DQ1 Essay Example | Topics and Well Written Essays - 500 words - 7

DQ1 - Essay Example Nowadays the lyrics which are being composed by the musicians revolve around different topics. At times these lyrics also consist of abusive, explicit and racist material which can harm the emotions and feelings of many. In my view the general public should be responsible to decide as to what lyrics should be allowed in music. The feelings and sentiments of the general public are affected most by these explicit lyrics. These lyrics also have an effect on the new generation as parents who want to save their children from abusive material cannot do anything when it comes to music. It has been seen that many children are grasping unusual stuff from these lyrics. At times these lyrics have also been known to be abusive towards certain religious groups and races. Hence it can be said that the entire decision power about the lyrics should be given to the general public. By general public here it is meant that all the individuals living in this world who are being represented by their chose n leader. If these lyrics are not kept a check on by the regulatory powers then in the future it is expected that many riots may occur only because of these lyrics. Music is an art which should be appreciated and not hated by people only because of the lyrics in the song. Musicians make music to entertain people and not to be hated. Thus the music should be of a sort which is liked by many and not despised or hated. The general public can make sure that the sentiments and feelings of people are not being affected by the lyrics and change them accordingly. Such an action would help the musicians to know more about the feelings and sentiments of the general public. In my opinion it is necessary for some power to keep a check on the music which is being created nowadays. Music is now simply being used as a tool for money because of which many musicians do not think about the feelings and sentiments of others when composing it. A check on

Definition of Poetry Essay Example for Free

Definition of Poetry Essay According to W.H.Hudson we all have a sense of what poetry constitutes. There are innumerable definitions of poetry given by poets and critics of poetry and out of which Hudson chooses some famous definitions. They are given below: * Johnson : â€Å"Metrical composition† , it is â€Å"the art of uniting pleasure with truth by calling imagination to the help of reason† * Macaulay: â€Å"we mean the art of employing words in such a manner as to produce an illusion on the imagination, the art of doing by means of words what the painter does by means of colours† * Carlyle: â€Å"We will call Musical thought† * Shelley: â€Å"In a general sense may be defined as the expression of the imagination† * Hazlitt: â€Å"It is the language of the imagination and the passions† * Leigh Hunt: â€Å"The utterance of a passion for truth, beauty, and power, embodying and illustrating its conceptions by imagination and fancy, and modulating its language on the principle of variety in unity† * Coleridge: â€Å"Poetry is the antithesis of science, having for its immediate object pleasure, not truth† * Wordsworth: â€Å"It is the breath and finer spirit of all knowledge and the impassioned expression which is in the countenance of all science† * Edgar Allan Poe: â€Å"It is the rhythmic creation of beauty† * Keble: â€Å"A vent for overcharged feeling or a full imagination† * Doyle: â€Å"It expresses our dissatisfaction with what is present and close at hand† * Ruskin: â€Å"The suggestion by the imagination, of noble grounds for the noble emotions† * Prof. Courthope: â€Å"The art of producing pleasure by the just expression of imaginative thought and feeling in metrical language† * Mr. Watts-Dunton: â€Å" The concrete and artistic expression of the human mind in emotional and rhythmical language† * Matthew Arnold: * â€Å"It is simply the most delightful and perfect form of utterance that human words can reach† * â€Å"It is nothing less than the most perfect speech of man that in which he comes nearest to being able to utter the truth† * â€Å"It is a criticism of life under the conditions fixed for such a criticism by the laws of poetic truth and poetic beauty† As Hudson state when we look at them critically, and compare them with one another, certain disturbing facts about them become clear. Commenting on these definitions Hudson concludes they are almost distracting in their variety because the subject is approached from many different points of view. Some, strictly speaking, fail to define, because they express rather what is poetical in general, wherever it may be found, than what is specifically poetry. Some, on the other hand, are too narrow and exclusive, because they recognize only the particular kind of poetry in which the writer happened to be personally interested.

Odysseus: Character Analysis

Odysseus: Character Analysis Odysseus Leader Odyssey Odysseus: a leader of past and a pioneer of the present era Odyssey, the leading character of The Odyssey is quite complex, fascinating and inspiring. Odyssey is quite dominant as a leader who is certain of his words and actions. However, there exists some uncertainties in his character which, at times, take the form of contradictions in the character of a great leader, overshadowing his true potential. Throughout the Odyssey, the lead character, Odysseus, has been presented as an ideal leader who treats his men well and deals efficiently with problems that are presented before him. Now there might arise a question as to how can the ideal leader be defined. An ideal leader has often been defined as one commands the respect of those being led, but also gives respect. He must be intelligent and cunning, and able to think logically with the intentions of keeping the well being of those under him. An ideal leader must have an ability to lead a military victoriously, but at the same time realizes as to when military action is unnecessary, and therefore must be avoided. Odyssey, at various occasions presents that he not only has attained these qualities but also demonstrated his keenness to enhance these qualities to the best of his ability. For example, Odysseus did not need to send his men probing the unfamiliar island, but still felt it necessary. This decision is one that had to be made, but given past experiences, the reader would expect Odysseus to choose otherwise, especially when his men felt hesitant. They were all silent, but their hearts contracted, remembering Antiphates the Laistrygon and that prodigious cannibal, the Kyklopes But seeing our time for action lost in weeping, I mustered those Akhaians under arms, counting them off in two platoons, myself and my godlike Eurylokhos commanding. (X, 217-224) Another instance when Odysseus demonstrates his leadership ability is when he is faced with the escape from Polyphemuss cave. His quick thinking and strategic approach gave him victory over the giant, two traits Homer emphasizes in Odysseus. Odysseus is able to lead his men to blind the Kyklops, but shows how no mortal man can be perfect, no matter how heroic, by shouting back at Polyphemus and telling him who had truly blinded him. Odysseuss similarity to some of the known leaders of ancient Greece can be used to express how Odysseus was presented as the ideal Greek leader. The first of whom being the democratic leader of Athens, Pericles, and second being Alexander the Great. Pericles was much like Odysseus in a sense of his ability to manipulate and influence those under him, a necessary skill in any democratic society. He was able to influence the other elected officials into believing what he wanted, and stemmed his success from that ability. Although not an especially admirable trait, the ability to influence men into what is needed to be done in the eyes of the leader is most certainly necessary, especially when it involves military authority. Alexander the Greats decisiveness is paralleled only by Odysseus, which is another trait that all strong leaders must possess. Another element to a leader that is often present is that of arrogance, as Alexander the Great believed himself to be half immortal, and he ld himself in comparison with Hercules. Alexander was even known to sleep with copies of Homers books under his pillow, and drew heavy influence from Homers characters, including Odysseus. At the same time Odysseus has been shown to be a complex person who suffers greatly on his return from Troy. As the gods challenge him with a wide variety of trials, Odysseus creates a positive influence for anyone in the ways he responds to each new test. In some instances, Odysseus shows himself to be a remarkable hero. In other ways, however, he shows himself to be a fallible human being – the true qualities of a leader. In other words, analyzing Odysseus throughout The Odyssey, one can see that Odysseus is a multifaceted character who displays both strengths and weaknesses. The epic hero of The Odyssey, Odysseus is a fascinating character full of contradictions. On one side he is eager in returning to his home to his faithful wife, Penelope, and his son, Telemachus, whom he has barely seen. Then on the other side he is perceived also perceived as a person who sleeps and lives with not one but two beautiful goddesses during his travels. On one hand, he shows little remorse for his infidelities, while on the other he still hates the suitors attempting to court his wife. These contradictions extend even to his intellect. Blessed with great physical strength, which he amply demonstrates, despite his hard years, he has an equally keen mind that bails him out of many dire situations. There is no better improviser or strategist in Greek mythology, though the label attached is often cunning or deceiver, indeed, many Greeks saw Odysseus habit of lying as a vice and a weakness. His penchant for disguise compliments his ability to make up plausible stories about his background. Although Odysseus ingenuity comes across as his chief weapon, his weakness is the frequency with which he falls victim to temptation and makes grave tactical errors, none more so than when adding insult to injury to Polyphemes and revealing his true name (his main fault!). Still, Odysseus is aware of this flaw, and bids his men to tie him up when they pass by the Sirens, the paragons of temptation. By the end of his journey, he has learned to resist temptation, willingly suffering abu se by the suitors to meet his eventual goal of destroying them. However, temptation hurts his crew, as well, in their encounters with Circe, the bag of winds from Aeolus, and the oxen of Helios. Despite his occasional mistake, Odysseus is a courageous and just leader who inspires admiration and respect from his shipmates and servants; the faithfulness of his dog and swineherd after so many years shows this. The near-constant protection he enjoys from the goddess Athena (the goddess of cunning and wisdom thus representing his counterpart in Mt Olympus) seems justifiable for a man who has endured so many hardships, and cast away so many luxuries, to reunite with his beloved family. Odysseus is considered to be one of the greatest mythological heroic leaders. Not only is he presented as the model for the ideal Greek leader, but has influenced many other leaders throughout history, including Alexander the Great. Odysseus was a model for ancient Greek leaders, and still influences our views of leadership today, although we may not even notice it. Employee Turnover: Literature Review Employee Turnover: Literature Review Employee turnover refers to the number of incoming and outgoing workers from an organization or company. The turnover of employees can occur following a myriad of factors, such as an excessive workload, not having sufficient authority, low salary, or the inefficient facilities of the organization. This study refers to the problems of employee turnover. Suggested causes of employee turnover include: Job dissatisfaction A lack of employee rights Management gives the workload of two people to an individual (excessive workload) A lack of decision making power Poor leadership A lack of allowances, bounces or fringe benefits Preferential treatment of employees No future in the company (i.e. repeatedly not being promoted) LITERATURE SEARCH Now we will search about the literature we are required for the study of Employee turnover, I referred to different articles, books, online databases and found the following researches previously done on the Employee turnover. From a study I found that causal relationship is if and then statement for example If price increase then demand will be decrease. In other words we can say causal relationship explore the effect of one thing upon other. From the study four models which show the causal relationship between job satisfaction and organizational commitment of employee turnover. We study that satisfaction build commitment in employees. And commitment creates satisfaction in employees. We understand that there is a positive relationship between job satisfaction and employee turnover. If employees are satisfied by their jobs it will leads commitment in employees towards organization (Magid Igbaria,Tor Guimaraes,Journal of Management Information Systems,Volume 16 Issue 1, June 1999 table of contents) From another study we understand that the attitude and behavior of employees affect the organization outcomes and profit. We can see if the organization is not encouraging the employees according to their rights then there will be higher rate of employee turnover. We can say that organization behavior, employee turnover, employee satisfaction can affect profitability and buyer satisfaction. We collect data from different sources like employee survey, manager survey, and customer survey and from the record of company for showing that how employee attitude and behavior can affect the company objective. From collected data we can observe that if human resources works well then there will be fewer turnovers in employees and business results will be better. (Daniel J. Koys, Personnel Psychology, Volume 54, Issue 1, pages 101-114, March 2001) From this study we understand that satisfaction level and perception of employees about jobs can be examined by checking the behavior of employees and organization. We examined that if employees are treated well they have good image of organization and satisfied with their jobs. If employees are satisfied with the behavior of organization that organization treat them fair attitude then satisfaction level about jobs of employees will be higher and turnover will be low. (John E. Dittrich and Michael R. Carrell 1978, University of Colorado, USA, Organizational Behavior and Human Performance, Volume 24, Issue 1, August 1979, Pages 29-40) From another study we understand that mental understanding, economic conditions and concepts about jobs of employees are the reasons of employee turnover. There is need to develop a structure or system in the organization for making policies to build the positive image about job in the minds of employees that will reduced the thinking of employees about economic conditions and satisfied the employees to continue their jobs that will cause the results low turnover of employees. (Baysinger,Barry D, Mobley,William H (APR 1982), Employee Turnover: Individual and Organizational Analyses). From this another study we get understanding that employee turnover is a big problem and it is a difficult task for human resources manager to reduced employee turnover in asia.we study that the attitude of employees are not positive, employees having negative attitude, because they think there is shortege of labour and it is not a difficult task for them to find a new job thats why employee turnover rate is very high that is a big issue for human resurces manager in asia.we study that the employee turnover rate in singapore is highest among asia.singapore companies developed a good setup to reduced the employee turnover rate in their home companies.from the abstarct we find that there are reasons of employee turnover like low organization commitment, lacke of justice for employees, and hope of new job in the mind of employees. (Naresh Khatri, Chong Tze Fern, Pawan Budhwar, Human Resource Management Journal, Volume 11, Issue 1, pages 54-74, January 2001) From this study we examined that there is high employee turnover rate in private clubs and industries. It is said by management that the reason for this is that employees are leaving their jobs on hourly basis that leads to high rate of employee turnover. Managers of private clubs and industries are appointed to find the reasons of employee turnover. Because manager having vast experience in their relevant field they can easily suggested that what are the reasons of employee turnover. We find that it is difficult for a team manager to create positive environment in industry to build the image of clubs and industries in the mind of employees to control the employee turnover rate. (Naresh Khatri, Chong Tze Fern, Pawan Budhwar, Human Resource Management Journal, Volume 11, Issue 1, pages 54-74, January 2001) We do another study we get understanding that how employee turnover can be control.here 153 New Zeland companies are selected to determine their employee turnover rates.153 companies of New Zeland use the skilled based and grouped based compensation plan to control the employee turnover rate.its means that they compensate their employees according to their skills,experience and qualifications.we observed that if employees are compensate according to their rights,thet are provided bounses,incentives then the employee turnover can be reduced. (James P. Guthrie, University of Kansas, Group Organization Management December 2000 vol. 25 no. 4 419-439) From this another study we find that there is problem of employee turnover is discussed. We can find here how employee turnover can be measured in different situations and importance of employees in organization.employee is the backbone of organization. It is discussed here how turnover rate can affect the organization effectiveness to chieve its objectives.there is need to reduced the employee turnover rate to prevent organization cost. (Kevin Morrell, John Loan-Clarke, Adrian Wilkinson (DEC 2002), International Journal of Management Reviews, Volume 3, Issue 3, pages 219-244, September 2001) From this study we can find what the relationship between organizational change and employee turnover is. Organizational change means the environments are not suitable for employees and employees are not compensating according to their rights thats why employee turnover rate is higher. If the organizational changes are in favor of employees then turnover can be reduced and it is also important for manager that the turnover can be controlled. (Kevin M. Morrell, John Loan-Clarke, Adrian J. Wilkinson, (2004) Organisational change and employee turnover, Personnel Review, Vol. 33 Iss: 2, pp.161 173) From this study we get understanding 353 nurse leavers the hospital in the national health and service of England nad Wales.it describe why the nursing turnover rate is so higher in hospital of national health and service.its reason is that the understanding and image of hospital is not good in the minds of nurses thats why their turnover rate is so high.the analysis of this research is that how employee turnover rate can be reduced.it can be reduced by improving the understanding of image of hospital in the minds of employees.it is also benificial for management and organization that their nursing turnover can reduced and it will be cost effective for hospital. (Kevin Morrell, John Loan-Clarke, Adrian Wilkinson(NOV 2004), British Journal of Management, Volume 15, Issue 4, pages 335-349, December 2004) We do another study Here we find what kinds of expensess and how much expensess can be faced to an organization due to the high employee turnover.here we study that if any employee leaves the organization then organization have to face expensess like recruitment, selection and training again.and it will be time consuming for organization.if employee leaves the organization then it will be difficult for management to hire suitable and productive employees and trained him easily and guide him. (J. Bruce Tracey, Ph.D, Cornell University School of Hotel Administration  Timothy R. Hinkin, Cornell Hospitality Quarterly February 2008 vol. 49 no. 11) From this another study we observe that how salaried employees having share in development activities of organization.here we study conducted analysis of a survey through this we understand that 667 employees think that on job traing which is providing to employees positively increased the commitment of employees towards organization and create positive image about organization and will result in reducing the rate of employee turnover.so the employee turnover can be reduced through providing them job related training and prepared them for marketable place and improve their skills.promoted the employees and build good relationship to reduced the turnover rate. (George S. Benson, MAR 2006, Human Resource Management Journal, Volume 16, Issue 2, pages 173-192) Here in this study we find that salaries issues and incentives are the reasons of employee turnover and low productivity. For this we collected data from 400 retail shop of UK.here in UK all the 400 shops compensate their employees on hourly basis, and there is no reward for workers on their productivity basis. When there is no productivity reward for workers then it create negative image. The employees who are productive will leave the firm and only low productive employees remains with the firm. When employees are satisfied with their jobs then productivity will increased. (Chevalier, Arnaud, Siebert, W. S, Viitanen Tarja, May 2003 University College Dublin. Institute for the Study of Social Change (Geary Institute) In this study we find that when the top management or leaders of an organization change the policies or structure at grand scale without proper planning or the frequency of these changes is high this results in high employee turn over and also cause senior employees to leave as it becomes difficult for them to cope with these changes as they have practiced old policies for a long time and are not able to change themselves quickly. (Baron, J. N. and Hannan, M. T. and Burton, M. D. (2001) Labor pains : change in organizational models and employee turnover in young, high-tech firms., American journal of sociology., 106 (4). pp. 960-1012.) According to integrative and expanded contextual model there are different variable which lead an employee to make the decision to stay or leave in an organization, it divides these variables in the following manner. Structural/Process Variables: Career growth opportunities, Rewards according to individuals performance, ease of communication, and finally the challenge involve in performing the duty. Environmental Variable: One environmental variable is that how much better opportunities are available in the market. Mediating Variable: What methods are adopted to keep the employee interested in there job. Demographic Variables: Finally the social (occupation, age, education, and sex) variables and there fulfillment. (THOMAS N. MARTIN, JR. Southern illinois University-Carbondale) This study discusses employee engagement behavior, according to it racial base pairing of supervisor and junior in an organization shows this result. At low levels where supervisor and junior are of same race tend to stay together in an organization for longer period as compare to supervisor and junior of different race, but at the higher levels of management members of different race tend to remain for longer period in the same organization. Maslows Hierarchy Of Needs | Marketing Essay Maslows Hierarchy Of Needs | Marketing Essay Research has been conducted on Maslows Hierarchy of Needs theory parallel to the theory of Personality Trait. Consequently, theoretical and practical implications of these theories have been discussed in regards of Chinese and Australian market. Trait theory focuses on the identification and quantitative measurement of personality in terms of specific psychological characteristics (Schiffman et al, 2011). Maslows theory of needs identifies five basic levels of human needs, which rank in order of importance from low-level (biogenic) needs to higher-level (psychogenic) needs (Schiffman et al, 2011). It provides an overview of the consumer market of China and Australia, as well as compares the products and contrasts them in terms of the different aspects of consumer behaviour of both the regions. This report also analyses the position an Australian exporter might have in China and the product it focuses on is tourism and how to market it to the Chinese population. Contents Introduction The aim of this report is to discuss the difference in consumer behaviour in China and Australia in terms of two personality theories the Trait Theory and Maslows Hierarchy of Needs Theory. China is one of worlds growing economies at the moment and comparing and contrasting consumer behaviour in Australia and China will help marketers decide what type of products they should concentrate on to expand and be a part of globalisation. It may even open up doors for Australian exportation to China for various products. The report explains the trait theory and Maslows theory as well as describes how some of the Chinese products relate to it in terms of consumer behaviour. This is followed up by contrasting them with Australian consumer behaviour and finally it discusses the opportunities for Australian exporters in China. Trait Theory Trait theory in psychology, as an approach of researching individuals personality, is prevalent in the field of management as well in terms of its relationship with peoples behaviour. Generally speaking, a trait can be considered as a comparably constant and stable characteristic that leads individuals to behave in certain ways. According to Gordon Allport, portrayed as the originator of the doctrine of traits (Zuroff D, 1986), traits are divided into three main categories: cardinal traits, central traits and secondary traits, which determine a persons characteristics in different levels. In the present days, the trait theory is more relating to the Big Five framework of personality traits, known as a robust model of acknowledging the relationship between traits and behaviours (Poropat, 2009). The five critical elements in Big Five can be recognized as extroversion, agreeableness, conscientiousness, neuroticism and openness. Based on the association between personalities and behaviours, trait theory is broadly applicable to the study of consumer behaviour, especially in the aspect of culture referring to the global marketing. Different consumer behaviours are associated with divergent cultures which exert great impact on individuals personalities. Unlike the independent self-model that Western (especially North America) culture fosters, East Asian (particularly China) tends to be more collective between individuals and group members (Kanagawa, Cross, Markus, 2001; Yulia E Jeanne L, 2010), leading to different conventions and patterns of goods consumption. 2.1 Luxury goods Even not being in the individualism-asserted country, consumers in China are still under the impact of scarcity, which means they would pursue limited resources to satisfy unlimited wants. As the increase in purchasing power and divergent cognitions in brand of Chinese consumers, their demands for luxury goods have expanded in an accelerating rate. Luxury goods companies are expanding rapidly in China based on their forecasting global growth in the next 10 years. It has been reported (CLSA, 2011) that handbags, leather goods and jewellery are going to experience fast growth in the following several years; the fact is Chinese buyers have already been the biggest customers while Richemont, Gucci and Hermes also have large amount of sales made in China (about 22%, 18% and 11% respectively). 2.2 Cars Social status is a significant element existing in Chinas convention, leading the brand to be a critical consideration when choosing motor vehicles like cars. The consumer market research of Western multinationals in Asia comes to a conclusion that consumers in China are most interested in brands and trademarks (Backman M Butler C, p191-192). Although home-grown brands of Chinese car industry are increasingly emerging, the Western giants such as PSA Peugeot and Mercedes still have relatively more market share compared with home-branded companies in China. Chinese consumers tend to have more preference and confidence in famous-branded cars to show their social status as well as the wellbeing. 2.3 Media Products Personal and cultural values can be recognized as another important determinant in trait. According to Morriss (1956) Way to Live survey, the way act and enjoy life with group participation ranked in the second place, which means that Chinese people prefer to make group decision rather than independent one. Generally speaking, consumers in China are more likely to make group purchase of media products. To be more specific, the purchase of media products is not a simple decision to make for it is relatively large-portion spending of income in families. Given that an individual has introduced one preferable type of media products he has, counterparts (including friends, colleges and family members) are potentially to purchase the identical or similar product as well. However, the growing importance of self-valuation orientation cannot be ignored in the present years, which requires the subsidiary of multinational companies to get more emphasis on the personalization in designing their products. 2.4 Special Belongings Since the traditional cultural values, especially the god worship, have great influence on large amount of people, special belongings or so-called lucky charms are prevalent all around China. This product ought to be unique and meaningful to certain individuals. Under the force of convention, flexibility and performed to be local is a vital strategy to obtain success in such particular industry. Maslows Hierarchy of Needs Theory Maslows hierarchy of needs, also known as Maslows macro theory, consists of a pyramid of needs, where people move up the pyramid by fulfilling the levels one by one. It starts off with physiological needs such as food and shelter, followed by needs for safety, social affiliation, self-esteem, and finally self-actualisation. According to Schiffman et al (2011), consumers tend to satisfy lower level needs first and it is necessary in order to move up the pyramid. When the initial need is satisfied, consumers face a new need which is of a higher-level. This continues on until the consumer presumably reaches the top of the pyramid of needs. When it comes to products however, it differs from culture to culture. For example, a product may be treated differently in Australia in comparison to another country, such as China. For consumers, their needs motivate their future needs, so for example, if they satisfy one particular need that will stop existing for them and give birth to another need. This allows them to pursue another need which seems more important to them (Kotler, 2000). For example, if a person needs a new phone, he/she will go buy it. This diminishes his/her need for a phone so that need will no longer be pursued. This means the initial need has been satisfied. However, now the person may think that they need to buy a case for their phone. So he/she will pursue this need now instead which seems more important in comparison now because the first need has been satisfied (appendix A). According to some researchers, lower level needs continue to motivate consumers and cause them to buy more products (Engel et al, 1995). Since this report talks about consumer behaviour in China and Australia in terms of personality theories, it can be said that Maslows theory will affect the different cultures in similar ways when it comes to certain products such as a phone and/or its case. Marketers use Maslows theory to target consumers. Sometimes a single product can satisfy multiple levels of the hierarchy. For example, a necklace from Tiffanys will fulfil a persons social affiliation as well as self-esteem needs its a pride and social issue for the consumer (appendix B). In the same scenario, a jacket from Louis Vuitton not only fulfils a persons physiological needs, but also their social and self-esteem needs (appendix C). Some researchers have come to the conclusion that Maslows theory is not fully valid as it did not go through all the necessary empirical research (Churchill Peter, 1998). Despite these claims, many think that Maslows theory helps marketers. Consumers buy different products for different reasons, sometimes one product can satisfy multiple needs. For example, Johnny Walker Black Label, a brand of alcohol, not only serves as a drink, but also as a symbol of prestige and social affiliation (appendix D). China is a collectivist society, as opposed to Australia which takes an individualistic approach. When applying Maslows theory of needs, it is essential to keep in mind that in Chinese cultures, the consumers will react to the affiliation step differently compared to Australian culture. Difference in the consumer behaviour 4.1 Media With the changing environment and continuous pace of Chinese consumer market, products are very often being accepted by the consumers before it has successfully established its place in the market. Traditionally, advertisement on television helps a lot in gaining attention of the Chinese consumers. However, the consumers react best while they get a recommendation from someone close to them. In China it is still very high likely to get peoples response via television commercials whereas in Australia the response rate is higher in radio advertisement. 4.2 Personal Characteristics Considering the factors of the Big five Model, Chinese people emphasis more on the concept of Face which is the influence of others. They are more likely to buy expensive/ luxurious product to keep up their face. They would always go for branded items or try something unusual and expensive. Researches show that the most popular brands of China are Louis Vuitton, Chanel, Gucci etc. On the other hand Australian people look for something reliable and longer lasting. The trait theory describes about consumers different characteristics which influences their purchase behaviour. For instance, people in China are low in dogmatism and so they have the drive towards new launch. This reflects the idea that, whether or not they will make a purchase just because its the newest, most popular item available or because it is truly what they need and/or want. On the other hand people with high dogmatism will stick to the brands they feel comfortable with. Purchasing behaviour of a consumer is also influenced by the way the product is advertised by the marketer. It entirely depends on how the market identifies its potential customer. For example the Billy Martin and George Steinbrenners emphasises on both taste and its less filling quality (appendix E). Traditionally, Chinese people are more likely to drink with a gathering of friends and family. So they would not respond very well to this television commercial. To sum it up, along with all the characteristics, culture and social norms are equally important for a product to be successful. If the product represent the existing values of specific region its more likely to receive better response. 4.3 Maslows Theory According to the Maslows hierarchy theory income is one of the major elements effecting consumer behaviour. As wages are continuously rising from the past few years in china, theres been a drastic change in peoples behaviour. The basic needs are met, so people are looking forward for the upper level of Maslows hierarchy pyramid. On the other hand, Australians expenditure has dropped down due to few financial strikes over the last few years. So, the Australian consumer market is concentrating more towards the Physiological needs level of Maslows hierarchy. Marketing Opportunity for Australian Exporter The increasing westernization of China, coupled with the rapid growth rates experienced by a developing economy, has seen a marked increase in international investment within the Chinese economy; representing a global perspective of strong economic potential from such a large market base. The nature of the Chinese economys growth facilitates an increase in wealth per capita and allows for higher disposable incomes, which means that consumers have a greater ability to satisfy higher levels of Maslows hierarchy of needs. Tourism represents a positive marketing opportunity for an Australian exporter due to the dramatic social, cultural and economic change that has taken place, as well as the potential influence that this market base might have on the entire tourism industry (S Chen and M Gassner 2012). The China National Tourism Administration forecasts that by the year 2015, China will have 100 million international travelers (World Travel Online 2011). Providing a diverse range of all-inclusive package tours empowers Chinese tourists to make consumer choices based on their personal characteristics and values. Packaged offerings could take advantage of the gift buying culture in China by including specific shopping stages throughout the trip, helping to fulfill the social needs of Chinese tourists (M Chiang 2012). This differentiated approach to package tours not only provides Chinese Tourists with a greater variety of options, but also helps them to learn about the wide range of Australian tourism p roducts (D Buhalis and E Laws 2001). The marketer could also emphasize the importance and evolving nature of the relationship between Australia and China as a reason to choose Australian tourism products over other western offerings. Furthermore, since mostly the Middle Upper class of Chinese society will be the target market for the exporter; select Australian tourism products could be marketed as being luxurious or lavish, which can help to satisfy the ego level of Maslows hierarchy of needs. 6. Conclusion In conclusion, it can be seen that the cultures in China and Australia are different as well as similar when it comes to consumer behaviour they react differently to advertisements and then to products. It is very important for marketers to account for this fact as explained with the help of Trait theory and Maslows theory of needs. This report also explains how tourism is a rising product that Australia can promote tourism to China as there is great potential for many joint ventures. It is important to also account for the similarities if the marketers want to get maximum advantage out of the consumers. 7. References Beckman. M, Butler. C, 2003, Big in Asia, p191-192, Martins Press, Great Britain Churchill, Gilbert A. Peter, J. Paul, 1998, Marketing: Creating value for Customer, 2nd Edition, Irwin/McGraw Hill (Boston) Engel James F., etc., Blackwell R.D., Miniard P.W., 1995, Consumer Behaviour, 8th Edition, U.S.A, Dryden Press D Buhalis and E Laws , Tourism Distribution Channels: Practices, Issues and Transformations 2001 Jennifer L. Aaker, Dimensions of Brand Personality, Journal of Marketing Research, Vol. 34, No. 3 (Aug., 1997), pp. 347-356 Frans Giele , Chinese Consumer Behaviour, An Introduction, 6th February 2009. Kotler, Philip, 2000, Marketing Management, Millennium Edition, Prentice Hall (Upper Saddle River, N.J.) Meera Komarraju , Steven J. Karau, Ronald R. Schmeck, Alen Avdic, 2011, The Big Five personality traits, learning styles, and academic achievement, Elsevier, p472-477, Southern Illinois University, Carbondale, United States Schiffman, Leon, OCass, Aron, Paladino, Angela, DAlessandro, Steven, Bednall, David, 2011, Consumer Behaviour, 5th Edition, Pearson Australia Pty Ltd. Sergio Picazo-Velaa, Shih Yung Choua, Arlyn J. Melchera, John M. Pearsona, Why provide an online review? An extended theory of planned behavior and the role of Big-Five personality traits, Computers in Human Behavior, Volume 26, Issue 4, July 2010, Pp 685-696. World Travel online, China is forecast to be the number one source of tourists by 2015, 1 April 2011 Yulia E. Chentsova-Dutton, Jeanne L. Tsai, 2010, Self-Focused Attention and Emotional Reactivity: The Role of Culture , p507-519, Georgetown University, Stanford University, American Yang Kuo-shu, 1986, Chinese Personality and its Change, p106-170, Oxford University Press, Hong Kong Zuroff. David C, 1986, Was Gordon Allport a Trait Theorist, McGill University, Montreal, Quebec, Canada Cultures of Collecting: Pros and Cons Cultures of Collecting: Pros and Cons Why do people collect? What are the oppressive and the more therapeutic aspects of the ‘cultures of collecting’? The phenomenon of collecting is a universal feature of societies across the world. Current research recognises that museums organised over the last 150 years ‘represent all sorts of possibilities for exploring other times, places and ways of life,’[1] yet as Gosden and Knowles state, there has been little ‘in-depth’ research into the meaning and status of collections[2] . This essay seeks to define the major approaches to studying the phenomenon of collecting, and how these approaches have been informed by a historical understanding of collections that has developed over time. Particular focus will be given to a Euro-centric understanding of collecting and how collecting has been used to represent autonomy and preserve cultures which are under threat. Susan Pearce, from the University of Leicester, suggests that in modern post-Renaissance western society, museums are the ‘political and cultural institutions entrusted with holding the material evidence, real things, which constitute much modern knowledge.’[3] Pearce’s paper examines how and why museums are perceived to embody set knowledge and values, while recognising that study of museums and collections has three distinctive approaches. Firstly, each museum object and specimen can be seen as individual, secondly, there exists the professional care approach that seeks to better understand the mechanisms and motivations behind the collections themselves, and thirdly there are interpretive approaches which examine the nature of collections. Scholarship recognises that the inclination to collect can be most clearly identified to have originated in the eighteenth century (eg: Benedict, 2001[4]). Benedict identifies her study as an examination of the representation of curiosity, of curiosities, and of curious people[5], again like Pearce suggesting that the cultures of collecting are to be considered in direct relation to all three distinctions. Curiosity that Benedict argues lies at the heart of collecting was manifested in a variety of forms in the eighteenth century. In his review of Benedict’s book Dennis Todd writes that these manifestations can be seen in novels, satiric poetry and drama, journalism, trial transcripts, prints, and reports of scientific experiments; as well as in museums, exhibitions, and cabinets of curiosities; and in works by Shadwell, Swift, Pope, Defoe, Walpole, Beckford, Samuel Johnson, Radcliffe, Godwin, and Mary Shelley[6]. Collecting in early societies has been identified as being closely associated with exhibiting as a process through which to display a collector’s knowledge and education. For example, Wolfram Koeppe, from the Metropolitan Museum of Art, states that pre-Renaissance societies had a taste for collecting the strange and the curious, and that this inclination had long been part of human evolution.[7] Suetonius (died 122 A.D.) records that Augustus, the Roman Emperor had his houses embellished, not only with statues and pictures but also with objects which were curious by reason of their age and rarity, like the huge remains of monstrous beasts which had been discovered on the Island of Capri, called giants bones or heroes weapons.[8] The desire to showcase collections as symbols of power, knowledge and authority has meant that some collections have tended to possess less artistic merit and are more assertive and thus oppressive in their content and organisation. For example, Afric an museum contents have proven to be a strong area for museum researchers to focus on. The Scramble for Art in Central Africa is a study of a group of collectors, such as Torday, Frobenius and Schweinfurth, who worked in the Belgian Congo at the turn of the nineteenth and twentieth centuries, and were interested in how objects such as carved figures or metal items reflected local social forms. As Gosden and Knowles explain, ‘this is a process by which Africa was invented for the West, arriving back in the northern hemisphere stripped of context and presented in private collections and museums so as to create particular impressions of African tribalism and designs.’[9] By removing objects from their original context and moving them to suit the commercial and social aspirations of a very different culture, the objects’ meaning is thus obscured and essentially altered. Although collecting objects in this way can, in some cases, preserve the existence of the objects, the motives behind the desire to possess the objects in the first instance are questionable. Many collectors in early twentieth-century England were unscrupulous in their acquirement and handling of unusual and collectable items. For example, the archaeologist and antiquarian collector known as Edward Cunnington developed a poor reputation for removing objects that he particularly ‘liked’ and keeping them at his own premises[10]. Benedict highlights the phenomenon of collecting to be intrinsically linked to ambition both personal and national, often with hegemonic motivation. In the eighteenth century, curiosity was associated with an ‘empirical bent of mind’ in relation to new social opportunities and a new commercial culture that echoed ‘curiositys desire for novelty and for the personal, intellectual, and moral development.’[11] Todd writes that collecting ‘had an air of menace’: that ‘in its restless exploration of new realities, curiosity was dangerous, subversive [..] By definition, it was motivated by a discontent with what one knew or with what one was. Its essence was ambition.’[12] It is the opinions of many scholars that European countries have attempted to build strongholds for themselves by using collections to their economic and imperialistic advantage, thus asserting their independence from, and authority over, other countries. Cultural imper ialism as constructed through Eurocentric means of production, imbued with Western ideologies, has resulted in biased interpretations of historical events. This means that ways of representing and exhibiting material can often tend to favour and reinforce historical events which place Western societies in a strong and favourable light, focussing less on historical events or material that suggests otherwise. In Photography, as suggested by Mark Sealy Director of ‘Autograph’, the Association of Black Photographers a ‘Eurocentric hierarchy’ has developed from ‘the propagation of canonical figures to sustain hegemonic control across the cultural and commercial industries.’[13] Sealy highlights Photography and the associated control of the distribution of images as being a ‘vital component in the execution of Western, colonial policies, especially in relation to extreme, exploitative and aggressive imperial desires that endorsed systems such as slavery, suppression of tribal peoples and national independence movements.’[14] Although in the more obvious cases such as British photography of African culture this approach may be valid, the view that Eurocentric hegemonic control is all-pervading is damaging to the artistic credibility of collections which seek only to further and sustain the culture that they represent. Understanding the phenomenon of collecting as a means of preserving and repatriating heritage can afford a more insightful perspective on the motivations of collections. In present cultures across the world the impulse to collect grows stronger in light of fading cultural distinctions and the spread of Westernised society. With a shrinking island of opportunity for indigenous cultures to reassert their position and maintain their existence in specific geographical areas or types of landscape, collections can become celebrations of originality and uniqueness that is consistently threatened by the universality and uniformity of Western ideals. Collecting becomes a near-desperate attempt to keep hold of livelihoods and traditional ways of life. A good example of a culture under threat is the Cree Indians of Moosonee, Canada, whose ‘Cree Village’ reconstruction offers tourists the opportunity to see a history of 300 years of the fur trade history. However, such museums can o ften fall short of Western expectations, being overpriced or poorly organised[15]. Kylie Message in her 2007 publication, New Museums and the Making of Culture, speaks of the term ‘survivance’; meaning ‘more than survival [..] raising our social and political consciousness.’[16] As a way of defending against the threatening spread of Western living, a museum called the National Museum of the North American Indian in Washington, DC has exhibits which actively try to erase the stamp of Euro-centric Imperialism on its culture. Opened in 2004 the museum was developed collaboratively between architecture groups and Native American Indians, with the main exhibits integrating religious, mythical themes and a series of displays created by diverse communities.[17] These include a welcome wall that spells the word ‘welcome’ in hundreds of native languages, objects, stories; all put together with the universal goal of political advocacy and the need to pr omote cultural rights. In contrast to the socio-political aspirations of indigenous cultures, the therapeutic qualities of collecting or collections are noted by Lois Silverman to include significant benefits or positive changes for individuals or groups. Participating in programme activities at museums can offer the chance to ‘experience’ the problems and demands of lifestyles over time, and can be related to one’s own difficulties. Being able to observe the shapes, forms, and meanings of certain arrangements of objects can offer revelatory experiences, and afford the psychological space to better endure one’s own difficulties, while promoting positive change[18]. This phenomenon although only recently qualified as such has long been a feature of the museum experience. For example, in his essay On Experience, Michel de Montaigne (1533–1592) reflects: For in my opinion, the most ordinary things, the most common and familiar, if we could see them in their true light, woul d turn out to be the grandest miracles of nature and the most marvellous examples, especially as regards the subject of the action of men.[19] The role of memory in the understanding of cultural heritage is also closely linked to the therapeutic aspect of museum experience. Programmed events or tours are designed to dispel feelings of disassociation and to help the viewer engage with what they see rather than view it as a relic or something that bears little relation to themselves or their understanding of the world. Such an experience can precipitate remembrance of past events in the viewer’s own life that can help them to come to terms or better cope with life-threatening illnesses and behavioural health issues. In conclusion, the notion of collecting is a diverse concept, our understanding of which is often historically informed. Contemporary understandings of collections and collecting involve forays into the therapeutic and psychological effects of collections which can be experienced by the viewer. Caution must be exercised in the study of Western representations and interpretations of foreign cultures: although, arguably, it is already too late, as Imperialist ideals are entrenched in the Western methods of design, portrayal and interpretation of ‘other’ cultures. It is a stirring thought that Eurocentric ideology has had such a damaging effect on the welfare and existence of other cultures. As Sealy so keenly expressed ‘the greater Africa’s exposure through the lens of European anthropologists, the greater was Africa’s cultural erasure.’[20] Since the eighteenth century understandings of the collector have changed from the image of the dusty anti quarian, to the more diverse and culturally aware motivation to collect that places socio-political aspirations at the forefront of collections. These understandings of collecting continue to be discussed by scholars today, and continue to develop according to changing social and academic trends. Bibliography Anderson, M.L., 1999, ‘Museums of the Future: The Impact of Technology on Museum Practices.’ Daedalus. Vol 128. Issue: 3. 129. American Academy of Arts and Sciences Benedict, B.M., 2001, A Cultural History of Early Modern Enquiry. Chicago and London: University of Chicago Press Bennett,T. 1995 The Birth of the Museum :History,Theory,Politics . Ch 2 The Evolutionary Complex Dean, D., 1996, Museum Exhibition: Theory and Practice. London: Routledge Gosden, C., and Knowles, C., 2001, Collecting Colonialism: Material Culture and Colonial Change. New York: Berg Hooper-Greenhill, E., 1995, Museum, Media Message. New York: Routledge Jameson, F., 1991, Postmodernism, Or the Cultural Logic of Late Capitalism. Durham:: Duke University Press Koeppe, W. Collecting for the Kunstkammer . In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000. Available from: http://www.metmuseum.org/toah/hd/kuns/hd_kuns.htm  [Accessed 31/10/08] Krauss,R., 2004, ‘The Cultural Logic of the Late Capitalist Museum,’ reprinted in D.Preziosi and C.Farago eds Grasping the World, pp. 600-611 Message, K., 2007, New Museums and the Making of Culture. Berg Publishers. Miles, R., and Zavala, L. (eds), 1994, Towards the Museum of the Future: New European Perspectives. New York: Routledge Millgate, M., 2004, Thomas Hardy: A Biography Revisited. New York: Oxford University Press Pearce, S., ’Studying Museum Material and Collections,’ International Journal of Heritage Studies, Vol 1, Issue 1, (1994), pp.30-39 Salloum, H., ‘Among the Cree Indians of Canada.’ COntemporayr Review, (Jan, 1998). [online]. Available from:  BNET http://findarticles.com/p/articles/mi_m2242/is_n1584_v272/ai_20539966/pg_4  [Accessed 31/10/08] Sealy, M., 2007, ‘White Noise Photography and Visual Power.’ [online[. Available from:  http://thedemocraticimage.opendemocracy.net/participate-blog-for-us/  [Accessed 31/10/08] Sherman, D., and Rogoff, I., 1994, Museum Culture: Histories, Discourses, Spectacles. London Routledge Silverman, LH., ‘The Therapeutic Potential of Museums as Pathways to Inclusion.’ In Sandall, R., 2002, Museums, Society, Inequality. London: Routledge Todd, D., 2002, ‘Curiosity: A Cultural History of Early Modern Inquiry.’ Criticism. Vol 44. 2. P. 189+. Wayne State University Press Witcomb, A., 2003, Re-Imagining the Museum: Beyond the Mausoleum. New York: Routledge 1 Footnotes [1] Gosden, C., and Knowles, C., 2001, Collecting Colonialism: Material Culture and Colonial Change. New York: Berg, p.49. [2] Ibid. [3] Pearce, S., ’Studying Museum Material and Collections,’ International Journal of Heritage Studies, Vol 1, Issue 1, (1994), pp.30-39 [4] Benedict, B.M., 2001, A Cultural History of Early Modern Enquiry. Chicago and London: University of Chicago Press, p.1. [5] Ibid. [6] Todd, D., 2002, ‘Curiosity: A Cultural History of Early Modern Inquiry.’ Criticism, Vol. 44, p.189. [7] Koeppe, W., Collecting for the Kunstkammer . In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000. Available from: http://www.metmuseum.org/toah/hd/kuns/hd_kuns.htm [Accessed 31/10/08] [8] Ibid. [9] Gosden, C., and Knowles, C., 2001, Collecting Colonialism: Material Culture and Colonial Change. New York: Berg, p.49. [10] See Michael Millgate, 2004, Thomas Hardy: A Biography Revisited. New York: Oxford University Press, p.227. [11] Todd, 2002, p.189. [12] Ibid. [13] Sealy, M., 2007, ‘White Noise Photography and Visual Power.’ [online[. Available from:http://thedemocraticimage.opendemocracy.net/participate-blog-for-us/[Accessed 31/10/08] [14] Ibid. [15] See Salloum’s article ‘Among the Cree Indians of Canada.’ Contemporary Review, (Jan, 1998). [online]. Available from: http://findarticles.com/p/articles/mi_m2242/is_n1584_v272/ai_20539966/pg_4[Accessed 31/10/08]. [16] Message, K., 2007, New Museums and the Making of Culture. Berg Publishers. [17] Ibid. [18] Silverman, LH., ‘The Therapeutic Potential of Museums as Pathways to Inclusion.’ In Sandall, R., 2002, Museums, Society, Inequality. London: Routledge, pp.69-78. [19] Cited in Koeppe, 2000. [20] Sealy, M., 2007, ‘White Noise Photography and Visual Power.’ [online[. Available from:http://thedemocraticimage.opendemocracy.net/participate-blog-for-us/[Accessed 31/10/08].

Deepest Wreck :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  A deep-sea salvage company claims to have discovered the deepest ancient shipwreck ever found- a 2,300-year-old Greek trading vessel found nearly two miles under the surface of the Mediterranean. The discovery of the shipwreck between the classical trading centers of Rhodes and Alexandria adds to the collection of evidence that is challenging the long-held theory that ancient sailors lacked the navigational knowledge and skill to sail large distances across open water. It is believed that they were restricted to following the coastline during thier trips. Four other possibly ancient wrecks were discovered nearby.   Ã‚  Ã‚  Ã‚  Ã‚  In the spring of 1999, the deep-ocean exploration firm Nauticos Corporation conducted a survey in the eastern Mediterranean in an attempt to locate an Israeli submarine that had mysteriously disappeared in the area 31 years before. Their sonar system detected five closely spaced clusters at a depth of almost 10,000 feet on what is known as the Herodotus Abyssal Plain. Visual inspection of these clusters with a remotely operated vehicle revealed five shipwrecks of possible archaeological significance. There was only enough time to permit the collection of a detailed video and sonar imagery of only one site. This information was sent to the Institute of Nautical Archaeology (INA) at Texas A&M University to determine the ships origin and importance. The shape of several amphoras or containers from the site date back to the end of the third century B.C. or the beginning of the second century B.C. making this the deepest ancient shipwreck yet discovered.   Ã‚  Ã‚  Ã‚  Ã‚  Despite its depth, the site is typical for an ancient shipwreck. The vessel came to rest on the bottom and eventually flipped over onto its side. As its wooden hull lost structural integrity, the ship’s side flattened out under the weight of the containers that had tumbled over it. The opposite side of the hull was held upright, unburied by the containers or sediment, succumbed to erosion and decay, and were mostly rotted away. This wreck’s amphora cargo forms a mound approximately 80 feet long and 50 feet wide and tapers in height and width from the center of the ship to the bow and stern, or front and back. At least six or more types of wine amphoras have been identified, including containers from the islands of Rhodes and Kos, there may be as many as 2,500 containers present at the site.   Ã‚  Ã‚  Ã‚  Ã‚  The ship’s bow area or the front area of the ship, can be identified by the presence of at least five lead anchors.

Let the Punishment Fit the Crime Essay

If you can’t do the time don’t do the crime or how about let the punishment fit the crime. These two statements have been around for years. If someone commits a crime they should be punish but to what extent? Should similar crimes be dealt with the same? Such as if a person had a small amount of marijuana for personal use in a car at school, or they had an ounce of marijuana in their vehicle in a school zone. Should the law treat these incidents the same? Or should they treat these cases differently? Some people believe you should be sentence to a mandatory jail term no matter what crime you commit. They feel this will deter people from committing crimes. Others feel criminals are doing too much time for mostly none violent criminal activity which put a strain on entire communities. This debate has been brewing for years. Are mandatory minimum sentences doing more harm than good? The movement to establish mandatory minimum sentences for drug related offenses began in the early 1950†s and gained momentum in the early 1970s (Carrillo, 2000). At this time the judge had the discretion of giving the defendant a mandatory sentence or a more lenient sentence. In 1986 the law was changed were as the judge lost the power to make a choice in the length of a sentence he or she could impose on an offender. They had to follow strict sentencing guidelines which some judges was even oppose to. The main reason for the mandatory minimum sentences during the earlier stages in the game was due to the growing drug trade. This was a losing effort by law enforcement to stop the trafficking of drugs into the United States. In the eyes of many this obviously didn’t work. As time went on the drug trade became bigger and better with more sophisticated technics and more potent drugs.

Communication with children Essay

There are many reasons why people communicate these are as follows: Building relationship, it is very important to build a relationship with the children, young people, colleagues and people around us. For instance in the setting I work, the nursery, we communicate all the time to the parents and children to have positive relationship so that we can work together in providing the children’s needs. Simple greetings to the parents will be the start of harmonious relationship and we can develop a partnership in working together towards the development of every child. In our setting we often ask the parents if their child has been ok at home, if any concern such as the child not feeling well or a bit upset, the parents will tell us and that we can understand or have any idea how to deal with the child. We communicate to build a secure, trusting and good relationship with colleagues. Read more:  Identify different reasons why people communicate  essay Every day we talk about our experiences and our lives just to build a bridge of friendship to all staff I work with. We communicate to solve issues or if any problems we experience along the way, we communicate to learn from each other sharing ideas etc. With the children as their carer in school we communicate to know get to know the child. And if the child knows us they feel secure and develop a trusting relationship. We communicate daily to the children to help them learn and enjoy their time in the nursery. Maintaining relationships, it happens to us every day with the people around us by just simply smiling or asking how they are doing, it maintains a good friendship and trust among staff and with the people we work with. In the nursery we communicate with the parents and the children everyday asking how they are feeling, how they are doing to know and understand their needs and that maintain a good relationship and trust. I work with 3-4 year old pupils, for them to stay on task and enjoy what we planned to do with them, a trusting relationship and respect should be establish, we start this as soon as the child starts nursery by communicating with them asking them about their likes and dislikes, then this will carry on everyday so the child will feel comfortable and at ease with you, and with that relationship it is easy for me to have some activities with them such as math game to teach them about playing fairly and the learning objectives. If there’s a problem or concern with the parents, children or colleagues a good communication will work it  out, resolve some issues to maintain a positive environment Gaining and Sharing Information, We need to gain information in the work settings not only with children, young peoples and their families but also with colleagues and other professionals. The information that we gain and share will help us in a way that we work. In the nursery, there was a child with asthma, the teacher and parents give me information about his condition and what to do during emergency, with that it helps me how to deal with the child and provide his needs. If a child has special needs a professional will come and asses the child, your information about the daily routine and behaviour of the child will be needed. Example of this was in the nursery there was a child with a statement for speech and language therapy, the chid sees his speech therapist and got some key words to practice every day, the speech therapist will provide us with a copy of the Childs keywords so that in the nursery we ask the child to practice those words every day. We gain information from the speech therapist about the words the child needs to practice and we share the feedback on how the Childs getting on with it. If a child has allergy, medications will be needed to be shared between parents and nursery staffs. In planning activities and making a child’s learning journey the teacher would like to know your observations , assessments with some children, any good work, likes and dislikes etc. In the end of the day ,nursery staff shares information to the parents regarding how their child has been, example when the teacher has given an activity, an information will be shared regarding how the child coping with the activities and the outcome of it. Gaining reassurance and acknowledgement With working with children and young people, we praise them if they have done good work good behaviour, this will make them proud of what they’re doing and continue the good work or behaviour. When talking to children , parents or colleagues, providing them eye contact or taking interest of what they say would give them reassurance and acknowledgement. We communicate to give reward to good work. A child who has been kind and sharing to his friends will have a smile and sticker from us, this acknowledge that what the child did was really good. Expressing needs and feelings As human beings we all need to express our needs and feelings without doing these it leads to frustration and isolation. A baby knows how to express their needs and feelings by crying or pointing to the object. A child in the nursery will tell a teacher or support staff if he is hungry thirsty, sad, frustrated, happy etc with this we can give their needs. Every day we communicate with children, they tell us if they are upset or if somebody has upset them we solve these issues with proper communication. We talk about our feelings as young children they still are developing to control their emotions, if a child is angry and hurting other children we give the child a timeout and after the time out we talk to them pointing out that its ok to be angry but it’s not ok to hurt other children and if next time he feels angry again, encourage the child to tall a teacher rather than acting out of the Childs anger. We express our needs and expectation to a child, if a child did a good work or behaviour we praise the child, â€Å"what you did today made me very happy†. We express our feeling and needs not only to a child but to other adults around as example children’s parents and our colleagues. Open communication within working environment is essential to maintain relationship. We communicate to understand and to be understood. Sharing Ideas and thoughts Humans have ideas that needs to be shared and thoughts that needs to be heard, example when we are doing Christmas party in our nursery, as a member of staff we put in our ideas and thoughts to this activity , having our ideas put in together we can come up with a brilliant fun party. In planning activities, communication is important to share your brilliant ideas, and if you got some expertise you can share them among other staff, and if you got some weakness other staff can help you. Parents ideas are welcome we welcome then by means of verbal communication or written communication example of this is a suggestion box we provide for parents . CYP 3.5-1.1,2.2 Children- Positive relationship with children is important so that the children will feel safe secure, happy, relax and will have trust in their carer in nursery. Positive relationship is the main ingredient for you to work with children, young people and their families. A relax , comfortable  and happy child can learn more effectively .We can built and maintain it by setting some rules and boundaries with the children, resolve issues with the children and parents if there’s any. Positive relationship with children can be built by asking how the child feeling, what play interest them, listening to them also by showing them good example as they learn through example, be a role model. Young people – Positive relationship with teenager is important for them to give their trust and with that you can work with them effectively. You can maintain and build it by listening and respecting their opinions, know their interest. Deal with issues with sensitivity, honesty and openness and make sure you give feedback. For instance if a young people shared an important information about themselves, show that you are interested by giving eye contact when they speak , body gestures, facial expression so that felt that they have been acknowledge and their ideas being valued. If a young people had shared some problems deal with it with an appropriate manner and made sure you give them appropriate feedback without judging them. Don’t pressure them to do things they don’t want to do, respect the young people’s opinion even if it contradicts your opinion. Parents/carers- Positive relationship with parents and carers is important so that we can build a trust and open relationship with them and with that partnership both school and home can work effectively and support the child’s development. In a nursery setting communication between parents and staff is important every day, so if there are any issues it could be resolve with open and honest communication. We can maintain positive relationship by being welcoming to the parent’s warm and friendly ready to listen to their concern. If a parent had opinions respects it and include parent’s ideas in planning their child’s learning journey. Good relationship with parents means a lot of support they give to our settings example parents voluntarily help during field trip, donation money for more books or anything for the children’s activity. Staff can also learn from parent’s expertise such as baking, etc. Agencies and Professionals –Positive relationship with agencies and professionals important as we work alongside with them as some children needs them. For example a speech therapist will work together with the teacher and staff in providing and giving the child information on how to help his speech development. In my work setting one child has keys words from his speech therapist and he needs to practice those key words every  day, so we communicate with the speech therapist about what the child needs what words he needs to practice. If a child has behavioural issues we can ask for help to the agencies and professionals as they are expert in that field. In the nursery we invited the community police officer to give the children an overview of what they do and how they can help. The children learn many interesting things about a community police officer and they even met a police dog which made the children very happy. SHC 31-1.2 Explain verbal communication and non-verbal communication. Verbal communication Verbal communication is simply the communication that is expressed through words. What you say is verbal communication. What you don’t say is nonverbal communication, example on nonverbal communications are physical gestures, facial expression, body language. Verbal communication example When a child comes to me and say â€Å" can i please go to the toilet†- the child using words and sound that’s verbal communication while non verbal communication is when a child needs a toilet , comes to me a, and just pointed the door of the toilet. The child using body language to say he wants to go to the toilet. I didn’t hear anything no sound produced but still sending the message. How to deal professionally with differences and disagreements As we work with our colleagues we may have different opinions and personality that may cause differences and disagreements to deal with it as a member of a team we should learn how to compromise, accept, listen and respect to other ideas, be diplomatic in everything you say and do, respect each other’s opinion and be discretional. If the there have been misunderstanding or have not used appropriate tone or style or communication a prompt and sincere apology can diffuse situations. When there is disagreements it is best to talk about it in a calm manner, in appropriate place and having a mediator will help. If there are any disagreements with my colleagues or children parents, I will diplomatically discuss and talk the issues with the person I had disagreements with in a proper place and time with sensitivity, tact and with open mindless. I will ask if there anything I did that made somebody upset, and I will apologise if there’s  any. If after trying to reconcile with the person I had disagreements with and there’s still an issue, I will forward it to our deputy head teacher, he the one dealing with issues among staff. Dealing with people with speech difficulties In dealing with people with speech difficulties we can use visual aids; this means we can use pictures to point things out. We can use strong body language facial expression, and hand gestures or learn sign language. The best way to help a child with speech problems is to give them constant support. Support alone can be tremendous in boosting their confidence, which will in turn help their speech. There was a child I was working with that stutters, so when that child speaks to me I listen and give that child time to finish what he/she saying without interrupting. We Avoid corrections or criticisms such as â€Å"slow down,† â€Å"take your time,† or â€Å"take a deep breath.† These comments, however well-intentioned, will only make the child feel more self-conscious. We make talking fun for that child let that child express and talk in his own time and pace. Different language Different language can be dealt with by body language, facial expression and good eye contact. We can use translation and interpreting services. In my working setting I am dealing with a child who cannot speak English as she was from other country, I dealt with it by providing pictures of our daily routines and a strong body language, and facial expressions. Working alongside with translation and interpreting service I had documents to the basic words of the child language, example, hello, good morning. In my work setting we have a child that comes from different country and don’t even speak English, I support that child during dinner time; I use pictures and strong body language to let her understand the rules during dinner time. I asked other child to be a model a good example to her, I reminded the children â€Å"this is how we line up properly, and we need to show our new friend how to stay in line†. During library times I let her choose a book and she was pointing at the pictures of the book telling me the story using her own language. I acknowledge the child and gave her smile and a sticker for sharing the book in her language. A strong facial expression that I am happy . SHC 31-2.2 Environment/Location, it is important to think about location to communicate effectively, it is easier to exchange personal communication when the location is quite and calm. Example of this is when you are talking to a parent about their child’s school performance, you find a quite room, away from the other children, usually the meeting room provided in school and discuss about the matter. When working with children, like reading stories you have to be in a familiar place provided a book area in the nursery, a calm and quiet place and cosy so they could listen effectively. You can’t effectively read stories to a child if you are in a noisy area or a place with lots of distraction. In circle time we gather all the children in the carpet big enough for them to sit down, then before talking we made sure the children sat still and quite. Appropriate place is needed when sharing private information; other people might only want to share the information to you. Exchange information – when changing information, appropriate place is needed, when communicating you should have good eye contact appropriate body gestures/ facial expression and be clear and concise so the information you are sharing is well understood by the receiver. Allow the receiver to clarify your information like asking questions and giving feedback. A good example of this is when the teacher will ask you to do some task with the children. You as a receiver will ask questions to clarify what the teacher ask you to do and how many children involve and the learning objectives. As a parent if you ask the nursery provider to continue your child’s medication, you tell the staff what medicine, what time and how much your child needs to give a clear instruction you can write it one piece of paper. Body language as a communicator is it important to be sensitive to the body language between you and the person you’re communicating with. A child who sucks their thumb may be indicating he is nervous or tired while the adult who are tapping their fingers on the desk sends out â€Å"I’m bored† or â€Å"I’m frustrated† signal. Crossed arms are usually interpreted as meaning you are irritated or unsure whereas open body language-hands on the side, for example-may signal that someone is feeling relaxed. We should avoid crossing our arms when talking to everyone as it may make the atmosphere tense. Facial expression is a strong element of communication and we can show how  we feel through our faces. If a child has done something good we show we are happy by showing a smile, we can’t say â€Å"very good† with a sad face. With working with young children it is important to show high level of facial expression so they can interpret what we are saying of to help them maintain interest. With adults it is important to show that we are taking in what they are saying and we are interested or trying to convey. When communicating to a parent, keeping body language open and relax is a good way to show professionalism and when a challenging situation it helps eases the tension. Smiling is important to show warmth and peace. Smiling when you first meet the parents and children is important to make them feel relax and secure and this will start a positive relationship. SHC 31-3.2 Environment – it can be a barrier to effective communication when the location is noisy, very warm room or not the appropriate place to share information. Example if you are trying to talk to a friend about your problems, you need an appropriate place so others can’t listen, with a conversation to be flowing you need to have a quite noise level, with too much noise you won’t be able to hear each other. If you are telling a story to a group of children you have to make sure the room not too cold or too warm, the children are comfortable and no distractions such as noise so they will listen, they are more likely to be distracted if they aren’t comfortable. Culture and family background-it can be a barrier to effective communication because different culture and family background affects the way people use the methods of communication. Example in different countries eye contact may not be as common in some cultures or may be interpreted differently. People in different countries has different language, with this barrier we have translation and interpreting service. In the Philippines, communicating with the elders has a different way to show respect and politeness example of this is adding â€Å"po† and â€Å"opo† to the end of every sentence. Family background makes a difference and every family has its own way of communication. Some children will have to hear swearing at home others may be hearing more than language. Some children may be vibrant and noisy. Disabilities is a barrier to effective communication, some people cannot speak, hear or some don’t have mental ability to understand but this barrier have lots of ways to deal with, lots of communication methods such as Makaton. Makaton uses signs, symbols and speech to help people communicate. Signs are used, with speech, in spoken word order. This helps provide extra clues about what someone is saying. Using signs can help people who have no speech or whose speech is unclear. Using symbols can help people who have limited speech and those who cannot, or prefer not to sign. Today over 100,000 children and adults, use Makaton symbols and signs. Most people start using Makaton as children then naturally stop using the signs and symbols as they no longer need them. However, some people will need to use Makaton for their whole lives.( http://www.makaton.org/aboutMakaton/) Babies and children’s communication are still limited, visual images including pictures and photographs can help them communicate but also understand what we are saying. Example of this is in our classroom setting everything has signs and labels with pictures on it, they have pictures of their daily routine and pictures of their pegs etc. We have speech and language services to help us find ways in communicating with children and young people. Blind or visually impaired people can access written communication by using Braille. Confidence and self-esteem is a barrier to effective communication when a person is not confident to speak out or express his feelings and thoughts and is not confident to share his ideas or give feedback. Some people shy away from direct face to face contact .Being unable to adequately express your emotions or ideas causes a lowered sense of self-esteem because you keep your feelings trapped inside. This can be extremely frustrating and can cause feelings of depression and isolation. People with low self-esteem generally have less satisfying relationships and more social difficulties than people with a healthy level of self-esteem. Working with children in the nursery, we always encounter shy children specially when it’s their first day in nursery, we deal with this by approaching (being warm and friendly)a child not pressuring the child to speak , and being attentive to a child’s body language so we can give what he needs or what he’s feeling. In circle time some children like to speak out some are shy and would rather share his ideas privately, we can encourage every child to speak and listen by passing a toy around giving them instruction that if they are holding the toy it’s their time to share their ideas. Children that are shy and refuse  to speak will be encouraged but he won’t be pressured to do it, in time he is ready and comfortable to speak out he will do it on his own time. Lack of literacy and ICT knowledge is a barrier to effective communication because some people can’t read or write, some people don’t have access to computers, some doesn’t know how to use computers. We should not make assumptions that all people can access their emails, text or can read English or find it easy to write. We deal with it by asking somebody how you’d like to receive information, such as newsletters in the nursery. With this we know who send emails with. With those people who can’t read and write we can ask extra support how to transfer the message to them or might be some prefer to receive message by phone calls. Use appropriate language when communicating with a person we should know who we are communicating with so we can use appropriate language. When communicating with children we should use simple and clear language. We should be a role model; we should speak clearly and use appropriate facial expression and body language to avoid misunderstanding. As a role model we should avoid swearing in front of children as they can easily pick up these things. We should talk to children with respect as we expect them to respect us. When communicating with parents we should always be tact polite and professional even in a difficult situation. Misunderstanding can happened easily if we don’t use appropriate language, if this happens an apology will do. SHC 31-41, 4.3 Confidentiality is a set of rules keeping certain information secret or private in order to respect people’s rights. Example of confidentially are as follows,  Before taking photographs of children in the nursery, there should be a parent consent usually signed by parents, some parents doesn’t want photographs of their children displayed for safety reasons. Working with children at work, should not be discussed with a close friend or any person who has nothing to do with a child. All written information that relates to a child should be kept securely, example of this children’s work. Information should not be shared to other person if somebody who is not the parent of the child asking for it always check with the parent and ask for consent. Data protection act 1998 the keeping of records, storing of data and passing of information is actually strictly regulated by the data protection act 1998. The act covers both paper-based and electronic records. The act is designed to prevent confidential and personal information from being passed on without a person’s consent. This act originally applied only to information that was stored on computers but it has been updated to include any personal information that is stored, whether paper or electronically. Example of this are the information such as name , address, date of birth, telephone number or any relevant information to our setting should not be shared to other people, it should be stored in a proper place where it’s safe , this act applies as well to computer data. If some random person ask for the child’s address, as the data protection act we are not allowed to give this information to that person. The Freedom of Information Act The Freedom of Information Act gives you the right to ask any public sector organisation for all the recorded information they have on any subject. Anyone can make a request for information – there are no restrictions on your age, nationality or where you live. If you ask for information about yourself, then your request will be handled under the Data Protection Act. Organisations you can request information from You can request information from publicly funded organisations that work for the welfare of the whole population, eg: †¢government departments †¢local councils †¢schools, colleges and universities †¢health trusts, hospitals and doctors’ surgeries †¢publicly funded museums †¢the police †¢non-departmental public bodies, committees and advisory bodies Government departments post responses to freedom of information requests online. You can search through previous responses. View the full list of public authorities covered by the Freedom of Information Act. You can contact an organisation directly by letter or email to make a freedom of information (FOI) request. When making your request, you should include: †¢your name †¢an address where you can be contacted †¢a detailed description of the recorded information you want You have certain rights to environmental information under the Environmental Information Regulations. For example, you can request information about air or water quality, noise and waste as well as any policies, decisions or activities that could affect them. (https://www.gov.uk) Paper based information are stored in a file cabinet, a room usually next to the reception office, it is usually lock and you ask the secretary or the head teacher if you want to access them. SHC 31- 41,4.3 Atmosphere in the setting would create a tension and this would impact the relationship and the development of children Concerns regarding child’s welfare, tensions arise when a parent doesn’t feel secure or lack of trust to the people looking after their child or the other way around such as abuse. To deal with this tension, it’s important to build a good relationship, respect and open communication between parent and carer and must work together for the best care of a child. As a staff, if a parent has problems or concerns about her child it it’s important to deal with it with calmness and follow the procedures laid down in the setting regarding such situations. Pass information directly and quickly to the person in another organisation that has responsibility for dealing such concern. Confidentially should be retained, other staff, parents etc will not necessarily know anything about the concerns that have been raised. Where a child or young person is suspected of committing abuse, example of this is in form of bullying, biting or hitting. This tension could affect children involved and the parents and carer. To deal with this is to refer the schools, or the settings policy with regard to bullying or any abuse committed by the young person. Follow the schools or nurseries Behavioural management, explain to the children what acceptable behaviour and deal with it calmly, or report it to your manager or head teacher. For instance of a child in our nursery scratched another child’s face, we deal with it by giving the child who scratched another child face a time out, usually 3 mins for their age 3-4 years old, after that we talk to the child, explain that  what he done is not acceptable behaviour and let the child understand why, and let him apologise to the child he hurt. Later on we inform the child’s parent about their child action. With the child who has been hurt we deal with it by comforting the child, if there’s a mark we let somebody who is a first aid have a look, then file an accident form. We inform the parent about the incident but not revealing the identity of the child who hurt their child. We ensure that parents that the incident has been dealt with and will investigate further so it won’t happen again. Staff member witnessing another abusing a child or young person, when this happens this will create tension in the setting it is important to report it to the safeguarding officer directly. If ever I witness another staff member abusing a child or a young person I will report it immediately to the safeguarding officer so the case will be look into. To maintain confidentially I won’t spread what I witness to other staff or any person who has nothing to do with the situation. Where a crime has been committed we have partnership with other organisations to safe guard children and young people. Example scenario of this when a child confides in you that he/she is being abuse; you can deal with it by telling your safeguarding officer about it or your line manager and maintain confidentiality. Disclose something if you think the child in danger, you will be doing the best for the child if you disclose such information of a sensitive nature even if you feel you are breaking a confidence. Follow your setting’s regarding disclosure of abuse. Parents should have seen your settings child protection policy which will state that information will be disclose if it is deemed that a child is in any danger.

Null Hypothesis and Alternative Hypothesis

Null Hypothesis and Alternative Hypothesis Hypothesis testing involves the careful construction of two statements: the null hypothesis and the alternative hypothesis. These hypotheses can look very similar but are actually different. How do we know which hypothesis is the null and which one is the alternative? We will see that there are a few ways to tell the difference. The Null Hypothesis The null hypothesis reflects that there will be no observed effect in our experiment. In a mathematical formulation of the null hypothesis, there will typically be an equal sign. This hypothesis is denoted by H0. The null hypothesis is what we attempt to find evidence against in our hypothesis test. We hope to obtain a small enough p-value that it is lower than our level of significance alpha and we are justified in rejecting the null hypothesis. If our p-value is greater than alpha, then we fail to reject the null hypothesis. If the null hypothesis is not rejected, then we must be careful to say what this means. The thinking on this is similar to a legal verdict. Just because a person has been declared not guilty, it does not mean that he is innocent. In the same way, just because we failed to reject a null hypothesis it does not mean that the statement is true. For example, we may want to investigate the claim that despite what convention has told us, the mean adult body temperature is not the accepted value of 98.6 degrees Fahrenheit. The null hypothesis for an experiment to investigate this is â€Å"The mean adult body temperature for healthy individuals is 98.6 degrees Fahrenheit.† If we fail to reject the null hypothesis, then our working hypothesis remains that the average adult who is healthy has a temperature of 98.6 degrees. We do not prove that this is true. If we are studying a new treatment, the null hypothesis is that our treatment will not change our subjects in any meaningful way. In other words, the treatment will not produce any effect in our subjects. The Alternative Hypothesis The alternative or experimental hypothesis reflects that there will be an observed effect for our experiment. In a mathematical formulation of the alternative hypothesis, there will typically be an inequality, or not equal to symbol. This hypothesis is denoted by either Ha or by H1. The alternative hypothesis is what we are attempting to demonstrate in an indirect way by the use of our hypothesis test. If the null hypothesis is rejected, then we accept the alternative hypothesis. If the null hypothesis is not rejected, then we do not accept the alternative hypothesis. Going back to the above example of mean human body temperature, the alternative hypothesis is â€Å"The average adult human body temperature is not 98.6 degrees Fahrenheit.† If we are studying a new treatment, then the alternative hypothesis is that our treatment does, in fact, change our subjects in a meaningful and measurable way. Negation The following set of negations may help when you are forming your null and alternative hypotheses. Most technical papers rely on just the first formulation, even though you may see some of the others in a statistics textbook. Null hypothesis: â€Å"x is equal to y.† Alternative hypothesis â€Å"x is not equal to y.†Null hypothesis: â€Å"x is at least y.† Alternative hypothesis â€Å"x is less than y.†Null hypothesis: â€Å"x is at most y.† Alternative hypothesis â€Å"x is greater than y.†

Johnson Behavioral System (JBS) Model Essays - Nursing Theory

Johnson Behavioral System (JBS) Model Essays - Nursing Theory Johnson Behavioral System (JBS) Model In this paper, I am going to summarize the Johnson Behavioral System (JBS) Model (Johnson, 1980, 1990), explain the perspectives for nursing practice, and explore its applicability in nursing practice. First, I am going to talk a little about Dorothy E. Johnson the nurse that wrote the Model. Dorothy E. Johnson was born August 21, 1919, in Savannah, Georgia (Lobo, 1995). She received her A.A. from Armstrong Junior College in Savannah, Georgia, in 1938; her B.S.N. from Vanderbilt University in Nashville, Tennessee, in 1942; and her M.P.H. from Harvard University in Boston in 1948 (Conner, Harbour, Magers, and Watt 1994). Johnson was an instructor and an assistant professor in pediatric nursing at Vanderbilt University School of Nursing from 1944 to 1949. From 1949 until her retirement in 1978 and subsequent move to Key Largo, Florida, she was an assistant professor of pediatric nursing, an associate professor of nursing, and a professor of nursing at the University of California in Los Angeles (Conner et. al. 1994). In 1955 and 1956 she was eligible to go on a sabbatical and went to the Christian Medical College School of Nursing in Vellore, South India, were she was interested in starting a baccalaureate program which was received well (Lobo, 1995). Dorothy Johnson has had an influence on nursing through her publications since the 1950s. Throughout her career, Johnson has stressed the importance of research-based knowledge about the effect of nursing care on clients. Johnson was an early proponent of nursing as a science as well as an art. She also believed nursing had a body of knowledge reflecting both the science and the art. From the beginning, Johnson (1959) proposed that the knowledge of the science of nursing necessary for effective nursing care included a synthesis of key concepts drawn from basic and applied sciences. In 1961, Johnson proposed that nursing care facilitated the client's maintenance of a state of equilibrium. Johnson proposed that clients were "stressed" by a stimulus of either an internal or external nature. These stressful stimuli created such disturbances, or "tensions," in the patient that a state of disequilibrium occurred. Johnson identified two areas that nursing care should be based in order to return the client to a state of equilibrium. First, by reducing stressful stimuli, and second, by supporting natural and adaptive processes. Johnson's behavioral system theory springs from Nightingales belief that nursing's goal is to help individuals prevent or recover from disease or injury. The "science and art" of nursing should focus on the patient as an individual and not on the specific disease entity. Johnson used the work of behavioral scientists in psychology, sociology, and ethnology to develop her theory. The model is patterned after a systems model; a system is defined as consisting of interrelated parts functioning together to form a whole (Conner et. al. 1994). Johnson states that a nurses should use the behavioral system as their knowledge base; comparable to the biological system that physicians use as their base of knowledge (Lobo, 1995). Theory The reason Johnson chose the behavioral system model is the idea that "all the patterned, repetitive, purposeful ways of behaving that characterize each person's life make up an organized and integrated whole, or a system" (other). Johnson states that by categorizing behaviors, they can be predicted and ordered. Johnson categorized all human behavior into seven subsystems (SSs): Attachment, Achievement, Aggressive, Dependence, Sexual, Ingestive, and Eliminative. Each subsystem is composed of a set of behavioral responses or tendencies that share a common goal. These responses are developed through experience and learning and are determined by numerous physical, biological, psychological, and social factors. Four assumptions are made about the structure and function of each SS. These four assumptions are the "structural elements" common to each of the seven SSs. The first assumption is "from the form the behavior takes and the consequences it achieves can be inferred what drive has been stimulated or what goal is being sought" (Johnson, 1980). The ultimate goal for each subsystem is expected to be the same for all individuals. The second assumption is that each individual has a "predisposition to act, with reference to the goal, in certain ways rather than in other ways"