Functional Analysis Research Paper Example | Topics and Well Written Essays - 250 words - 1

Functional Analysis - Research Paper Example Compatibility of land-use plans and circulation systems that are already in place is essential. This is because only highly viable projects are treated as the best land-use options. In order to make an assertion of this claim, past, present and future land status have to be critically assessed and evaluated in the light of the project being undertaken. In other words, land-use plans match existing circulation systems for optimal land use purposes. The compatibility of land-use plans and existing circulation systems is necessary for striking a balance between meeting people’s needs and resource sustainability for future generations. Current and future demands can only be met if planners make certain considerations in the context of land-use projects. Change is a force that significantly influences planning. Planners therefore must consider diversity and dynamism of physical, social and economic factors that affect land-use projects over time (Levy, 2011). These variables integrate change in different magnitudes and it is up to the planners to consider the magnitude of each of them to both short term and long term projects prior to the characteristic trends in demand. For example, globalization is an undisputable factor to consider in the context of change and land-use projects in the light of local and international current and future

Pro and Anti Social Behaviour Essay Example for Free

Pro and Anti Social Behaviour Essay a) Outline two psychological theories of aggression (12 marks) b) Evaluate two theories of aggression that you outlined in part a) in terms of relevant research studies (12 marks) a) Outline and evaluate two psychological theories of aggression (24 marks) Aggression is an example of anti-social behaviour. It has been defined as any form of behaviour directed towards the goal of harming or injuring another living being who is motivated to avoid such harm. Social Psychological theories of aggression These explain aggression as a result of social interactions Social Learning Theory (SLT) One of the most influential theories of aggression is the Social Learning theory put forward by Bandura (1973). The nature of the theory suggests human aggression is learned either through direct experience or by observing aggressive behaviour in other people i. e. indirect experience. Bandura produced two assumptions in relation to the social learning theory. He stated that if a child acts aggressively against another child and as a result gets what they want, their aggressive behaviour has been reinforced. This is an example of learning by direct experience, derived from the principles of the traditional learning theory; operant and classical conditioning. Secondly, he stated that if a child observes another person behaving in an aggressive manner, they may imitate that behaviour them selves, particularly if they see the model reinforced for behaving in that way. This is an example of vicarious experience. Results from Banduras studies have shown that children are more likely to imitate models if they are similar to themselves, have some kind of status or who are seen to be rewarded for their actions. He also applied these factors to his Social Learning theory. Bobo Doll study Bandura (1961) Support for the Social Learning theory comes from studies using Bobo dolls (an inflatable toy). This was conducted by Bandura et al (1961). He carried out a study where Nursery school children watched a film where an adult model behaved aggressively or non-aggressively towards a Bobo doll. The adult model displayed some distinctive physical acts of aggression, for example kicking it and using verbal aggression such as Pow! Following this, the children were taken to a room and shown attractive toys that they were forbidden to play with. This created a sense of frustration within the children. They were then taken to a room containing a Bobo doll and other toys and were then rated for the amount of aggression they showed. Bandura found that children in the aggressive condition reproduced the physical and verbal behaviours modelled by the adult. In contrast children in the non-aggressive condition showed very little aggression towards the doll. This shows that children can acquire aggressive behaviours from watching the actions of others. Evidence that supports the Social Learning Theory Further research evidence has been carried out in relation to aggression which supports Banduras theory. Silvern and Williamson (1987) investigated the effect video games have on aggression. They found that aggression levels in children increased after playing violent games. This suggests that this was due to imitation or modelling. However, the study lacks validity because it only identifies short term aggression, not long term aggression therefore, it does not prove any permanent effects. Furthermore, Margeret and Mead (1935) studied aggression in relation to cross cultural differences. She studied three New Gunea tribes and found that each tribe behaved different in terms of aggressive tendencies. This suggests that the fact that some societies were more aggressive than others supports the role of social learning in aggression. However, the fact that the men were relatively more aggressive in each society suggests that some aspects of aggression are biologically determined. Evidence that challenges the Social Learning Theory However, this theory has been challenged by a number of psychologists. Johnston et al (1977) carried out another study in which he found that children who behaved most aggressively towards the doll were the ones rated by the teachers as most violent generally. Also, Durkin (1995) suggested that Bandura made no distinguish between aggressive behaviour and play fighting. These studies therefore suggest that the findings from the Bobo Doll study lack reliability. In addition, the study has ethical issues as it encourages aggression in children. Furthermore, the situation is unlike a lot of real-life modeling as hitting a doll is no the same as hitting a person. This leads to the assumption that Bandura over exaggerated the extent to which children imitate the behaviour of models. This also leads to the criticism that the study lacks ecological validity due to its artificial setting; therefore the results may not apply to real life. Also, some critics argue that the children were manipulated into responding to the aggressive movie. This was because the children were teased and became aggressive because they could not touch the toys. Finally, there is a problem that the study suffers from high demand characteristics due to the children being given cues how to behave, resulting in the participants to behave in certain predictable ways. Alternative theories Alternative social psychological theories of aggression have also been produced, challenging the idea that aggression is solely based upon imitation, modelling and reinforcement. Deindividuation theory One of these is the Deindividuation theory proposed by Zimbardo (1969). Deindividuation refers to the loss of a sense of personality identity that can occur when we are for example, in a large crowd or wearing a mask. We then become more likely to engage in anti-social, un-socialised behaviour. Zimbardo (1969) distinguished between individual behaviour, which conforms to acceptable social standards, and deindividuated behaviour, which does not conform to societys social norms. He claimed that people dont normally act aggressively because they are easily identifiable in societies that have strong norms against aggressive behaviour. Being anonymous (and therefore effectively unaccountable) in a crowd has the consequence of reducing inner restraints and increasing behaviours that are usually inhibited. According to Zimbardo, being in part of a crowd can reduce awareness of our own individuality. In a large crowd, each person is faceless and anonymous (so the larger the group, the greater the anonymity), reducing the fear of negative evaluation of our actions and a diminishing the sense of guilt. Therefore, individuals feel less constrained by the norms of social behaviour and as a result, they may be more inclined to act in an anti-social way. This is supported by Mann (1981) who found evidence of Deindividuation in the baiting crowd (crowds who frequently baited a potential suicide victim to jump). Mann found that baiting increased under conditions which increased the anonymity of the crowd (e. g. numbers, darkness and distance from the victim). This therefore supports the claim that deindividuation increases aggressive behaviour. The deindividuation theory is also supported by Zimbardo (1969) who left abandoned cars in New York and a small town in California. He found the abandoned car in the big city was stripped and vandalised very quickly whereas the one in the small town was left alone. This suggests that the larger the group, the more anonymous the individual is and, consequently, the more extreme the antisocial behaviour becomes. Futhermore, Zimbardo (1963) conducted a study specifically to demonstrate the effects of deindividuation on aggression. Participants were asked to shock a confederate. Some were deindividuated (wore a hood, no names were used and they sat in a dimly lit room) and others were easily identifiable (they wore name tags and sat in a bright room). The findings showed that the deindividuated students administered the most shocks, i. e. were most aggressive, suggesting that deindividuation plays a role in producing anti-social behaviour. However, the major difficulty with using Deindividuation as an explanation for aggression is the fact that it does not always lead to aggression. In some circumstances it can lead to high levels of pro-social behaviour, for example wearing a nurses uniform. Overall Evaluation Overall, the Social learning theory can account for the fact that a persons aggressive behaviour may not be consistent across different situations. It may be reinforced in some situations, but punished in others (context-dependant learning). Furthermore, studies carried out into video games and aggressions are consistent with the Social Learning theory. However, alternative explanations such as the biological explanation (e. g. levels of testosterone are linked to aggressive behaviour) challenge the view that social learning is the primary causal factor in aggression. In addition, the social learning theory is limited in scope because aggression doesnt just depend on observational learning. This is supported by cross cultural evidence which demonstrates that some aspects of aggression are innate. Effects of environmental stressors on aggressive behaviour Use for: Describe and evaluate research (theories or studies) into the effects of two or more environmental stressors on aggressive behaviour (24 marks) A number of environmental factors have been identified as triggers for aggression. Some of these possible environmental features are temperature, overcrowding and noise.

Personal Narrative - Driving Test :: Personal Narrative Essays

Personal Narrative- Driving Test As I walked out of the courthouse and down the ramp, I looked at my mom in disappointment and embarrassment. Never wanting to return to that dreadful place, I slowly drug my feet back to the car. I wanted to curl up in a little ball and I didn't want anyone else to know what I had done. Gaining my composure, I finally got into the car. I didn't even want to hear what my mom had to say. My face was beat red and I was trying to hide my face in the palms of my hands because I knew what was about to come; she was going to start asking me questions, all of the questions I had been asking myself. Sure enough, after a short period of being in the car, the questions began. "Honey, how could we have miscalculated six months? My frustrated reply to every question was, "I don't know!" Maybe this was a sign I was going to fail. I could only imagine how my brother and sister were going to make me feel. They had teased me about studying so hard for the permit test. Now here I was, not actual failing the drivers test, but failing to go on the correct day. Exactly one month later, all of the fears that happened in the past were returning. Was I going to fail? Was I going to get the same, strict instructor? As I slide out of the car and slowly shut the door, I could only hope that the same person wouldn't be there when I attempted to take my driving test last time. With that thought running through my head, my brain was in overdrive. All the wheels were turning as fast as they possibly could. I tried to zone out the negative stories I heard by telling myself, "I can do this. I just drove through town on a practice run and I did perfectly fine." Of course, the fear of failure kept popping in my head and I couldn't get rid of it.Sluggishly, I made my way to the entrance of the courthouse. As I reached for the door, I let out a sigh of worry. I moseyed down the stairs trying to stall as long as possible. All that I could picture was the instructor with dark, slanted eyebrows that made a wrinkle between his two critical eyes.

All Day Kindergarten Essay

After critically analyzing the current kindergarten scheduling trends, there is a shift in many schools from half-day kindergarten programs towards full day kindergarten programs. A full day kindergarten or all day kindergarten program is a program in which pupils attend school each weekday for approximately six hours. The growing number of all day kindergarten programs can be attributed to a change in the American society and education in general. To be specific the growing number can be attributed to the increase in single parents and dual employment households and finally a general belief that all day programs better prepare children for school. There has been a looming legislation, which is going to give powers to the local, state and federal governments to control standards of education. Kindergarten education is targeted by this piece of legislation because it promotes all day kindergarten programs at the expense of half-day programs. I fully support this piece of legislation that promotes all day kindergarten programs because of the benefits that are inherent with the program. It’s my prayers that the legislation is approved so that our schools can start churning out very competitive graduates. I believe all day kindergarten programs are the best because of the following: †¢ A research conducted in 1990s reported a consistent positive academic outcome for all children enrolled in all day kindergarten programs. A subsequent research also showed that children who attended all day kindergarten programs scored higher points on standardized tests than their half day counter parts. Hough and Bryde found out that there is more individualized instruction in all day programs when compared to half-day programs. Individualized training makes it possible for the teacher to understand each and every need of the pupil and therefore attend to them accordingly. A research carried out by Cryan and his friends found out that there was a positive relationship between participation in full day kindergarten program and later academic success. After comparing similar half day and full day programs in a nationwide study, Cryan found out that full day kindergarteners exhibited more independent learning, classroom involvement, and productivity in work with peers and reflectivity than half-day kindergarteners. †¢ Other researches pointed out that there is a clear relationship between the kind of kindergarten program and the children’s behavior. Teachers rated children in all day kindergarten higher. (Cryan et al, 1992). Other researchers who have studied social and behavioral outcomes found out those children in all day kindergarten programs were engaged in child-to-child interactions and this had a positive effect in building their learning, communication and social skills. (Elicker & Mathur, 1997). The full day kindergarteners were more likely to approach the teacher; they expressed less anger, shyness, withdrawal and blaming behavior than half-day kindergarteners. †¢ Both teachers and parents whose children were enrolled in all day kindergarten proved that all day programs better prepared children for their first grade. They also indicated preference for all day kindergarten because of the more relaxed atmosphere, more time for creative activities and more opportunity for students to develop their own interests. The teachers also concluded they had more time to know the children and their families thus enabling them to better meet the children’s specific needs. (Elicker & Mathur, 1997) It’s definite that there are more positives in all day kindergarten programs but it’s important to remember that what the children are doing during the day is more important than the length of the day. Experts are warning administrators and parents against full day kindergarten programs that are academically rather than intellectually engaging in tone. Some of the intellectually engaging activities that should be incorporated in all day kindergarten programs include the following: 1. Programs that emphasize language development. 2. Programs that offer balance of small group, big group and individual activities. 3. Programs that asses pupils’ progress through close teacher observation and examination of pupils’ work. 4. Programs that develop children’s social and interpersonal skills including conflict resolution strategies. 5. Programs that involve children in first hand experience and informal interaction with objects, other children and adults. (Rothenberg, 1995) To successfully implement this project, the government should commence creating space and teacher capacity. It should also set aside enough funds to make sure the schools can afford equipment necessary for all day kindergarten programs. References Cryan, J. R. , Sheehan, R. , Wiechel, J. , & Bandy-Hedden, I. G. (1992). Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after. Early childhood research quarterly, 7(2), 187-203. EJ 450 525 Elicker, J. , & Mathur, S. (1997). What do they do all day? Comprehensive evaluation of a full-day kindergarten. Early childhood research quarterly, 12(4), 459-480. EJ 563 073. Hough, D. , & Bryde, S. (1996, April). THE EFFECTS OF FULL-DAY KINDERGARTEN ON STUDENT ACHIEVEMENT AND AFFECT. Paper presented at the annual conference of the American Educational Research Association, New York: ED 395 691.

Elements of leadership development and it’s importance

A leader is not born in a single day, neither is he found in your neighbor’s house. The Leader is in ‘you’. Like every living thing needs food for growth so do the leadership qualities need some nourishment to develop. For its development we need to work on all the important elements that are required to become a great leader. This theory applies not only to an individual but to an organization too. After all it is the individual who constitutes the organization; therefore the principles which we apply to get success in our lives can be used, to get success in an organization too. To start off, we must first and foremost deal with Personal Empowerment. Every human being, every society, every group or organization is not free from faults and mistakes. Weakness is found in everyone. Now, what matters the most is overcoming those, by making right practices and adopting good habits, along with good choices. â€Å"The more you know, the more you realize how much you do not know-the less you know, the more you think you know†-David T. Freeman. Another factor which would empower us in true sense, which is necessary for leadership, is ‘knowledge’. If you don’t know a vital piece of information, then find it out. Ask, get the facts, you need to take smart decisions. Knowledge gives you power. Ignorance puts you at the mercy of others. Another important lesson to be learnt in this segment called personal empowerment is learning to say a ‘yes’ to opportunities. Every individual and organization needs to get out of their cocoon and experience everything that gets into their way in a bold manner. Moving on to our second element -Control. Learning ‘To control’ is necessary for developing Leadership skills. Self-control (a form of control) is vital, one must know that he has control over his own leadership skills and can develop them. Same can be applied to an organization, it has control over its own actions, on performing the right set of actions, and one can achieve a lot. About ‘Control’- Leadership Development Leader Robin Sharma says-â€Å"When things get difficult it’s more important than to pursue excellence, is to focus on things that you can control. Take control of things that you can do and execute them brilliantly.   Then go home and let it go.† So, when you are in charge of a group you must also know how much of control is healthy for a group too. If one tries to get control on all the activities, then he might be regarded as a bad Leader. ‘Control’ must never be in excess amounts so as to frustrate. Freedom- one might wonder, as to, what freedom has to do with leadership. Soon our doubts would be cleared. A book called ‘Leadership Development in Balance’ has to say that-â€Å"I believe those leaders who find ways to create broader amounts of freedom rooted in trust have more sustainable success over time. Of course, to provide freedom, people must be willing and able to accept it and to use that freedom for the right means and ends†. This shows how freedom is necessary to take an action and also to reach ones goals. But with freedom comes-‘Responsibility’. A leader is responsible to perform his duties. A leader has to take accountability of his responsibility. There may be a difference in the level of responsibility, but we have our own set of responsibilities which we have to attend to and address. This in turn must help us to develop ethics .The Center for Ethical Leadership suggests that-â€Å"Core values are what motivate every individual and   shared core values are the foundation for agreements and co-operation among diverse people†, says Pat Hughes, Director of curriculum development for The Center. Ethics are vital for leadership because, these values create an impression on other people primarily. The other elements do create an impression but it is ethics which is most visible. Hence, we have discussed the importance and necessity of each of the elements i.e. personal empowerment, freedom, ethics, control and social responsibility for leadership development. REFERENCE: On personal empowerment: http://www.getrichslowly.org/blog/2007/06/16/developing-self-reliance-personal-empowerment Quote of Freeman: http://www.mind-trek.com/ On Ethics: http://humanresources.about.com/od/leadership/leadership_development.htm http://www.leader-values.com/Content/detail.asp?ContentDetailID=33 http://www.impactfactory.com/p/leadership_ethics_skills_training_development/friends_1547-11105-65192.html On control: