Aquarius Advertising Agency Case Analysis Article

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Richest man in Babylon report Assignment Example | Topics and Well Written Essays - 750 words

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Rethorical anlysis of the smoker Essay Example | Topics and Well Written Essays - 500 words

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HUMAN RESOURCES MANAGEMENT Essay Example | Topics and Well Written Essays - 500 words

HUMAN RESOURCES MANAGEMENT - Essay Example For example, the general management will avail the resources required and give signatories to implement the strategy; hence they need to be aware of the strategy and its implications on the operations of the company. Providing all the information about the business strategy to the general management is vital in ensuring that they give a go ahead so that the strategy is implemented. The human resource organizational strategy, which will make their policies work, is one that divides the role of decision making among the employees, which is referred to as employee or labor relations (Abella, 2004). For example, different groups will be assigned different tasks, which they will be responsible for and ensure that the tasks they are assigned are accomplished. Sharing decision-making makes employees comfortable with their job since they will have a feeling of self worth. Consequently, this will enhance the operations of the company and productivity will rise. In addition human resource can use a compensation strategy, which will see that the hard working employees are given bonuses for the extra work they do. To be a stage 6 manager in the construction company, the manager needs ensure that their practices are directed towards achieving the goals the company has set within the time provided while taking care of the needs of every worker (Armstrong, 2008). The manager should use orientation where he will ensure that all the workers are protected in terms of justice and welfare, which will be the same for everyone in the company. The manager should ensure that every worker is entitled to a medical cover and incase of injury or sickness, they are treated promptly and in the best way. He should also ascertain that workers are entitled to joining unions, which will be responsible for forwarding their complaints to the management. Furthermore, the manager should ensure that his motives are moral and should be

Marketing and Stakeholders in the Food Industry Assignment

Marketing and Stakeholders in the Food Industry - Assignment Example In addition, the work finds out the various aspects of the marketing concept and illustrates how the marketing concept can be useful for the growth and development of an organization. Lastly, the work identifies the various stakeholders of McDonalds and suggests effective ways of communication that will satisfy each group. In general terms, the concept of marketing claims that in order to gain organisational goals, it is necessary to understand the needs and wants of the target market and deliver the required level of satisfaction more effectively and efficiently than competitors. Thus one can say that under marketing concept, it is more important to sell satisfaction than to sell product (Jain, 2006-07, pp. 292-293). According to AMA definition, â€Å"Marketing† is â€Å"the process of planning and executing the conception, pricing, promotion, and distribution of ideas, goods, and services to create exchanges that will satisfy individual and organisational objectives† (Shah & D’Souza, 2009, p. 8). Marketing concept and other business philosophies An analysis of the marketing concept proves that it does not focus on maximising profit through increased sales volume. Instead, it gains profit through increased satisfaction of customers. Thus, in the marketing concept, customer is the central figure around which all marketing activities take place. In essence, it becomes necessary to identify the target customers, develop an understanding with them, understand their demands, and provide services and goods to their satisfaction. One can summarise the components of marketing as satisfaction of customers, integration of various marketing activities, and good sales volume (Moore, et al. 2006, p. 142). This concept of marketing is different from the concepts of production, product, selling and holistic marketing. The selling concept was in vogue before the introduction of the marketing concept that is, during 1950s and 1960s. In this concept, the co mpany mainly aims to sell a product to the maximum and gives little attention to the precise requirements of the customers (Kuratko, 2008, p. 359). In that case, the company continues selling a product adopting various promotion schemes. In other words, the company focuses mainly on selling methods to attain maximum profit (Ibid). Yet another important concept is product concept. It focuses primarily on the quality of the product. In other words, a company gives maximum attention to the quality of its product on the belief that as far as the product is of high quality, consumers will be attracted to the product. Similarly, companies used to adopt the concept of production until 1950s. It claims that when a product or service is in maximum demand in the marketplace, the company should focus on producing that product or service as much as possible. An important part of marketing is marketing research. It becomes necessary for all companies to research their market in order to set thei r direction initially and to assess their performance thereafter. There are various sources to collect marketing information. Some primary sources are customers, dealers, and salesmen. As customers are the people who use the product, they are the best source of information regarding the quality of the product in terms of price, packaging, availability, design etc. similarly, dealers are capable of offering some useful information regarding the customer response to the products. In addition, they will be able to offer vital information regar

Integration of Aristotles Four Causes and Ego Psychology Essay Example for Free

Integration of Aristotles Four Causes and Ego Psychology Essay Ego Psychology Theory is based on Freud’s structure of mind model of identity, ego, and superego elaborated in more detail. Individuals have different ego controlling between primitive drives and realities. Individuals always deal with identities, drives and egos. However, if one has good control with ego, they can express their desire, drives and morals in realistic and socially appropriate ways. If failed, one confronts difficulties such as conflict with inner self and loss of mature interpersonal relationship. However, throughout lifetime, individuals change their feelings and behaviors to better fit their needs or minimize their conflict between primitive drives and realities. The material cause for ego psychology is identity and ego. Individuals are born with primitive drives, sexual desires, and egos which enable to organize their identity, drives and synthesize judgment, defined as decisions toward another in feelings, or to be aware of drives that affects feelings in accord with reality. In other words, ego can give a right direction for or control identity drives, whether it is satisfied or not in light of reality. The formal cause of ego psychology is ego development which is follows by means of the individuals needs, e. g. , affiliation with others, learning, etc. Hartmann says that we must develop â€Å"autonomous ego-development† (Hartmann, 1958, p, 101). The ego must be understood in relation with the individuals needs and drives, traits, expectations, and values. According to Hartmann, peoples defense mechanism develop their ego. Hartmann pointed out that â€Å"the defense processes may simultaneously serve both the control of instinctual drive and adaptation to the external world. † (Hartmann, 1958, p. 51) The efficient cause is adaptation â€Å"reality mastering† and a reciprocated relationship between an individual and his or her environment. The outcome of successful adaptation implies â€Å"fitting together† (Hartmann 1958, p, 36). If individuals overcome their conflicts, they are lead to their functions which are more or less closely related to the perceive reality. Therefore, successful adaptation embeds an individual in an environment. Also, it solves conflict among individual needs, capacities, and their environments due to the complicated tendencies of defensive egos. In early stages the ego is focused on differentiating itself from others and on affirming its separate existence though expression of drives. Later, the individuals begin to learn rules of conduct to follow in order to avoid group criticism (Martin,1981). The impact of interpersonal and environmental factors is thought to be crucial to the evolution of mature ego functions during the lifelong developmental process. The final cause of ego psychology is to find better adaptation and sustain ego function with regard to individual needs to adapt to their environments, drives, traits, and expectations. Other manifestations of social functioning problems and self regulation and control of drives affect other peoples perceptions is central to the development of an individuals behaviors and are appropriate in certain circumstances. People, because of their inevitable and requisite relationship with the world, are subject to change their attitudes, behaviors, and even their egos in order to cope with the changes and demands of other people around them and in the group they belong in. References Irving M. Rosen. (1968) Ego psychology of the adult years.Journal of Religion and Health, Volume 7, Number 3 PDF (243. 6 KB) Retrieved May 2, 2008, from SpringerLink database. Hartmann, Heinz. (1958) Ego psychology and the problem of adaptation. New York, NY: International Universities Press. Martin A, James. (2000) Ego psychology notes. Retrieved Apr. 2, 2008, from http://www. brynmawr. edu/Acads/GSSW/jam/switr/991415. htm Martin, Grotjahn. (1981) The therapeutic group process in the light of developmental ego Psychology. Group, Volume 5. Retrieved May 2, 2008, from SpringerLink database.

Psychological research studies

Psychological research studies It was first believed, according to the empiricists view (e.g. Locke, 1939) that a newborn infants ability to perceive, developed solely through a process of learning via experience. These pinnacle underestimates could have existed due to the extremely difficult nature of assessing what one could consider inaccessible to direct measurements. Contemporary knowledge in this domain has proliferated markedly due to the development of inventive techniques used to measure infants perceptual abilities. These perceptual abilities are considered to form the basis for rapid learning and development (Mehler Dupoux, 1994) and therefore are considered not only fascinating, but of pronounced importance to the study of developmental psychology. This interest is reflected in the numerous methods (e.g. behavioural, psychophsiological, and methods that assess brain responses) applied to infer the abilities of infants to perceive. In the present paper, focus will be dedicated to exploring the various research methods and reference to psychological research studies will be made in order to place the various approaches into a relatable context. The preference method devised by Robert Frantz (1958) is a straightforward technique which involves presenting an infant with two or more stimuli simultaneously, and as the name implies, assessing which was attentionally or perceptually preferred (Houston-Price Nakai, 2004). Early research generally relied on an observer watching the infants face and measuring how long one of the stimuli was looked at; however, present-day research relies on objectively scoring video film of the infants face or recording eye fixation, thereby strengthening accuracy of results (Smith, Cowie Blades, 2007). A variation of this technique was used to evaluate infants responsiveness to pictorial depth cues, in which two objects were placed at equal distances away from the infant. A strong reaching preference was demonstrated under monocular viewing conditions for the object that seemed closer due to pictorial depth cues. As this effect ceased during binocular conditions it was deduced that infants percei ve distance from pictorial cues (Kavsek et al., 2009). Along with this illuminating realization, the preference method has enabled many other intriguing deductions regarding infants perceptual abilities. For example, infants prefer to fixate on emotionally significant (i.e. familiar) stimuli (Burnham Dodd, 1999) as well as visual stimuli that match auditory stimuli (Golinkoff et al., 1987). This matching effect was also investigated and verified by Jeffrey Pickens (1994) through the use of visual preference to one of two television monitors. This method therefore leads to two types of inference; whether discrimination occurred and the salience of the preferred stimuli to infants (Houston-Price Nakai, 2004). The most popular method for measuring infants perceptual abilities is the habituation method, which capitalizes on the simplest form of learning. This technique involves a system in which a repeated stimulus becomes so familiar that initially associated responses cease to occur (habituation). If a new stimulus is presented and can be distinguished from the previous, attention can be renewed (dishabituated) (Shaffer Kipp, 2007). This method is also referred to as the familiarization-novelty procedure as the infants terminated response indicates recognition of a previously experienced stimulus, whereas regained attention indicates a novel stimulus (Bertenthal Longo, 2002). As this method can be applied to a myriad of research questions, it has elicited numerous substantial discoveries. For example, evidence for perceptual colour categories in pre-linguistic infants was obtained through the classical experiment conducted by Bornstein, Kessen and Weisskopf (1976). After habituation to one stimuli (e.g. red1), more attention was focused onto a colour from what an adult would consider a different colour category (i.e. preferred yellow instead of red2), even though the wavelength of the two novel stimuli where equal (Franklin Davies, 2004). Mayo, Nawrot and Nawrot (2009) proved that dihabituation results (obtained through use of the initial stimulus with manipulated depth) can indicate that infants as young as 16 weeks of age may be sensitive to indisputable depth from motion parallax. Conditioning focuses on the postulation that infants will learn to carry out behaviours if they are reinforced, which allows infants control over their environment and reflects understanding of relationships within the world (Smith et al., 2007). For example, Bower (1965) conditioned infants to turn their heads to one side by rewarding them with an adult engaging them in a peek-a-boo game. Once this response was established, the infant only received the reward if the infant turned his/her head when a certain stimulus was present. Discrimination can thereby be detected and in this case, size constancy was observed, as conditioned responses were three times more probable to the same stimuli (i.e. a 30cm cube) regardless of fluctuating retinal image size than to different stimuli (i.e. a 90cm cube) . Kuhl (1983) found that infants are capable of categorizing speech sounds by adopting the conditioning method and using a battery operated toy as a visual reinforcer. High amplitude sucking takes advantage of the fact that infants have good motor control of their sucking behaviour and this fact can be used to determine discrimination as well as likes and dislikes of the infant in question (Werker, Shi, Desjardins, Pegg, Polka Patterson, 1998). The infant is given an adapted pacifier containing electrical circuitry, and once the infants baseline sucking rate is recorded, variations (i.e. harder or faster sucking) trip the circuit thereby activating the reward (e.g. tape recorder)(Shaffer Kipp, 2007). Siqueland and De Lucia (1969) used a projected light as a visual stimulus to condition infants sucking, with strength of sucking directly proportional to the brightness of the visual stimuli. They concluded that at 4 months this relationship could be learned. A habituation version of the high amplitude sucking procedure was used to determine that infants perceive speech in a categorized manner. This was evident by familiarization (habituation) to the first stimuli (e.g. /ba/), followed by an increased sucking rate (dishabituation) in response to a second, novel stimuli (e.g. /pa/), thereby indicating discrimination between the categories had occurred (Eimas et al., 1971). Unobservable responses can also be accessed through measuring evoked potentials and changes in heart rate. With regards to changes in heart rate, it is expected that if an infant is surprised or upset their heart rate will increase, decreasing when focusing or attending. These effects can thus be manipulated through the habituation method to determine discrimination (Smith et al., 2007). Evoked potentials are measured by use of electrodes placed in positions on the scalp that process the presented stimuli. If a stimuli is perceived, it is reflected by a pattern of brain waves (i.e. evoked potentials), with different stimuli producing different patterns of electrical activity (Shaffer Kipp, 2007). Discrimination can therefore be deduced. A study using evoked potentials proved that visual acuity and contrast sensitivity are poor in the neonate, but improve during the first year of life (Atkinson et al., 1974). There is no question regarding the tremendous impact of these experimental methods; however they are not without their limitations. The preference method is praised as it is easy to employ, has a wide scope of application and response demands are minimal, although results can be confounded by familiarization effects prior to the preference procedure (Houston-Price Nakai, 2004). Another issue appears if an infant fails to show preference between the stimuli, as it is unclear whether the infant failed to discriminate or if the stimuli where found equally interesting (Shaffer Kipp, 2007). These effects can to some extent be controlled for by the use of the habituation method, which exploits the familiarization effect. This is a well understood, versatile procedure which is suited to investigations across many age groups (Werker et al., 1998), although data of an individual infant cannot easily be examined and discrimination behaviour is therefore only described with reference to a gro up (Werker Lalonde, 1988). Another probable inadequacy of this method concerns the lack of motivation of infants to show discrimination from a familiar stimulus, due to novelty being the only reward (Werker et al., 1998). Conditioning methods can rectify these problems as they provide reward and are able to provide data on individual subjects and hence able to identify individual differences. This paradigm is also useful in studying developmental changes through implementing experiments at different ages (Werker et al., 1998). The high amplitude sucking method is advantageous as it can measure a newborns (only a few hours old) perceptual ability due to sucking being easily conditioned (Werker et al., 1998). Williams and Golenski (1979) identified the major limitation with this study being that there is often a high drop-out rate due to infants who are fussy or sleepy, which may result in skewed data. Neurological and autonomic understanding has undoubtedly developed from studies involving evoked potentials and heart rate fluctuations; although these studies do little in accessing what differences are significant to the individual infant. All the above discussed paradigms are beneficial in assessing infants perceptual abilities, each having both strengths and weaknesses. As the habituation-dishabituation method is the most popular method of assessing infants perceptual abilities, along with the fact that many methods may be considered a variation of this paradigm, one might be lead to the inference of its superiority. However, over the years the differences between the methods have diminished due to modern research methods encapsulating on positive aspects from the various paradigms (Houston-Price Nakai, 2004). Therefore, with regards to methods in assessing infants perceptual abilities, what seems of most importance is the link between the research question of interest and the appropriate method to answer that question. References: Atkinson, J., Braddick, O., Braddick, F. (1974). Acuity and contrast sensitivity of invant vision. Nature, 247, 403-404. Bornstein, M. H., Kessen, W., Weisskopf, S. (1976). Colour vision and hue categorization in young infants. Journal of experimental psychology: Human perception and performance, 1, 115-129. Bower, T.G.R. (1965). Stimulus variables determining space perception in infants. Science, 149, 88-9. Burnham, D., Dodd, B. (1999). Familiarity and novelty preferences in infants auditory-visual speech perception: problems, factors, and a solution. In C. Rovee-Collier, L. Lipsitt, H. Hayne (Ed.), Advances in Infancy Research, 12, (pp. 170-187). Ablex: Stamford. Eimas, P.D., Siqueland, E.R., Jusczyk, P., Vigorito, J. (1971). Speech perception in infants. Science, 171 (3968), 303-306. Franklin, A., Davies, I. R. L. (2004). New evidence for infant colour categories. British Journal of Developmental Psychology, 22, 347-377. Frantz, R. (1958). Pattern vision in young infants. The Psychological Record, 8, 43-47. Golinkoff, R., Hirsh-Pasek, K., Cauley, K., Gordon, L. (1987). The eyes have it: lexical and syntactic comprehension in a new paradigm. Journal of Child Language, 14, 23-45. Houstin-Price, C., Nakai, S. (2004). Theory and Method in Developmental Research: Distinguishing novelty and familiarity effects in infant preference procedures. Infant and Child Development, 13, 341-348. Kavsek, M., Granrud, C. E., Yonas, A. (2009). Infants responsiveness to pictoral depth cues in preferential reaching studies: A meta-analysis. Infant behavior and development, 32, 245 -253. Kuhl, P.K. (1983). Perception of auditory equivalence classes for speech in early infancy. Infant behaviour and Development, 6 (2-3), 263-285. Locke, J. (1939). An essay concerning human understanding. In E. A. Burtt (Ed.), The English Philosophers from Bacon to Mill. New York: Modern Library Longo, M. R., Bertenthal, B.I. (2006). Common coding of observation and execution of action in 9-month-old infants. Infancy, 10 (1), 43-59. Mehler, J., Dupoux, E. (1994). What infants know. The New Cognitive Science of Early Development. Oxford:Blackwell. Nawrot, E., Mayo, S. L., Nawrot, M. (2009). The development of depth perception from motion parallax in infancy. Attention, Perception and Psychophysics, 71 (1), 194-199. Pickens, J. (1994). Perception of Auditory-Visual Distance Relations by 5-month-old infants.Developmental Psychology, 30 (4), 537-544. Shaffer, D. R., Kipp, K. (2007). Developmental Psychology: Childhood Adolescence (8th ed.). Belmont, USA: Nelson Education Ltd. Siqueland, E. R., De Lucia, C. A. (1969). Visual reinforcement of non-nutritive sucking in human infants. Science, 165, 1144-1146. Smith, P. K., Cowie, H., Blades, M. (2003). Understanding Childrens Development (4th ed.). Oxford, England: Blackwell Publishing. Werker, J. F., Lalonde, C. E. (1988). Cross language perception: initial capabilities and developmental change. Developmental psychology. 24 (5): 672 683. Werker, J.F., Shi, R., Desjardins, R., Pegg, J. E., Polka, L., Patterson, M. (1998). Three Methods for testing infant speech perception. In A. Slater (Ed.), Perceptual Development: Visual, Auditory and Speech perception in infancy (pp. 389-418). Hove, UK: Psychology Press Ltd. Williams, L., Golenski, J. (1979). Infant Behavioural State and Speech Sound Discrimination. Child Development, 50, 1243-1246.