Each ...
Parent's guide to child development-by Bombay Cambridge Gurukullatha27
The document provides information on brain development in children from birth to age 5. It discusses that while children are born with brains, early experiences are critical for building brain connections. The first 5 years are very important as the brain develops from 25% of its adult size at birth to 90% by age 5. Both genetics and environment influence development, with 40-70% depending on interactions. Providing loving care, experiences, talking, and reading are key to building a strong brain foundation in early childhood.
Why brain development in ages 2-7 Matter so much? | Future Education MagazineFuture Education Magazine
Some people believe that their brains cease developing after birth and that their brain cells continue to die off throughout their lives, although this is disputed in the book Nurturing Habits of Mind in Early Childhood.
The document provides information on brain development in children from birth to age 5. It discusses that:
- The brain develops most rapidly during the first 5 years of life, reaching 90% of its adult size by age 5. Early experiences and interactions shape brain development more than genes.
- Common myths about child development are debunked, such as the notions that young children cannot understand language or need special toys. Quality interactions like reading, singing and playing are most important.
- The document outlines developmental milestones and provides tips for caregivers to support healthy development through nurturing relationships, limiting TV/screens, talking, reading and establishing routines while avoiding stress and pressure.
Early Childhood Education Essay examples
Essay on The Children Are Our Future
Essay on Parents and their Children
Child Psychology Essay
Child Rearing Practices Essay
Essay about My Child
Parenting Essay
Essay on Raising a Child
Childrens Mental Health Essay
Essay on Child Development
How Children Learn Language Essay
Essay about Children: Tomorrow’s Future
Essay on Child Development
Childrens Behavior Essay
Essay on Child Safeguarding
In 2011, Denton ISD partnered with the local United Way organization and Ready Rosie to form an Early Childhood Coalition. The goal was to reach all parents and community members with tools that would get all 0-6 year olds ready for success in school. We reached all 10,000 families with MOBILE video content that went straight to their mobile devices. This session will share the data and success of
that coalition plus resources that can work in any community.
Presentation by Dr Jan Macvarish, entitled The Uses and Abuses of Biology: Neuroscience, Parenting and British Family Policy, given to the conference of the same name on Friday 28 March 2014, Birkbeck, London University. The conference was organised by the Centre for Parenting Culture Studies, the University of Kent.
1. Physical growth is rapid in the first two years as body size increases dramatically and brain development occurs at an astounding pace, though children vary in their physical maturity.
2. Motor skills, perception, cognition, language, emotion, temperament, attachment, and self-awareness all develop remarkably during this time through complex interactions between genetic and environmental factors.
3. Caregiving practices and early stimulation are crucial for promoting healthy physical, cognitive, and socio-emotional development in infancy and toddlerhood.
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
The document discusses infant brain development from birth through early childhood. It notes that neurons develop rapidly before birth and connections between neurons multiply greatly in the first few months of life. Early experiences physically determine how the brain is wired, as connections are strengthened through repetition and pruned if not used. The brain is most plastic and able to learn during the first three years. Deprivation can negatively impact brain development, while sensory stimulation, secure attachments, and adequate sleep support healthy development.
This document discusses child development from birth through early adulthood. It notes that child development involves physical, cognitive, emotional, social, and language growth and can be influenced by environmental factors. Taking care of others, sharing feelings, and appropriate social behaviors are examples of emotional development in young children. Social development involves learning social skills through interactions with others.
The document discusses key concepts in developmental psychology including nature vs nurture, continuity vs stages of development, stability vs change over the lifespan. It covers prenatal development, infancy, childhood, adolescence and adulthood. Key theorists discussed include Piaget, Kohlberg, Erikson. Development is influenced by both biological/genetic factors and environmental experiences.
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docxtroutmanboris
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docxtroutmanboris
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chosen brand CHANELStudents are required to research a fash.docxtroutmanboris
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docxtroutmanboris
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docxtroutmanboris
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docxtroutmanboris
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docxtroutmanboris
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docxtroutmanboris
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docxtroutmanboris
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docxtroutmanboris
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docxtroutmanboris
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
More Related Content
Similar to Week One Learning ResourcesThe following are required readings .docx
Presentation by Dr Jan Macvarish, entitled The Uses and Abuses of Biology: Neuroscience, Parenting and British Family Policy, given to the conference of the same name on Friday 28 March 2014, Birkbeck, London University. The conference was organised by the Centre for Parenting Culture Studies, the University of Kent.
1. Physical growth is rapid in the first two years as body size increases dramatically and brain development occurs at an astounding pace, though children vary in their physical maturity.
2. Motor skills, perception, cognition, language, emotion, temperament, attachment, and self-awareness all develop remarkably during this time through complex interactions between genetic and environmental factors.
3. Caregiving practices and early stimulation are crucial for promoting healthy physical, cognitive, and socio-emotional development in infancy and toddlerhood.
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
The document discusses infant brain development from birth through early childhood. It notes that neurons develop rapidly before birth and connections between neurons multiply greatly in the first few months of life. Early experiences physically determine how the brain is wired, as connections are strengthened through repetition and pruned if not used. The brain is most plastic and able to learn during the first three years. Deprivation can negatively impact brain development, while sensory stimulation, secure attachments, and adequate sleep support healthy development.
This document discusses child development from birth through early adulthood. It notes that child development involves physical, cognitive, emotional, social, and language growth and can be influenced by environmental factors. Taking care of others, sharing feelings, and appropriate social behaviors are examples of emotional development in young children. Social development involves learning social skills through interactions with others.
The document discusses key concepts in developmental psychology including nature vs nurture, continuity vs stages of development, stability vs change over the lifespan. It covers prenatal development, infancy, childhood, adolescence and adulthood. Key theorists discussed include Piaget, Kohlberg, Erikson. Development is influenced by both biological/genetic factors and environmental experiences.
Similar to Week One Learning ResourcesThe following are required readings .docx (6)
Christian Schussele Men of ProgressOil on canvas, 1862Coope.docxtroutmanboris
Christian Schussele Men of Progress
Oil on canvas, 1862
Cooper Union, New York, New York
Transfer from the National Gallery of Art; gift of Andrew W. Mellon, 1942
NPG.65.60
Edward Sorel, “People of Progress” 1999, Cooper Union, New York, New York
Syllabus
The clerks of the Department of State of the United States may be called upon to give evidence of transactions in the Department which are not of a confidential character.
The Secretary of State cannot be called upon as a witness to state transactions of a confidential nature which may have occurred in his Department. But he may be called upon to give testimony of circumstances which were not of that character.
Clerks in the Department of State were directed to be sworn, subject to objections to questions upon confidential matters.
Some point of time must be taken when the power of the Executive over an officer, not removable at his will, must cease. That point of time must be when the constitutional power of appointment has been exercised. And the power has been exercised when the last act required from the person possessing the power has been performed. This last act is the signature of the commission.
If the act of livery be necessary to give validity to the commission of an officer, it has been delivered when executed, and given to the Secretary of State for the purpose of being sealed, recorded, and transmitted to the party.
In cases of commissions to public officers, the law orders the Secretary of State to record them. When, therefore, they are signed and sealed, the order for their being recorded is given, and, whether inserted inserted into the book or not, they are recorded.
When the heads of the departments of the Government are the political or confidential officers of the Executive, merely to execute the will of the President, or rather to act in cases in which the Executive possesses a constitutional or legal discretion, nothing can be more perfectly clear than that their acts are only politically examinable. But where a specific duty is assigned by law, and individual rights depend upon the performance of that duty, it seems equally clear that the individual who considers himself injured has a right to resort to the laws of his country for a remedy.
The President of the United States, by signing the commission, appointed Mr. Marbury a justice of the peace for the County of Washington, in the District of Columbia, and the seal of the United States, affixed thereto by the Secretary of State, is conclusive testimony of the verity of the signature, and of the completion of the appointment; and the appointment conferred on him a legal right to the office for the space of five years. Having this legal right to the office, he has a consequent right to the commission, a refusal to deliver which is a plain violation of that right for which the laws of the country afford him a remedy.
To render a mandamus a proper remedy, the officer to whom it is directed must be one to who.
Christian EthicsChristian ethics deeply align with absolutism. E.docxtroutmanboris
Christian Ethics
Christian ethics deeply align with absolutism. Ethical absolutism claims that moral principles do exist. According to Christians, God created moral absolutes. These absolutes can be seen in God’s revelation. God’s special and general revelation reveal his moral truths. This does not mean that only Christians can understand moral truths. Because humans are made in God’s image, they can recognize moral truths even if they do not believe in God
[1]
. These absolutes were instated by God. Therefore, they apply to all of humanity. This worldview is in direct opposition to the idea of relativism. Christian ethics cannot be viewed through a relativistic point of view. According to relativism, there is no moral truths. There is no absolute distinction between right and wrong within this way of thinking. Right and wrong can be decided by individuals or groups of people. Cultures decide what is right for themselves and their way of life. Even individuals have the ability to decide their own personal moral code. This can seem somewhat reasonable at times. Some things that were considered moral or immoral in the past are viewed differently today. Even with this understanding, Christians deny the idea of relativism. Christians hold to the belief that moral truths come from God. Therefore, these truths do not change. God himself never changes; therefore, his moral truths remain the same. According to Christian ethics, mankind is expected to hold to the moral absolutes mandated by God himself. This understanding is not compatible with relativism. Relativism makes no place of a God. From a relativistic point of view, mankind decides their own morality. Right and wrong are not fixed. In Christian ethics, right and wrong are permanently decided by the God of the universe.
The subjective aspects of Christian ethics can look similar to relativism. The areas that are somewhat subjective in Christian aspects are referred to as the liberties of a Christian. There are some matters that are not said to be morally wrong in the Bible. Some see these issues to be wrong; therefore, they are. Others do not find certain issues to be morally wrong. These individuals are claiming their Christian liberty. One of these issues is drinking alcohol. Some Christians believe that ingesting any amount of alcohol is morally wrong. According to the idea of Christian liberty, it would be wrong for the individuals who hold to this belief to drink alcohol. Others do not have this conviction and are not doing wrong by consuming alcohol. On the surface, the idea of Christian liberty can seem to be related to relativism, but upon closer inspection these ideas are not closely related. Christian liberty is a Biblical concept that harmonize well with the overall message of the Bible. Relativism is nowhere found in the Bible. The Bible is clear that there are universal moral laws. These laws are placed upon humanity by God himself. There are some areas where the Bible remain.
Christian Ethics BA 616 Business Ethics Definiti.docxtroutmanboris
Christian Ethics
BA 616 Business Ethics
Definition of Christian Ethics
A system of values based upon the Judeo/Christian Scriptures
Principles of behavior in concordance with the behaviors of Christian teachings
Standards of thought and behavior as taught by Jesus.
Discussion
What are some of the “ethical” attributes presented in the teachings of Jesus?
What are some ethical attributes presented in the teachings of other religious persons?
Quotes about Christian Ethics
Quotes on Christian Ethics
Recognize the value of work
“And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22).
Do not give the poor the food, rather allow the poor to work for themselves
Discussion
What are examples of the value of work?
Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is?
The value of work
Confirmed by Elton Mayo
Fulfills social, psychological and economic needs of the individual
“If a man will not work, he shall not eat” (2 Thessalonians 3:10)
Christian Ethics
The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings.
“May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17).
Employees with a Christian Code of Ethics
Welcome accountability
Happy to show their efforts
A system of checks and balances
Sees possible training moment
Fosters collaboration with management
“Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11)
Employees with a Christian Code of Ethics
Not motivated by greed
Work is its own reward
Measure success in a non-monetary way
Seek payment for the work they do
Money is second to obedience
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23).
Employees with a Christian Code of Ethics
Are highly productive
Are work focused
Work hard throughout the day
Find value in completing assigned tasks
Understand that they are there to work
“Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24).
Employees with a Christian Code of Ethics
Have a strong work ethic
Believe in a Biblical perspective of work
Reliable
Recognize the value of work
Relate their job to their faith
“All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23)
Employees with a Christian Code of Ethics
Bring a cooperative spirit to the workplace
Supportive of management
Strong contribu.
CHPSI think you made a really good point that Howard lacks poli.docxtroutmanboris
CH/PS
I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things.
Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way?
Do you think Jeff Bezos is a bad leader? and why?
CH/AR
I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half!
Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything.
In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter?
SO
The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.
Chosen brand CHANELStudents are required to research a fash.docxtroutmanboris
Chosen brand:
CHANEL
Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market.
● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand.
● The report will be covering the following subjects:
1. Analysis Of The Macro And Micro-environment of the brand.
2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait)
3. Competitor Analysis.
4. Critical evaluation of the marketing communications strategy of the brand
supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH.
NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks
see attached file
word count: 2000 words
.
Chose one person to reply to ALBORES 1. Were Manning’s acti.docxtroutmanboris
Chose one person to reply to:
ALBORES
1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act?
The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister.
Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment.
If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275).
2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act?
Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.
Choosing your literary essay topic on Disgrace by J. M. Coetzee .docxtroutmanboris
Choosing your literary essay topic on
Disgrace
by J. M. Coetzee is the first step to writing your literary analysis paper.
After reading the novel, you should be able to decide in which direction you'd like to take your paper.
Topics/ approaches
(Focus on only one of the following, though some may overlap):
Analyze one of the minor characters, such as Petrus.
Example
: Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel.
The protagonist's conflict, the hurdles to be overcome, and how he resolves it.
Examples:
It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid.
The function of setting to reinforce theme and characterization.
Example
: post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony
Symbolism in the novel--
Examples:
Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron?
Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme.
Example:
Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped.
The possible issue to be addressed in introduction or conclusion:
Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one).
Do
not
open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper.
Guidelines for Literary Essay
Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.
Choosing your Philosophical Question The Final Project is an opp.docxtroutmanboris
Choosing your Philosophical Question
The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3).
For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx.
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support.
DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God:
Answer the question: Does God really exist?
Use Aquinas and your own reasoning in your argument.
Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas'
Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II.
Summa Theologica, Part 1, Question 2, Articles 1-3
The Existence of God
Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in
Himself, but also as He is the beginning of things and their last end, and especially of rational
creatures, as is clear from what has been already said, therefore, in our endeavor to expound this
science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of
Christ, Who as man, is our way to God.
In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns
the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the
procession of creatures from Him
Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His
existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His
operations — namely, His knowledge, will, power.
Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is
self-evident? (2) Whether it is demonstrable? (3) Whether God exists?-
FIRST ARTICLE
Whether the Existence .
Choosing Your Research Method in a NutshellBy James Rice and.docxtroutmanboris
Choosing Your Research Method in a Nutshell
By James Rice and Marilyn K. Simon
Research Method Brief Type
Action research Participatory ‐ problem identification, solution,
solution review
III
Appreciative inquiry Helps groups identify solutions III, IV
Case Study research Group observation to determine how and why a
situation exists
III
Causal‐comparative research Identify causal relationship among variable that
can't be controlled
IV
Content analysis Analyze text and make inferences IV
Correlational research Collect data and determine level of correlation
between variables
I
Critical Incident technique Identification of determining incident of a critical
event
III
Delphi research Analysis of expert knowledge to forecast future
events
I, IV
Descriptive research Study of "as is" phenomena I
Design based research/ decision analysis Identify meaningful change in practices II
Ethnographic Cultural observation of a group
Evaluation research Study the effectiveness of an intervention or
program
IV
Experimental research Study the effect of manipulating a variable or
variables
II
Factor analysis Statistically assess the relationship between large
numbers of variables
I
Grounded Theory Produce a theory that explains a process based on
observation
III, IV
Hermeneutic research Study the meaning of subjects/texts (exegetics is
text only) by concentrating on the historical
meaning of the experience and its developmental
and cumulative effects on the individual and society
III
Historical research historical data collection and analysis of person or
organization
IV
Meta‐analysis research Seek patterns in data collected by other studies and
formulate principals
Narrative research Study of a single person's experiences
Needs assessment Systematic process of determine the needs of a
defined demographic population
Phenomenography Answer questions about thinking and learning
Phenomenology Make sense of lived experiences of participants
regarding a specified phenomenon.
III, IV
Quasi‐experimental Manipulation of variables in populations without
benefit of random assignment or control group.
II
Q‐method A mixed‐method approach to study subjectivity ‐
patterns of thought
I
Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group
(non‐random) used to study effectiveness of an
intervention
II
Repertory grid analysis Interview process to determine how a person
interprets the meaning of an experience
I
Retrospective record review Study of historic data collected about a prior
intervention (both effected and control group)
II
Semiology Studies the meaning of symbols II, III
Situational analysis Post‐modernist approach to grounded theory
(holistic view rather than isolated variables) by
studying lived experiences around a phenomenon
Trend Analysis research Formulate a f.
Choose two of the systems (education, work, the military, and im.docxtroutmanboris
Choose
two
of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems.
How does the education, military, workplace, or immigration system rely on social workers?
What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work?
.
Choose two disorders from the categories presented this week.C.docxtroutmanboris
Choose
two disorders from the categories presented this week.
Create
a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following:
Describes the disorders and explains their differences
Discusses how these disorders are influenced by the legal system
Discusses how the legal system is influenced by these disorders
Include
a minimum of two peer-reviewed sources.
Format
your presentation consistent with APA guidelines.
Submit
your assignment.
*3 slides on How is the legal system influenced by schizophrenia with speaker notes*
.
Choose ONE of the following topics Length 750-900 words, .docxtroutmanboris
Choose
ONE
of the following topics
Length:
750-900 words, double spaced, 12 pt. font
Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples.
Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell.
.
Choose one of the following topicsAmerica A Narrative.docxtroutmanboris
Choose
one
of the following topics
America: A Narrative History
notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not?
Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase.
.
Choose one of the following topics below. Comparecont.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
500 words
.
Choose one of the following topics below. Comparecon.docxtroutmanboris
Choose
one
of the following topics below.
Compare/contrast the role women played in Puritan Society in colonial Massachusetts with their role in the Great Awakening of the 18th century.
Why is the Declaration of Independence considered historically as a product of the Age of Enlightenment?
requirement of this assignment
Write a 500 word essay
.
Choose one of the states of RacialCultural Identity Development.docxtroutmanboris
Choose one of the states of Racial/Cultural Identity Developmental Model and reflect on how you will intervine with a client in that stage.
Stages:
Conformity
Dissonance and Appreciating
Resistance and immersion
Introspection
Integrative Awareness
.
Choose one of the following topicsNative AmericansWomenEnvi.docxtroutmanboris
Choose
one of the following topics:
Native Americans
Women
Environment
Latin Americans
Sexual liberation
Read
at least three different newspaper articles between 1968 and 1980 that cover important changes affecting your topic. In the University Library, use the ProQuest
®
historical newspaper archive (available under
General Resources > ProQuest >
Advanced Search
>
Search Options
>
Source Type
), which includes the following major newspapers, among others:
New York Times
Washington Post
Wall Street Journal
Los Angeles Times
Christian Science Monitor
Write
a 700- to 1,050-word paper in which you describe the status of the chosen group or idea and how that group or idea was affected by the changes brought about during the 1960s. Include information gleaned from the newspaper articles as well as other material.
.
Choose one of the following films for review (with faculty’s appro.docxtroutmanboris
Choose
one of the following films for review (with faculty’s approval). Put yourself in the movie by choosing one character to follow. What cultural issues would you face? What are cultural challenges? Write a short paper describing the film and your observations. Present your findings in class.
•
Secret Lives of Bees
•
Chocolate
•
Under the Same Moon
•
Maid in Manhattan
•
Walk in the Clouds
•
Get Rich or Die Trying (Gang Culture
) "I like this one"
•
Mu
lan
•
Mississippi Burning
•
A Time to Kill - "
I Also like this one
"
•
Only Fools Rush In
.
Choose and complete one of the two assignment options.docxtroutmanboris
Choose
and
complete
one of the two assignment options:
Option 1: Forecasting Comparison Presentation
Identify
a state, local, or federal policy that impacts your organization or community.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation in which you complete the following:
Describe how forecasting can be used to implement this policy and highlight any limitations of the usage of forecasting.
Compare and contrast the different forms of forecasting used to aid decision-makers when evaluating policy outcomes.
Discuss the types of information needed to ensure forecasts are accurate.
Analyze the relationship between forecasting, monitoring of observed policy outcomes, and normative futures in goals and agenda setting.
Include
speaker notes with each slide. The presentation should also contain and at least four peer-reviewed references from the University Library.
I live in Lawrence, KS if you can find a policy within this community.
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Week One Learning ResourcesThe following are required readings .docx
1. Week One Learning Resources:
The following are required readings and viewings for Week
One:
_______________________________
1. notes for Week One:
New Possibilities for Parenting Newborns:
As social and behavioral scientists have enriched our views of
parenting over recent decades, neuroscientists have been
equally busy learning about brain architecture in babies and
children and learning about wonderful possibilities for
responsive parenting that help construct the richest possible
outcomes, including adult outcomes, that result from sensitive
responses to our newborns and toddlers.
This course focuses on a new view of parenting and of
children. Child development has a long history of adherence to
a very successful medical model began around 1900 from the
developments of knowledge about sanitation, germ theory of
disease, conquering childhood illness with vaccines, and the
development of therapies that address mental health problems
and misbehaviors. If you look carefully at these topics, they
rest on the belief that what matters in child development is
pathology, and correcting pathology is the whole picture. There
is a reading list of medical model topics in child development
found under Resources for Parenting References, just under
Syllabus in our course. I placed the only two books I
recommend (but do not require) for our course. The rest of the
information there is a fine list medical model references about
pathology that can be used in other sections of BEHS 343.
Starting early in the twentieth century our first American child
psychologist, G. Stanley Hall coined a phrase that has taken
over child development beliefs about adolescence. Hall was
descriptive, for in the early twentieth century there were no
theories of child development. He coined the now-famous
phrase of “storm and stress” to characterize adolescence. Even
2. today, as psychologist Richard Lerner says, (and as you will
read in this course), parents continue to define their teens in
terms of a “pathology” If asked how their teen is doing, they
will often answer, “Well, at least he hasn’t crashed the car.” Or
“At least he is not into drugs.” Or, at least she is not pregnant
and she hasn’t dropped out of school.” That is, teens are being
measured against a whole Pandora’s box of expected pathology:
“storm and stress.” And, in this course, many parents mention
they are dreading adolescence as their children are growing
older.
The new viewpoint comes from a question that has been around
for decades. Neurologists and psychologists have quietly been
inquiring about many topics, including that of the storm and
stress of adolescence: “Isn’t well-being of adolescents (and all
of us) more than just the absence of pathology? Isn’t well-
being more than these negative descriptions parents use to
describe their teens? Methods and measures of well-being did
not exist until quite recently, as development of much more
sensitive brain scans have become able to measure activities
different parts of the brain (Davidson & Begley, 2012). In 1998,
a branch of the National Institutes of Health was founded and
funds research on well-being (nccih.nih.gov/Health/Wellness
and Well Being).
Well-being of teens is addressed in this course, for we now
recognize there are positive attributes and possibilities in teens
that many of us do not recognize. My personal contribution to
this new line of research is to look closely at what is going on
from the time young teens develop adult cognitive reasoning
(around seventh grade), and I often find the stubborn
persistence of a strict control and punishment orientation by
parents unwilling to help a teen gradually assume the young
adult roles and responsibilities under open communication and
kindly parental guidance. Parents need to begin to give up their
strict control of a child who now has become a young and
capable adult.
In a summer session of this course I had a male student rush in
3. a little late to our classroom, and he blurted out to all of us, “I
just bought my son an Apple phone and now at last I have
something I can take away from him when I ground him and I
can really make him hurt!” This is what I am addressing! In
this course we have a session called a “toolchest for dealing
with problem behaviors of children” (Brooks, J.,157) What we
hope to construct here is a “toolchest for increasing parental
understanding of children.”
We begin our course with the newest understandings of how
newborns construct their own learning. Babies have many
millions of wonderful neurons (cells) in their brain, many more
than any human could ever need, and babies are born with a
tremendous urge to communicate with us in order to construct
circuits that work like software, to connect the capabilities
across the brain. Eye contact, waving arms, cooing, even crying
are all efforts for that newborn to communicate with us so she
or he can construct all the circuits needed to become a
wonderful human being.
Serve and Return:
Researchers at Harvard’s Center for the Developing Child call
this reaching-out activity by newborns, “serving,” and the baby
is hoping desperately for a gentle and loving “return” from the
parents so that with practice, new pathways can form connecting
parts of the brain that connect for healthy development. That is,
the baby is constructing his or her own learning and brain
architecture when we return his or her serves in a kind, gentle,
and loving way.
If we stop a minute and think about our ideas about raising
children we think of ourselves as great teachers, and as
Americans living in a competitive society, we imagine our
babies will be ahead of everybody else’s babies by the time they
begin school because we will have taught them so much!
In fact, there is a totally different direction for learning that
psychologists have recognized for over 120 years, but none of
us teachers or parents have been paying attention!
The picture you see here is very different! Instead of being the
4. "Sage on the stage" (the wise adult teacher) the parent or
caretaker now is the “guide alongside” the learner.
Neuroscientists have shown us what psychologist have long
known, that we parents are here to answer the questions these
newborns are raising because newborns are assembling their
mental capabilities by first developing neural circuits that
support all the things they desperately need and want: love,
kindness, gentleness, warmth, trust in people. Then they begin
the task of learning about everything else.
And, along with this they teach themselves to speak in the
language or languages they hear around them. Our daughter
reports that for some time her two-year-old son will not let her
pronounce his name in Serbo-Croatian, for she (being
American) cannot roll the proper “Rs” in his name. Bilingual
children learn to speak multiple languages more slowly that
single-language speakers, but do not underestimate the power of
a two-year old critic who really understands how his own name
(Grijorije) should be pronounced!
Infant Brain Development:
Welcome to new information about infant brain development!
Do not worry; we will do a totally non-technical view of infant
brain development so you can see the amazing things going on
in that little wobbly head of a precious newborn baby.
Babies are born with abilities to communicate with us:
Why does this matter to parents? The templates for learning
come hard-wired in babies! They come with some urgent needs
to communicate with us. When these needs are fulfilled, the
brain makes the connections that enable a child to be intelligent,
responsive, happy, and capable and interested in learning. In the
past few years neuroscientists have been able to observe how
brain structure is constructed, and continues to be constructed
throughout life.
The power of parents and others:
Here is where we discover the power of teachers and teaching
and learning contexts to develop the brain architecture of not
only babies, but of all of us, all our lives. The same processes
5. that are zooming along in babies still continue throughout life,
but at a slower pace than in babyhood. Thus, the effective
teacher has much of the awesome responsibility to help create
normal brain architecture for students, just as parents and
caretakers have for babies. In just the past few years,
neuroscientists have discovered that these successful ways to
relate to babies and toddlers are not just "shaping good
behavior," as we have thought of them. Instead, these
interactions with babies and toddlers are actually constructing
the brain architecture necessary for that baby to grow into a
normal, intelligent, loving child AND adult. That is,
neuroscientists have discovered there are lifelong effects in
physical and mental health of the positive and negative
interactions we have with babies and children in those first few
months after birth.
Neurons and brain connections between neurons build brain
architecture:
Infants are born with an enormous excess of neurons or nerve
cells, awaiting the opportunity to begin connecting within and
across parts of the brain. Some of these neurons are already
connected at birth, but await strengthening. Most others are
awaiting experience to form connections. These unconnected
neurons will be connected (with experience and stimulation) all
through life. New neurons can be created throughout life, but
the vast preponderance of them are created in the first three
years of life.
Neglect or missing opportunities:
To simplify this situation down to the kernel of information we
need, we will say, “Use it or lose it!” Babies are born to
succeed, but if a baby is neglected or does not have the
opportunity to connect with a loving parent or caretaker, or
lives in a violent setting and is neglected, frightened, or abused,
or perhaps lives in a crib in an orphanage with sheets on the
sides of the crib so the baby cannot see anyone, those neural
connections are not as plentiful as they need to be and many
neural connections are damaged from the effects of toxic stress
6. the baby experiences while searching for some human to
connect with. That is, under neglect, or under stress, the
architecture of the brain cannot develop in a normal way.
Pruning:
Unused neurons die off in a natural process called “pruning.”
(Yes, like a fruit tree!) Neural pruning is fine and a natural
process. However, if a baby or child is severely neglected
and/or abused, or unloved, many fewer connections are made
(neglect) or the ones that are made are actually damaged (from
toxic stress) and a baby grows into a child and then an adult
with difficulties in trust, secure attachment to a parent or
parents or caretaker, with difficulties in happiness, confidence,
eagerness to learn, decreased intelligence, and a long list of
other critically important attributes that serve to make a
successful and happy childhood and a productive adulthood.
The presence of these good connections to other people, or the
absence of these good connections, at home or at school, has
lifelong consequences.
How babies construct brain architecture:
Most important take-away points: Babies are born with an
urgent biological need to work to communicate with us as
caretakers. Why? This is how they construct their brain
architecture. Please remember that this is not a call to us as
teachers to use flash cards to teach information to babies, or to
cram academics into very young toddlers. The baby is born with
the urge to reach out to learn and to communicate. We are there
to provide a warm, loving, rich environment that focuses on
responding warmly and appropriately to whatever the baby
communicates to us, whether it is a glance, a coo, a cry, a smile
or later on, a word or two.
Allowing children to construct their own learning:
And, from being old-fashioned teachers and parents who lecture
“at” children and students (what is called) the “Sage (wise
person) on the Stage,” we will have a new focus, to be the
“Guide on the Side” to facilitate learning. This changed
perspective will help us understand at a deeper level the work of
7. Jean Piaget, Lev Vygotsky, and other researchers who talked
and continue to talk (for nearly 120 years!) about children
“constructing their own learning.” These psychological
researchers understood the point (that children construct their
own learning) long before neuroscientists were able to discover
and map neural development. Now, only recently, we
understand how brain development and learning actually occur.
And we find the psychologists were correct all along. It took a
long time to connect what psychologists saw with neural
imaging revealing the actual construction of the baby's brain
architecture.
_____________________________________________
3.
Required Reading Two (several short videos):
Please view these short videos on infant brain development:
Serve and return:
Here you can view a set of very short (2-to-5-minute) videos
will introduce you to important issues about development of
brain architecture in infants and toddlers. The videos come from
the Harvard Center for the Developing Child. There are many
of these short videos, so please follow my instructions so you
do not become lost on this tremendous website! You are
welcome to “browse” through the website beyond the basics
suggested here if you wish, but please focus on the links I list
below. For us as teachers and parents, the most important of
these is
“serve and return”
Warm, loving, gentle care:
There is an important deficit in this collection of wonderful
videos. You will find the scientists rarely mention loving, warm
and gentle care, but you see it in every frame of these videos.
They must take it for granted! Don't forget warm and gentle and
loving care for a baby to gain trust in the world. In fact, it
appears to be the case that positive emotional outcomes and
their foundations in the brain are formed early in life when
8. there is a rich environment of serve and return care by loving
parents or caretakers.
I suggest these videos:
Each of these videos runs from approximately 2 to 5 minutes.
Please type the exact words on a given line into your browser to
see these short videos. Warning: If you type in only the
institution, you will never find these specific videos, for there
are hundreds of them!
Harvard Center for the Developing Child Core Story Part 1
Experiences build brain architecture
Harvard Center for the Developing Child Core Story Part 2
Serve and Return
Harvard Center for the Developing Child Core Story Part 3
Stress
Harvard Center for the Developing child In Brief The Science of
Neglect
You are welcome to look at others in this series if you wish.
Just type in "Harvard Center for the Developing Child" and
explore the jam-packed website. Don’t get lost; I did!
What will we do with this information? We will think about this
information and let it soak in now, and return to it in Week
Three: Worksheet where there will be other readings and short
essays that ask you to discuss and reflect on the information you
have gathered in the first three weeks of our course. In the
Worksheet we will provide additional information about a new
topic called “executive functions.” We also will briefly return
to neural development information toward the end of the course
when we study adolescence.
Introduction to Parenting Types: Parenting types are the most
often mentioned issues of interest as students begin this course.
With that in mind, we will begin our course by looking at a long
and strong line of research (around 50 years of research
findings) on parenting types and the expected outcomes for
children whose parents subscribe to common parenting types
found in the United States. We all recognize that this research
9. came from a time when research topics were limited to the
student of middle-class white children and their parents. Issues
such as gender roles of parents, socioeconomic states, single
parenting, impacts of divorce, issues of race and ethnicity,
LGBTQ parenting, multigenerational families, and military
families have one by one been added to this model to make it
display the diversity of our families today. Over these decades,
psychological researchers have recognized the importance of
diversity in families, diversity in society, and diverse
backgrounds and rich cultures that new immigrants bring to our
society.
By writing about our own upbringings this first week of the
course, and using that information for next week’s work, we
will help this topic blossom into the many and rich varieties of
parenting we all bring to the course. In Week Two we will use
our own essays to discuss parenting today.
________________________________
Week 11 Journal Reflection
11.1 - Journal Reflection on progress and Week 11 Individual
Consultation
Readings for Question # 1:
First reading for question # 1: Infant brain development Dr.
Barr’s notes:
This question will ask you to summarize what you have learned
about newborns. This is a “thinking question,” meaning that
there is not an answer for you to copy and paste here:
Background: A student in BEHS 343 reported that she couldn’t
understand her newborn’s behavior. She would pick up her
10. newborn and go to a comfy chair and begin to nurse the baby.
But immediately after starting nursing the baby, she would put
in ear buds and turn on Netflix to binge watch some program
and she never looked again at the baby until she switched to the
other breast. Once the baby was nursing and she was binge
watching, the baby immediately began fussing. Then
whimpering. Then crying. Then screaming. She just looked
away at the TV. The pediatrician assured the mother that the
baby did not have colic. Why did this baby get so upset? To
understand this, please watch each of the Harvard Short Videos
that are recommended.
To think about what is going on in this question, you need to
read the material presented in Week One, including my lecture
notes and below them, viewing the Harvard short videos. There
are a couple of possible answers you can find when you look at
the Harvard short videos.
Question # 1:
A. Why do you believe this baby is in such distress?
B. Which of the Harvard Short videos help explain this
situation?.
Points: 4 points.
Assistance: This question can be easily answered by doing the
required readings for Week One. There are several possibilities
that arise when you view the Harvard short videos. Please make
a simple reference list of the sources you used. (Does need
authors if there are any) and titles and computer links given in
our classroom.) Length? A few short paragraphs.
Readings for Question # 2:
Please re-read and view again the useful parts of readings for
Week One. This question asks specifically about the three
Harvard short videos introduced in Week One.
11. Question # 2:
2A. What is “serve and return?”
2B. Who starts “serve and return”
2C. What does serve and return do for newborns?
Assistance: Length: A few short paragraphs. Please list your
sources in our assigned readings and videos of this information.
Points: 4 points
_________________________________________________
This second part of the Week Three Worksheet contains new
information. Please complete the readings here below and then
answer the questions.
_________________________________________________
Readings for Question # 3:
This is new information you will read about right now.
Please complete the readings and answer the questions. Here are
the readings:
First reading for question # 3: Dr. Barr’s notes on executive
functions:
Question three covers material that we have not studied before.
Executive functions are a set of behaviors young children are
capable of teaching themselves if they are allowed to play
unstructured, old-fashioned play rather than have structured
activities and sports and electronics time offered to them by
parents and teachers. Executive functions include behaviors
such as self-regulation that takes place when a child is using
private speech. The Harvard video suggests that there are three
types of executive functions: self regulation (how to control
your own behavior), working memory (keeping in mind the
tasks one is working on), and mental flexibility (the ability to
stop what you are doing and share toys or change directions in
what one is doing), and they discuss what they involve.
12. Taken together the executive functions help children regulate
their behavior themselves and get along well with others and
learn to share and work harmoniously with others. Executive
functions help children plan and learn how to deal with others
and how to change directions as needed.
Why do executive functions matter? They are predictive of
success in school. They predict more accurately a child’s
success in higher grades in school than scores on tests of
intelligence
Second reading for question #3: Spiegel audio program with
transcript
This is a wonderful audio program:
Alix Spiegel (21 February 2008)
Old-Fashioned Play Builds Serious Skills (audio)
National Public Radio: Your Health. This is an eReserve. It is
found under Content/Course Resources/eReserves/Week Three.
Please go to Content/eReserves.
Then you must choose the little letters above the chart:
(Week Three) and then the chart of eReserves for Week Three
will pop up.
Please notice that the Alix Spiegel reading has a transcript with
it. Look around on the opening page of the Spiegel article and
over to the right somewhere it says Transcript. I couldn't
follow the audio program well enough to take notes, but then I
read the transcript and that helped me a lot.
From the viewpoint of psychologists, educators and parents, this
audio program will help you discover:
· what private speech is,
· what self-regulation is
· and what old-fashioned play is,
· and why they all matter.
· why these are critical for normal development
· in what sort of play self-regulation and private speech occur
and why they matter.
13. · what things around the home and at school can damage normal
development of self-regulation and private speech.
Third reading for question #3: Dr.Barr’s notes on the Spiegel
reading:
The Spiegel audio program discusses activities that facilitate
development of executive function.
Private Speech and Old-fashioned play: The Spiegel audio
includes private speech, which is an opportunity for a child to
self-regulate by talking to himself or herself about how things
should be done. That happens when children are playing alone
or with each other without adult supervision and are using
simple things to invent their own activities. Spiegel also talks
about old-fashioned play and alone play, which, in the past,
provided the opportunities for a child to teach himself or herself
executive functions. Spiegel contrasts old-fashioned play with
the usual activities of children today, which are structured
activities run by adults, like soccer or baseball games, and
video games on the couch. Spiegel reports on a study replicating
(copying) an old study years ago looking at self-regulation.
Please read about what these researchers found about children
in the past and children today and their abilities to self-regulate
—it is interesting.
Here is the viewpoint from the Spiegel audio program that is
most useful to us! These include private speech, self-regulation
and time to play alone. Unstructured play is necessary to give
children the time to develop these on their own.
Unstructured play means that no adult runs it or supervises
it. This is play in which children take scraps of paper or sticks
or whatever is around, and play alone or with other children.
They imagine what some common things (paper or sticks or
other things) represent and use those imagined ideas to play
with. This kind of play uses lots of imagination and children
need to remember what things are. This kind of play does not
14. use fancy toys. Instead, common things and lots of imagination
and private speech are going on.
Structured play: Structured play means a teacher or parent
organizes a sport or an activity or suggests "Let's play house" or
"Imagine that you are a princess" and gives the children
directions and even props or costumes so that, unfortunately,
they cannot use their imagination.
Fourth reading for Question #3: Harvard short videos.
A Harvard short video on executive functions: This short video
gives you additional information about what executive functions
are.
On your browser please type in these exact words:
In brief: executive function: skills for life and learning Harvard
Center on the Developing Child.
Warning: If you do not follow these directions exactly, you will
get totally lost in finding the
videos from the thousands at that site.
Question #3:
The following questions summarize tall this new material about
executive functions and also the value of free unsupervised
play:
3A. What are executive functions and why do they matter? (one
point)
3B. What is free, unstructured play and what does it
provide for children (one point)
3C. What is private speech and what does it do for
children? (one point)
3D. Please provide an example of free, unstructured play
that you remembered doing when you were a child.
Remember that we are talking about children probably under the
age of 7, when private speech begins to disappear. Please, no
classroom games for older children as they discuss in the
Harvard short videos! (one point)
15. Points: Seven points.
Source: Again, please use only the Spiegel audio program or its
written transcript and also Dr. Barr’s lecture notes and the
Harvard short video on executive functions. Please put any
article you quote from on a simple reference list.